CONTENTS PAGE 1

HOW TO TEACH VOCABULARY Webster Didn’t Get It: Together Nations 5 Important Words Your 4 TIPS AND TRICKS: Students Won’t Find in 29 ART & CULTURE: Let’s What Do You See? 8 the Dictionary Be P.C. Four Important Steps to Teaching Basic Tips for Teaching Vocabulary 16 TIPS AND TRICKS: Etiquette and Cultural Digging Deep: Fresh Differences 5 TIPS AND TRICKS: & Creative Tips for 10 Out of the Ordinary Teaching Word Roots 30 BODY: Simon Says Places Your Students You’ll Love these Games can Pick up New 17 TIPS AND TRICKS: for Teaching Anatomy Vocabulary Riddle Me This: Word- Vocabulary based Conundrums for 6 TIPS AND TRICKS: 4 Your ESL Classroom 31 CLOTHES & Fresh Ways to Introduce SHOPPING: Get Up, New Vocabulary 18 TIPS AND TRICKS: 14 Get Dressed, Get Going: Quick Tips for Teaching ESL Activities for a Unit 7 TIPS AND TRICKS: 5 Homophones on Clothing Best Ways to Introduce New Vocabulary 19-20 TIPS AND TRICKS: 32 FEELINGS & Don’t Get Stuck in a EMOTIONS: How Do You 8 TIPS AND TRICKS: 6 Vocabulary Rut: 8 Fresh, Feel Today? Teaching Absolutely Essential ESL Fun Ideas for Words and Emotions in Your ESL Games for Vocabulary Post-It Notes Classroom Review 21 TIPS AND TRICKS: Mind 33 FOOD / DRINGS / 9 TIPS AND TRICKS: How the Gap! 10 Fun Fill in COOKING: Eat Up: to Elicit Vocabulary: Top the Blanks Activities for Activities You Can Use 6 Techniques Any ESL Class for a Cross-Curricular ESL Unit on Food 10 TIPS AND TRICKS: I 22 ANIMALS: Creating Left the Thing Early to a Paper Zoo in Your 34 FOOD / DRINGS / Do the Other Thing with Classroom COOKING: Fill Your a Bunch of You Know: Plate with these Food Helping Students Build 23 ANIMALS: Twittering in Themed ESL Activities Their Specific Academic Class: Feather Friendly Vocabulary Activities for the ESL 35 FOOD / DRINGS / Classroom COOKING: Help Yourself 11 TIPS AND TRICKS: to Seconds: More Ideas Prodigious Stratagems 24 ANIMALS: The Wild for Teaching a Cross- for Escalating World Around Us: Curricular ESL Unit on Vocabulary Bringing Nature’s Food Treasures Into the ESL 12 TIPS AND TRICKS: Classroom 36 FOOD / DRINGS / Teaching English COOKING: Cook Up Vocabulary – 10 25 ANIMALS: Underwater Some Fun: How to Teach Fabulous Ways to Teach and Under Earth ESL with Cooking New Words Adventures 37 FOOD / DRINGS / 13 TIPS AND TRICKS: 26 ART & CULTURE: Is COOKING: I Scream, The Power of Words: Anybody Home? How You Scream, ESL 5 Easy Tools to Help to Teach the Culture of Classes Scream for Ice Your Students Learn Families Cream Vocabulary 27 ART & CULTURE: Art in 38 FOOD / DRINGS / 14 TIPS AND TRICKS: Your Classroom: Shoot COOKING: No Junk Vocabulary Makeover: for the Stars With These Here: Fun Food How to Help Your ESL Activities Activities for the ESL Students Camouflage Classroom Common Words 28 ART & CULTURE: It’s a Small World: Language 15 TIPS AND TRICKS: Activities to Bring CONTENTS PAGE 2

HOW TO TEACH VOCABULARY 49 TRAVELLING: Oh 39 FOOD / DRINGS / the Places You’ll Go: 65-66 SPORTS & GAMES: COOKING: You’ll Find Geography Based ESL Hold Your Own Linguistic Sugar, Spice and Lessons Olympic Games: 10 Everything Nice in These ESL Activities for the Language Activities 50 TRAVELLING: Up, Up Olympics and Away: Aviation 40 FOOD / DRINGS / Themed Language 67 SPORTS & GAMES: COOKING: Ridiculous Activities It’s All in How You Play Recipes - Giving the Game: Fun ESL Instructions for Crazy 51-52 WEATHER: 5 Fun Activities With a Sports Concoctions Games that Teach the Theme Weather 41 FAMILY & FRIENDS: 68-69 SPORTS & GAMES: Mama’s House: An 53-54 WEATHER: Extreme Ready, Set, Go! - ESL Interdisciplinary ESL Weather: Be Prepared Activities about the Unit on the Family with These Cool ESL Olympics Activities 42 HOLIDAYS & 70 SPORTS & GAMES: CELEBRATIONS: 55 WEATHER: How to Would You Play? You’ll Have Reason to Teach Weather Weighing In Opinions on Celebrate with These Extreme Sports ESL Activities 56 WEATHER: Ice, Ice, Baby 71 SPORTS & GAMES: 43 HOLIDAYS & 5 Roller Skates: Move CELEBRATIONS: Is 57 WEATHER: New Ideas Right Along with these Christmas in April? for Teaching the Weather Fantastic ESL Activities Tips for Crafting Unforgettable Calendar 58 WEATHER: When It 72 SPORTS & GAMES: Lessons Rains, It Pours: A Cross- Play Ball! Bringing Curricular ESL Unit on Summer Sports into the 44 HOLIDAYS & the Weather ESL Classroom CELEBRATIONS: Let’s Party! But Let’s 59 WEATHER: Weather 73 INVENTIONS: Invent Learn, Too: Facilitating Caster for a Day Something Out of the Productive Parties Ordinary for Your ESL 60 MONEY: Cash and Class 45 TRAVELLING: Are You Carry: Money Fun for the Packed Yet? A Cross- ESL Classroom 74 INVENTIONS: Inventive Curricular ESL Unit on Language Ideas for the Vacation 61 SPACE: 5 Out of This ESL Classroom World Ideas for Teaching 46 TRAVELLING: About Space Exploration Exploits: 75 MAGIC: Magical Mystery Activities to Take Your 62 SPORTS & GAMES: Tour Students Around the At the Top of Their World Game: How To Teach an ESL Lesson with the 47 TRAVELLING: Guinness Book of World How to Teach an Records Interdisciplinary ESL Unit on Transportation 63 SPORTS & GAMES: and Travel Award Worthy ESL Activities 48 TRAVELLING: Top Activities to Take 64 SPORTS & GAMES: Your Students Across Batter Up! Fun Ways to the Country: No Bring Baseball into Your Transportation Required! ESL Classroom What Do You See? 8 Steps to Teaching Basic Vocabulary

