Class Activities Class Activities

Activity 1 Personal circle

1. self-introduction to students students can ask questions

2. students work in pairs to talk with each other

Goal: cozy atomsphere, oral English make friends...

Brisbane

10 jogging

Nantong

Activity 2 Stop the bus!

country food verb adjective

a America apple arrest attractive

t Turkey tomato touch tough

s Scotland salt stabilise smart

c China candy crack classic

1. work in group. 2.whenever ss work out the

problem, they say :stop the bus. Then give the answers.

Goal : good atomsphere

use vocabulay

Activity 3 Story --board1. teacher read a passage(a story etc.) Ss

need to take notes of key words.2. Ss work in group and draw the pictures

(6~8) 3. presentation in front by showing the

pictures (one student in charge of 2 pictures)

4. after -class writing (if possible)

Goal : listening and speaking ability, teamwork

Narcissus (dictation of a story)

Activity 4 Acrostic Australia UK Switzerland Tanzania GReece SpAian ItaLy Iran IrAq

Select a theme (food, country, hobby etc) and create words concerned.

Goal: vocabulary group work

Activity 5 Hot potato

students stand in circle;

throw the ball to Ss at random;

Ss who get the ball need give quick response to the question

Goal: speaking

quick response

engage every student in the activity

Activity 6 Grass-skirts1.Behind each is a sentence

concerning grammar etc

2. Ss work in group ,tear

one piece down , solve the problem and show the answer to teacher.

if yes ----go to another piece

no -----need more work

Goal: group work, quick response, grammar/ sentence structure/ translation

Activity 7 word riddle / Who am I? Select words from the vocabulary;4 items from general to specific; students work in group and read the

riddle for other groups to guesseg: 1.I'm a place. 2. I'm not a country. 3. Recently it becomes a hit becuase of a

virus. 4. People here suffer from poverty and discrimination. (Africa)

Goal: Revision of vocabulary creativity, practice of English

Activity 8 Information gap (crossword)

1. students work in pairs to describe the nouns to each other and finish the task.

Goal:

listening/ speaking

vocabulary

grammar (attributive clause)

Activity 9 Mutual dictation

Students work in pair to read the passage together and write down the missing information.

Goal:

vocabulary / text revision

listening/ speaking ability

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Activity 10 A--Z brainstorming 1. Let students write down some words

(n./adj.) including letters A~Z to describe an activity/ sth .

A: amazing B: beach C: cow D: dingo E: excited ...... Z: zoo2. Make a dialogue: A: What did you write with "____"? B: ________. A: Why did you write this word? B: Beacuse ______________.

Goal:

vocabulary

speaking

Activity 11 Whisper

1. Teacher give the first student jumbled Qs/ key sentences,

2. Student speak the sentence/ QS to the next student.

3. The last student need to write the sentence/ Qs on the board

S1S1 S6S6S2S2 S3S3 S4S4 S5S5

Goal:

Group work (involve every student)

Listening/ speaking

1) can be used as a warm-up by using questions

2) can be used as revision by using some key sentences in reading

Activity 12 Venn diagram

Goal:

analyse the text

reading

differencesdifferences differencesdifferences

sisimimilarlaritiitieses

Activity 13 Pechakucha a PPT with (10~20) slides/pictures, 20/30 seconds

each slide for presentation/ listening.

eg: <My trip to Australia> 1. Australia 6. Australian food

2. Brisbane 7. Australian people

3. QUT 8. Australian animals

4. Weather 9. Family life

5. The gold coast 10. My conclusion

Goal: Listening/ speaking / quick response

Activity 14 fishbone map

humanhumanactivityactivity

Greenhouse

Greenhouse

effect

effect

fossil fuelsfossil fuelsover use over use

of coalof coal

deforestationdeforestationpopulationpopulation

growthgrowth

cause 1cause 1 cause 2cause 2

cause 3cause 3 cause 4cause 4

Goal:Help students analyse the topic

and form the article.