Picture books are a useful tool for his animal is speaking. Have your WHAT DO YOU SEE? the ESL teacher, especially when students sit down again when the next 7 she is teaching younger students. animal speaks. After you read the Tell your students that now entire book, say each animal again you are going to play a game. You Picture books can be a great help in and have your students stand for their will say their name and ask them what reading and writing lessons and can animal. they see. They should respond by even be the basis of a conversation naming an object in the room as well class. For vocabulary lessons, simple REVIEW THE ROLES as its color. For example: books with repeating phrases are par- ticularly useful. One such book is Bill 4 On the following day, repeat the “Hyun, Hyun, what do you see?” Martin’s Brown Bear, Brown Bear, activity. Then have student exchange “I see a brown desk looking at What do You See? which teaches masks and read the story again. They me.” basic colors and animal vocabulary. should stand when the animal on their mask is speaking. If any of your stu- Give each of your students at least one If you have beginning students who dents have learned the chant, encour- turn. need a lesson or a review on colors age them to say it along with you. and animals, here are some activities A CLASS COLLAGE you can try. Your kids will have fun, LOOK AND SEE 8 and they will learn as they play with 5 Then, make available to your Martin’s prose. Then rearrange your students students some old magazines. Tell so they are sitting in the same order each person that she should find one HOW TO TEACH as the animals in the book. Starting picture among the magazines for BASIC VOCABULARY at the beginning of the line, ask each each of the animals, and the color of student what he sees. “Sam, what do the object should match the color of you see?” for example. The student the animal. When a student finds an GET READY should answer with the name of the appropriate picture, have her come animal next to him. He can say either to the front of the room and point out 1 Start by reading the book to the animal’s name (e.g. red bird) or the poster where her picture belongs. your class. It is best if you can intro- the entire phrase (I see a red bird She should also tell you the color of her duce the book before you plan to do looking at me). object. Then have her glue her picture the rest of the activities so your stu- to the correct poster. dents have some familiarity with it. To make sure everyone has prac- tice with more than one animal, have Give your class enough time so every- MAKE MASKS your students exchange masks and one can find one picture for each of the 2 repeat the activity. Continue until every animals. When you finish, you should On the day you plan to start student has had the opportunity to be have a collage of magazine pictures for the activities, read the book to your each of the animals in the book. each color in the book. You should also class again. After you read, give each have a good read on how well your stu- student a picture of one of the animals REVIEW dents have learned their colors. in the book, and ask them to color the animal like the one in the book. 6 On the third day, prepare for THESE ARE SIMPLE ACTIVITIES THAT Make sure you have at least one of your color and animal lesson by TEACH SIMPLE VOCABULARY, BUT each animal represented in your class, hanging poster paper in the front IF YOU ARE TEACHING YOUNG ESL and having multiples of the animals is of your room, one page for each of STUDENTS, YOUR CLASS WILL LOVE okay, too. Have each student cut out the animals, and glue a picture of IT. his or her picture and glue it to a paper each animal to a poster. Once your students know their colors plate. Then, have them glue or tape a and animals, there are many follow up tongue depressor to the plate. Each Distribute the masks again before activities you can do to reinforce their person now has a mask which shows reading the book one more time, and new vocabulary. one of the animals in the book. encourage your class to chant along with you. Many of them will be good ROLL CALL at it by now. 3 Like the previous two days, have With your students holding each person stand when his animal is their masks, read the book again speaking. and have each person stand when 4 10 Out of the Ordinary Places Stu- dents can Pick up New Vocabulary

find one that interests them, they will I-ANYTHING LEARNING ANY LANGUAGE IN AN have the benefit of seeing the words IMMERSION SITUATION BY ITS VERY typed out. This makes a dictionary look- 8 Do not discount iPads, iPods or NATURE OFFERS ENDLESS OPPORTU- up easy and may smooth the vocabulary smart phones, either, when it comes NITIES TO PICK UP NEW VOCABULARY. learning process. to building vocabulary. Free apps like In fact, sometimes the volumes of new Word a Day will present new vocabulary vocabulary can be utterly overwhelming. SOCIAL MEDIA in small doses, one per day, plus the Other times, language students practi- definition to go with them. Take a look cally hunt for new words to learn. Paying 4 Social media affects our lives in so at it yourself and your vocabulary may attention in the following places may just many ways in today’s world. Following expand, too! expose your students to some vocabu- people on Twitter, linking with friends lary they may not hear in other, more tra- on Facebook and following blogs are MENUS ditional, settings. all ways modern technology can bring good, unfamiliar vocabulary to ESL stu- 9 Everybody has to eat, and most HERE’S WHERE YOUR dents, even on the go. Your students will people nosh three times a day. By read- STUDENTS CAN PICK also get to know some of the real lan- ing a menu carefully, your students can UP NEW VOCABULARY guage people are using in casual situ- learn words to both expand their vocab- ations, but be warned. You may end up ularies and their pallets. So next time TELEVISION explaining alternative spellings and ab- they have a meal out, challenge your 1 breviations for words that your students students to find at least one word on the Television may be a go to for most do not find in the dictionary. menu that is unfamiliar and add it to their ESL students when it comes to vocabu- lexicon. lary learning, but television has more to ADVERTISING offer than the standard sitcom lexicon. SCRABBLE For students with access to cable tele- 5 For the most part, ads can be an- vision, they might just be able to find a noying, frustrating or disinteresting, but 10For a real challenge, try play- channel about any subject in which they that does not mean they cannot be an- ing Scrabble or another word game with are interested. Encourage your students other great source for vocabulary. Point a native speaker. If they purchase the to watch more obscure channels or pro- out to your students that billboards, mag- app available for a minimal price, your grams, especially those that relate to azines and commercials all give them an students can use the teacher function, their field of study. Animal Planet, Sci- opportunity to learn new English words. which points out the highest scoring ence, even QVC are all channels that word the player could have played on will expose your students to a specific THE GROCERY STORE each turn. Though your students will still set of vocabulary they may not find in have to look them up in a dictionary, they other places. 6 Can the grocery store really help will be using words like za, jo, qi and id your ESL students learn new vocabu- before they know it. Be warned, though, WAITING IN LINE lary? Yes! Looking at packages and the scrabble will give any player a run 2 product descriptions on boxes and bags for his money, native speakers included. Ask.com suggests that the aver- will increase sensory and value vocabu- age person spends 45-62 minutes wait- lary for the students who take the time to ing every day. All those moments your pay attention. VOCABULARY IS ALL AROUND US. students spend in line at the cafeteria, in BY PAYING ATTENTION TO THE LAN- a coffee shop, or for an elevator can be SONG LYRICS GUAGE AROUND THEM EVEN IN UNEX- put to good use when it comes to vocab- PECTED PLACES AND AT UNEXPECTED ulary learning. Encourage your students 7 Of course, music is a great place TIMES, YOUR STUDENTS CAN ACQUIRE to do a little innocent eavesdropping. to learn new vocabulary provided the AN ADMIRABLE SET OF WORKING Listening in on natural, native speaker listener can distinguish what the person VOCABULARY. conversations will challenge and expand is saying. If the singer comes through a All it takes is a little effort and a great their vocabularies as well as aid their lis- little muddled, though, a simple search dictionary. tening comprehension skills! on the title of the song will yield the lyrics that are not quite annunciated. Not only CHAT ROOM that, after your students have the lyr- 3 ics, they will be able to sing along which What better place to learn casual, might also improve their pronunciation. conversational vocabulary than a chat room? Like television, the topics of chat rooms are limitless, and if your students

5 4 Fresh Ways to Introduce New Vocabulary

WORDS IN CONTEXT dents’ sense of accomplishment and ARE YOU TIRED OF READING LISTS linguistic independence. OF VOCABULARY WORDS AND 2 Another way to introduce new THEIR DEFINITIONS TO YOUR CLASS? vocabulary is to give your students MATCH TO SYNONYMS DO YOU WANT A MORE INTEREST- sentences or a short paragraph using ING WAY TO PRESENT NEW VOCAB- 4 AND ANTONYMS the new vocabulary words. Then see ULARY? TRY ONE OF THE FOLLOW- if they can guess the part of speech Finally, provide your students with ING TECHNIQUES TO MAKE NEW and the meaning of the word based a random list of synonyms and ant- VOCABULARY MORE FUN FOR BOTH on the context. This is a strategy that onyms for the vocabulary words. This TEACHERS AND LEARNERS. even native speakers use unknow- activity is best saved for last because ingly when encountering new words. you want your students to develop an You can also use the following tech- understanding of each word’s mean- HOW TO INTRODUCE nique to teach the skill of inference. ing rather than just matching it to a NEW VOCABULARY Give students a paragraph that uses word they already know. (For more one word multiple times. When pre- information on this see how the brain WORD ROOTS paring the handout for them, replace acquires language.) Teaching syn- that word with a symbol or XXXX or onyms and antonyms also gives your 1 Teaching word roots can help some other representation. Without students further vocabulary develop- your students learn not only current the actual word, and without help from ment and an idea of the relationships vocabulary but future vocabulary as a dictionary, students will have to infer between words. well. When students understand the the meaning of the missing word. This meanings of the building blocks, un- is an important skill to learn in any lan- familiar words can be dissected into guage. Stress to your students that if VOCABULARY LEARNING CAN BE familiar elements. You can sometimes they can learn to infer meaning they FUN. find lists of word roots and their mean- will be learning language more like a If you just use a little imagination and ings in dictionaries or do a search for native speaker and will be more com- your students exercise their gray mat- them online. Word roots can be divid- fortable the next time they encounter ter, students