Activity 15 Wedding the text

1. Give students a passage with 8~10 mistakes in it.

2. Students first work individually to find the mistakes.

3. Work in pairs to discuss and exchange their opinions.

Goal : grammar, vocabulary, pair work

Activity 16 Group compisition

1. Select a topic and organise the passage.

2. Divide sthdents into several groups. (leader, scribe, vocabulary checker, grammar checker, spelling checker…)

3. Each group writes one paragraph to accomplish it.

4. Teacher check each paragrph to the whole class.

Goal: wirting, group work.

Activity 17 Tennis

1. Work in pair or group.

2. Take turns to give words concerning a topic (crime, vegetables…)

Or: Take turns to give one word to form a story/ sentence.

Goal :Vocabulary, sentence structure,

quick response

Activity 18 Listening 1

1. Listen to a song.

2. Students read the lines and need to find whether the words in bold right or not.

3. Listen again and correct the wrong words.

Goal: listening, vocabulary, interest

Activity 19 Listening 2

1. Give students some jumbled pictures concerning a story.

2. Listen to the story.

3. Reorder the pictures.

Goal: listening comprehension, interest

Activity 20 Writing 1. Give students a passage with simple

sentences.

2. Students work in groups to change the sentences into complicated ones by using attributive clauses, inversion, adverbial clauses, noun clauses etc.)

3. Teacher check each paragrph with the whole class

Goal: group work, writing ability

Activity 21 Scanning

Students look at some questions and scan the descriptions.

Match the topic with the descriptions.

Discuss with partners to check the answers.

Goal: fast reading, understanding of topics

Activity 22 Jumbled reading

Give Ss a passage with some sentences removed.

Read the article and choose from A-H sentences to find the one which fits each blank (with one extra sentence given)

First individual work then work in group.

Goal: improve reading comprehension

Some activities Some activities

about readingabout readingSome activities Some activities

about readingabout reading

1. Remove a sentence from each paragraph of the text, jumble the removed sentences and ask ss to replace them in an appropriate place in the text.

2. Remove a sentene from each paragraph of the text ans transpose it into differnet paragraph randomly. Ask ss to read the text, locate the inappropriate sentence in each paragraph and replace it in the correct one.

3. Using correction fluid, blank our every tenth word or so in the text. Ask Ss to find appropriate words to fill the gap. To change this from the traditional Cloze test that is very common, you could focus on a particular word type e.g. verbs, or remove all the words you judge to be new for Ss.

4. Replace a number of new words in the text with nonsense words. Ask Ss to think of synonyms for the nonsense words.

5. Cut the text into sections and jumble it up, ensuring that it cannot be fitted back in jigsaw style simply by looking at the shape of each section. Ask Ss to decide on the correct order. This can be done either at sentence level or at paragraph level. Usually, there are clear discourse markers to indicate the original order, but where there is more than one possibility, this can lead to valuabe discussion of the most appropriate orders.

6. Once a topic has been made clear, get the Ss to write their own questions for the text. They then read to find the answers to their own questions rather than questions set by the writer.

7. Divide Ss into pairs or froups and get them to write Qs about the tet for other pairs or groups. This can be done with the same text for all groups or a different text for each group. With this activity, Ss need to see the text first.

8. Using correction fluid, blank out different words or sections containing factual information on different copies of the text. Each student then receives a copy of the text with, say, ten words or short sections blanked out. These are different for each member of the group. Ask Ss to find the missing information by asking other members of the group questions (not just reading out each passage as in mutual dictation)

9. Find a text and decide which are the ten key words or phrases which give a general idea of the topic or theme of the text. Write them up on the board in chronological order (the order they appear in the text) and ask Ss to discuss what the text they are taken is about. When they hae done this, ask them to imagine these words highlighted in the text. Would it be necessary to read the rest of the text to get the general meaning?

10. Find some short newspaper articles (ten reports and ten headlines, for example). Separate the headlines from the stories and stick both headlines and stories in random order on a sheet of paper. Ask Ss to look at the headlines and the stories ans match the correct headlines with the correct stories as quickly as possible.

11. Find some short newspaper articles (6 to 10 shoule be enough) and remove the headlines. Write one word which summarizes each text. Ask Ss to match the words with the texts. The same activity can be done by getting the students to write the words in groups the trying out the activity on other groups in the class.

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