can do far more than just ed into two categories. You can teach unfamiliar vocabulary. memorize a list of words and their def- roots that supply content meaning initions. Try one of these activities the like ant- (against such as antonym, MATCHING next time you have a vocabulary unit antithesis), -phobia (fear of such as to teach and it’s sure to please both xenophobia, triskaidekaphobia), or 3 TO DEFINITIONS you and your students. mal- (bad such as malnutrition, mal- After giving them some context and content). You can also teach word familiarity with the words, present the roots that give information as to the definitions. Give your students a blank grammatical function of the word like crossword puzzle with the definitions –ly (adv. such as slowly, gracefully), as the clues. This is the first time your -tion (n. such as administration, frus- students will see definitions for the tration), -or (n. person, such as profes- words they are learning. Your stu- sor, councilor) and –ful (adj. such as dents will probably be able to match wonderful, beautiful). Along with edu- most of them to the correct definitions cating your students on word roots, if you have already presented the you may want to review the concept word roots and the words in context. of prefix (a unit of meaning added to the beginning of a word that changes The advantage to using a crossword the meaning or grammatical function) puzzle over a simple list of definitions and suffix (a unit of meaning added to is the added information about the the end of the word that changes the correct answers. If students are un- meaning or function). able to determine some of the correct matches for the supplied definitions, As a teacher, you should also be a crossword puzzle gives them ad- aware that some languages contain ditional clues: how many letters are infixes (a unit of meaning added to in the target word and, after filling in the middle of a word that changes the some other answers, what some of meaning or function) though English the letters in the answer are. This will does not use infixes. decrease anxiety and increase stu-

6 5 Best Ways to Introduce New Vocabulary

or anything that is not a real object. larly when it comes to exaggerating NEW VOCABULARY IS ONE OF THE There are different ways to use sub- emotions and facial expressions, but BASIC BUILDING BLOCKS IN YOUR stitution: adults may also enjoy miming. STUDENTS’ LEARNING. But have you ever put much thought • Synonyms – You substitute Most teachers are also aware of the into how you introduce new words? one word students are famil- advantages of Total Physical Re- Learning long laundry lists of words iar with for another new one. sponse in the ESL classroom. TPR can be very tedious for students. On When you call someone, works well with parts of the body (I’m the other hand, introducing words in do you sometimes have touching my nose! Touch your nose!), students’ native language and then to wait? You have to hold. actions (I’m walking to the door), and translating them into English or vice Do trains usually run on time? the imperative mood or commands versa is not very effective, either. You They are on schedule. (Sit down! Stand up!) have to start training them to think in English right from the start. Needless • Antonyms – You substi- The main advantage in miming and to say, the language you are teaching tute one word they are fa- TPR is that you can get students should be spoken at all times, even if miliar with for its opposite. physically engaged in the lesson. students are absolute beginners. Is a Ferrari a cheap car?(No) It’s an expensive car. It gets them out of their seats and shakes things up. So make sure you So, how do you introduce new vo- Substitution works very well with maximize opportunities to get them cabulary without resorting to transla- moving! tion or long lists of words? Here’s your phrasal verbs, which usually have a answer! one-word equivalent: Do you put off going to the dentist? You postpone REALIA seeing your dentist. HOW TO INTRODUCE 5 The use of realia, or real-life ob- NEW WORDS jects in the ESL classroom can make However, you should be careful when a huge difference in student learning. using words that are not exact syn- POINTING It engages them and motivates them onyms or antonyms. Remember to to learn. It’s fun and sets a more natu- 1 imply that the connotation may be dif- Pointing is probably the tech- ral learning environment. Some realia ferent in some cases. nique of choice when teaching real be- you may use to introduce new vocab- ginners. The teacher shows students ulary includes: illustrations or flashcards and points to NAMING Maps the items they wish to teach. You can 3 Tea sets, dishes, and utensils also use posters, Power Point presen- This technique is similar to sub- tations, or different types of computer stitution, but in this case, you set a Clothes software where illustrations are pre- scene or situation and then substitute Toy planes, trains, cars, animals, fur- sented in electronic format. Google it with a new word or phrase, thus ef- niture, etc. Images is a real life-saver! Pointing fectively naming the scene. Family photos works best with nouns which include • Do you usually eat pancakes, Holiday items (pumpkin, Easter eggs, food, clothes, animals, professions, eggs, and bacon for break- Halloween or Christmas decorations) sports, classroom objects, office sup- fast? (No) So, you have a light Plastic fruits and vegetables plies, etc. but also colors, actions, breakfast. and any adjective that can be clearly • The hotel accepted too many illustrated (like facial expressions, for reservations. The hotel is THERE ARE LOTS OF WAYS IN WHICH example to teach feelings). The main overbooked. YOU CAN EFFECTIVELY INTRODUCE advantage of pointing is that words • The steak I ordered last night NEW VOCABULARY AND NOT HAVE may be introduced in blocks, and you was not cooked enough. It TO RESORT TO TRANSLATION. may easily and effectively introduce was undercooked/rare/bloody. Make sure you introduce new words several in one lesson. Works well with in context and give students plenty of visual students. MIMING AND TOTAL chances to practice. PHYSICAL RESPONSE SUBSTITUTION 4 2 This technique works great with kin- This technique can be used with esthetic learners, namely those who students of all levels and works best learn best by moving their bodies. with concepts and ideas that can’t be Most teachers believe that mining easily seen or touched, like abstracts, works best with children, particu- 7 6 Absolutely Essential ESL Games for Vocabulary Review Well, it is that time again. You have fin- only to draw on the white board in front per into a hat to draw randomly. What- ished your unit on (insert topic here) com- of the class. He cannot use any symbols, ever method you think will work best for plete with vocabulary, listening, speaking, numbers or letters in his drawing. Again, you, once you have chosen the word do reading and writing activities, but you are give each person two minutes to try to get not read it. Instead, give the definition of not entirely done. The test is coming in his team to guess the word. If he is un- the word to your class. Each person must just a few days, and your students need successful, give the other team a chance then determine if he has the word that some review. When vocabulary is on that to guess. Score the game the same way corresponds to the definition on his bingo agenda, try one of these fun games to that you would score charades and an- board. When anyone gets five squares review the words your students have re- nounce the winning team at the end of in a row, he should shout, “Bingo!” Warn cently learned! the game. your students not to clear their boards until you have checked the winner’s CLAYMATION words to make sure they did not have TRY THESE FUN ESL an incorrect answer. Give the winner of VOCABULARY REVIEW 3 How creative are your students? each round a prize or allow him to call the GAMES AND ACTIVITIES How daring are they? If you think they words for the next round though you may would have fun with this activity, modify need to supply the definitions. CHARADES the same general idea that you used in 1 charades and Pictionary with clay or play MEMORY Charades is a fun and lively game dough. Again, the rules are generally the for your ESL class to play when review- same but in this version your students 6 A memory style card game can be ing vocabulary. Your students will be will not be acting or drawing. They will another effective way for reviewing vo- energized and enthusiastic when their be molding clay to communicate the tar- cabulary, but you or your class will need acting skills are put to the test for their get word to their teams. Follow the same to do some advanced preparation before classmates. It is easy to have a charade general rules, but this time you may want you play. You will need a set of cards for vocabulary review ready for your class to give each person three to five minutes the vocabulary you want to review. For at almost any time and on a moment’s before turning it over to the opposite team each word, one card should have the notice with minimal advance prepara- for their guess. Scoring is done the same. target vocabulary word and another card tion. The easiest way to be ready at any should have the definition of the word. time is to keep a collection of vocabulary ALL OF THE ABOVE The players should then shuffle the deck cards for the words your class has stud- and lay all the cards in a grid pattern ied. When you are ready to play, divide 4 If you want to energize your stu- face down on a large playing surface. your class into two teams. Individuals will dents even further, add a little element Each person turns over two cards each take turns acting out one of the words of chance to the festivities. Using a six- turn trying to find a match. If the cards from the cards that you have prepared. sided die, have your students roll to see do not match, he turns them over again They will choose this card randomly on whether they will give a charade, draw a and the next person takes a turn. If they their turns and will have 2 minutes to get picture or form their clues out of clay. For do match, he keeps the cards and gets their team to guess the word without us- rolls of one or four, the student will give a an additional turn. The player with the ing books or notes. The actor cannot use charade. For rolls of two or five the stu- highest number of cards at the end of the any sounds but must communicate only dent will draw his clues. For rolls of three game wins. through actions. The rest of the team or six, your students will use clay to give should shout out any answers that come their clues. In all cases, no letters, sym- You can modify this game to practice to mind. If the team is able to guess the bols or numbers are allowed when giving matching words with their synonyms or word within the designated time, they clues. The element of surprise will make their antonyms, too. For each, instead score a point. If after two minutes the the review even more exciting and enter- of using the definition card to match the team has not guessed the word correctly, taining for everyone! vocabulary card, use a card with either the other team gets one chance to guess a synonym or an antonym printed on it. the word. If they are correct, they score BINGO Play continues the same as above. Just a point and then continue with their turn. 5 be sure you keep the sets of cards sep- Continue playing until you run out of time Bingo can be another good game arated so you are ready to play at any or you run out of words. The team with for vocabulary review though perhaps not time. the higher score at the end of the game as lively. Give your students a blank bin- wins. go boards and ask them to put the review VOCABULARY IS A PART OF EVERY ESL words into the squares randomly. You CLASS, BUT THAT DOES NOT MEAN IT PICTIONARY should have some strategy for choos- HAS TO BE BORING. 2 ing the words to call and then which your These games are both fun and educa- Pictionary is a similar and just as students will mark on the cards. You may tional and are never boring. The next entertaining game to play for vocabulary want to choose words randomly from a time you have vocabulary to review, review. The rules are similar to those of list. You may, instead, write the words on change things up with a game and help charades except that instead of acting cards and choose them randomly from your students see that fun can be effec- out the word, the clue giver is permitted the deck or simply put small slips of pa- tive learning, too! 8 How to Elicit Vocabulary: Top 6 Techniques

what descriptive word you are looking ANTONYMS ELICITING VOCABULARY IS AN for on the image can help students IMPORTANT PART OF TEACHING understand what word you are try- 5 Another way of eliciting certain ESL. ing to elicit from them. Drawings can types of vocabulary is to give the When introducing new vocabulary, also be a way of engaging students opposite word of the word you are students might be able to provide who have strong artistic abilities. It is searching for. You can say “He’s not the word as well as a simple defini- not always appropriate to spend time sad, he’s...” and your students should tion. The vocabulary may be new to having students draw on the board, say “Happy!” Combining this with the class, but individual students often however if you can prepare for your miming will give your students a really have varying degrees of exposure to lesson or get groups organized while solid hint. English. They can make it easier for a few students come to the board and their peers to grasp new concepts or draw images that you plan to use in HINTS ideas especially if they can give an your lesson, it can be a good way of accurate translation. When eliciting getting certain students involved. You 6 If students have difficulty pro- old vocabulary, it is simply better for can then use their drawings to elicit ducing the word you are looking for, students to try to recall the appropri- vocabulary. assuming it is an old vocabulary word ate word than for you to provide it. Re- and not a new one, giving them the quiring student participation through- LISTS first letter or syllable may assist them out your lessons also keeps students further. more engaged, gives them more 3 Often when introducing a new practice opportunities, and reduces topic, such as directions, there will be your overall talking time. a lot of new vocabulary too. For a di- rections lesson you will want to review HOW TO PROCEED places so simply ask your students to OVERALL IT IS BETTER FOR STU- name places and make a list on the DENTS TO PRODUCE MATERIAL MIMING board. You can start them off by list- THAN FOR YOU TO GIVE IT TO THEM. 1 ing one or two and students should be It will keep them more engaged in Miming is a common method of able to list quite a number of related your lessons because they will never eliciting vocabulary. You can say “The vocabulary words such as post office, know when you may ask them some- elephant was very...” with outstretched school, park, and any other place re- thing and it will help them maintain a arms and your students should say lated words you have taught them. broader set of vocabulary. “Big!” If your students guess other This should only take a few minutes words first, such as long or tall, sim- but if there are specific words that you ply shake your head or gesture for need on the board for the purposes of them to continue guessing words your lesson you can say “What about while exaggerating your hint. It is a zoo?” and write ‘zoo’ on the board. lot like Charades and it requires much You could also give hints to lead your more effort on your students’ part than students to say certain words. In about you completing the sentence. It also five minutes you and your students serves the purpose of checking to will have compiled a fairly compre- see what they know or can remember hensive list of words they know which from previous lessons. you plan to use in the lesson and they can refer to for the rest of class. DRAWING

2 Drawings can also jog a stu- SYNONYMS dent’s memory. In the example above, 4 Using synonyms is a good way you may want to have a picture (flash- to maintain students’ vocabulary. It is card) in order to describe the differ- common for students to use the word ence between other words students fast much more often than the word suggested. For example, long de- quick so it may be appropriate to say scribes the distance from the tip of “The cheetah is fast. What is another the elephant’s trunk to the end of his word for fast?” Eliciting synonyms will tail, while tall describes the distance help students recall words that they between the ground and the top of the use less frequently. elephant when what you are looking for is an overall description. Indicating

9 Helping Students Build Their Specific Academic Vocabulary notion and shown, through example, that DECLARE Years ago when I was an undergrad- specific writing is best. Pull out examples uate, another student greeted me of writing by Joan Didion, E.B. White, and 6 VAGUE WORDS TABOO as I entered class with, “Hey, Stacia! Martin Luther King and show these great Create and give out a list of “taboo” Did you bring the stuff for the thing?” writers are almost unfailingly specific. words that usually add nothing to writing “Yeah,” I said. “It’s in the you know.” King, for example, does not make vague and can be replaced with better words: And the frightening part is we were both references to “some guys” suffering “a lot “thing,” “nice,” and “cool” are likely sus- native speakers of English and were dis- of different abuse” in a “certain place and pects. Have students brainstorm similar cussing a class presentation we were time” but rather writes compellingly of the words that to add to the list: this creates preparing. Of course, this was not how suffering of African Americans in 1963 further buy-in and makes students more we talked during the presentation but Alabama – and it is only compelling be- likely to search for better words as they rather in a more informal situation where cause he writes specifically. The reader helped create the list. both of us understood each other’s cues doesn’t care so much about unspecified perfectly: my classmate did indeed know “people” but might care deeply about WRITERS where I meant by “the you know” and went specific fellow countrymen and women. there to fetch “the stuff for the thing.” So 7 QUERY THEMSELVES communication was indeed taking place, CONTRAST SPECIFIC but this was with someone I had known Often students’ vague writing is symp- for many years and in a context we were 3 AND VAGUE tomatic of vague thinking. There is no both very familiar with. Would such lan- “treatment” for vague thinking, of course, Telling students to “Be Specific” isn’t but one way to address it is to train stu- guage, however, succeed with an un- very... specific. Often they have no idea familiar audience and in a more formal, dents to, on coming upon vague lan- what you mean. Take a paragraph of a guage like the taboo words or the vague written communication? Of course not. great and well-known piece of writing, However, it seems with some writers this language they have circled, is to query like the Gettysburg Address and add as themselves, “Who, exactly, do I mean by kind of vague and empty communication much vagueness to it as possible: In- that leaves a lot for the audience to fill ‘some folks’?” and “Where, precisely, is stead of the familiar and fairly specific ‘this weird forest place?” Students can in occurs although perhaps at a more Four score and seven years ago our fa- academic level. Instead of “stuff,” and do this after getting used to your queries, thers brought forth, upon this continent, and this creates a habit of thinking in spe- “thing,” for example, writers use equally a new nation, conceived in Liberty, and vague although more academic-sound- cifics, which leads to better thinking and dedicated to the proposition that all men better writing. ing “elements” and “items.”Instead of “a are created equal, read aloud “Some- bunch,” writers will use the more aca- time ago some people brought forth in WORK demic-seeming “several,” which I always some place some nation conceived in took to mean three or four, but for many something and dedicated to some set of 8 ON AUDIENCE AWARENESS writers today seems to mean somewhere principles.” Don’t be surprised if students Another aspect of the problem of vague in between three and a thousand. And start giggling as they recognize the Get- student writing is students not having a instead of using “you know,” directly, writ- tysburg Address and realize how bad the real sense of writing to anyone in par- ers will proceed as if the audience does revision is. This is a good sign: they are ticular, so they are not concerned about indeed know what they are thinking. So beginning to understand good writing. what’s a teacher to do? How do we teach whether or not this unspecified audience more specific and academic vocabulary? understands them. Having students work QUERY THE WRITER in peer review groups, reading and com- menting on each other’s work, creates AWARENESS: CIRCLE ALL 4 When asked specific questions, this sense of audience. Students will then the writer is forced into giving specific 1 OF THE VAGUE LANGUAGE stop and ask themselves, “Will the group answers. So when the vague, pseudo- understand ‘stuff’?” Once the groups Addressing almost any problem begins academic vocabulary pops up in writing, have worked together for awhile, it might with becoming aware of it. Students don’t pencil a question: “How many, exactly, help to mix them up and have students know they are being vague unless you is ‘several’?” or “What, exactly, are ‘ele- do peer review with a relative stranger tell them they are. Circling problem areas ments’ here?” Then take the students’ in class, who isn’t used to their writing in student writing with “this is unclear to responses and show how they can be and who doesn’t know what they mean. me” begins to raise awareness on the is- stated in an academic manner. sue. BY USING THESE METHODS, STU- SUGGEST ACADEMIC WORDS CHANGE THE PERSPECTIVE DENTS WILL GET INTOHE HABIT OF 5 Students often fall back on vague, THINKING AND WRITING IN SPECIF- 2 ICS. They may still talk about “stuff for the Sometimes student writing stays on nonspecific language because they sim- thing” with their friends, but these phras- this vague, noncommittal plane because ply don’t know the specific terms. Sug- es will turn up in their writing less and students believe that specific writing is gest language they may use instead: “By less often as student thinking and writing somehow more elementary and less for- ‘water’ here do you mean a lake? Or a skills improve. mal. They should be disabused of this lagoon?” Is ‘machine’ here a tractor?” 10 Prodigious Stratagems for Escalating Vocabulary

giving definitions both on the fly and CREATE MOTIVATORS AT EVERY LEVEL OF LANGUAGE prepared in advance. First always de- LEARNING, VOCABULARY ACQUI- fine the word in the most basic terms 4 TO USE NEW WORDS SITION IS VITALLY IMPORTANT TO you can think of. This takes practice. Students may need some encourage- SUCCESS. Eliminate extra words or words that ment and motivation to use words that Obviously we cannot express our- the students may not understand. Di- are new to them. Create safe ways for selves unless we have the words to do rectly following the definition, give an them to do this often. During games so. In the beginning stages, sometimes example or two. After that you’ll want and activities you can have them gain it feels like the main focus is practicing to ask a few comprehension questions. extra points if they use any of the words vocabulary usage and gaining reten- For example, how would you define the from X number of lessons. Formulate tion. In later stages, sometimes there word lazy? motivators that are fun, fit the level and are other goals that take precedence. age of the students, and that also chal- Here are some prodigious stratagems lenge students to find new and inter- for escalating vocabulary usage and Lazy describes people who don’t esting ways to remember vocabulary. understanding in any classroom. like to work. You are lazy if you like One example of a quick exercise is to to sleep, watch TV, and relax all play Tic Tac Toe, and get it moving at day. Lazy people do not work hard. TIPS TO INCREASING a fast pace. You can give them defini- Lazy can also be an occasional VOCABULARY tions and they have to use the word in a trait. For example, sometimes I like sentence or vice versa. You can come to relax on the weekend. I don’t do CONSISTENTLY INTRODUCE up with lots of ways to make practice any chores or work, and don’t do NEW WORDS AND PHRASES fun. Point out that they should not only 1 anything. I am lazy. My dog sleeps use the word, but recognize it when it all day long — he is lazy. Are you Vocabulary must surface in the class- is spoken. One unique way to do this is lazy when you study English? Is room in both organic and structured tell them to go home and watch a favor- your teacher feeling lazy today? ways. Every lesson should have a seg- ite 30 minute program in English. See ment designed to introduce any new how many students can hear some of language they will need to do an activ- the new words, but also possibly new Your students will benefit from your ity or any kind of practice. When they uses for them. I’ve always found that simple and comprehensive definitions are reading, new words should get in- this is a great conversation starter! troduced first. Same goes for grammar and you will often find yourself in the points, games, listening activities, etc. position of being put on the spot to ex- plain new words and concepts. If you When a word comes up out of nowhere are struggling, rely on some concrete that students don’t know, it is worth the examples and then talk about the differ- ENCOURAGING AND INFLUENC- time and effort to stop and explain it. You ent ways a word may be used. ING STUDENTS TO ADVANCE THEIR will need to develop your method of this VOCABULARY IS ESSENTIAL IN THE introduction and practice. Set up con- DEVELOP ESL CLASSROOM. sistent routines so that your students STRUCTURED PRACTICE Once students get in the habit of evolv- 3 ing their vocabulary, you will notice a know what to do every time. That could FOR VOCABULARY be, any new words that are introduced significant rise in students’ abilities to go up on the board as explanations are It is important that the words don’t just grasp other concepts and put vocabu- given. They should write the words and get introduced, written down and then lary together with grammar. definitions down for later homework forgotten about. There needs to be an or activities. Set the precedence early amount of natural practice in the class- for your expectations so that you don’t room and in homework activities. One have to give them the same directions way to do that is to make sure you are repeatedly. Get students into good using the new words when you speak study habits with vocabulary from the to them. Ask them questions that could beginning and you will see increased lead to using to newly practices words. retention as time goes on. You can do interactive fill-in-the- blank activities on the board or matching ex- LEARN HOW TO GIVE ercises as refreshers. Try to challenge 2 DEFINITIONS them and correct them when they mis- use a word. One of the best skills you can develop as an ESL teacher is being adept at

11 Teaching Vocabulary – 10 Fabu- lous Ways to Teach New Words ular”, “huge”, or “immense”, bring in weather, etc. to no guidance at all. DID YOU KNOW THAT A STUDENT photos of famous sights from around NEEDS TO ENCOUNTER A NEW WORD the world like the Louvre, Egyptian 8. Fill in the blanks (no options). Sup- 10 TO 16 TIMES TO EFFECTIVELY pyramids, the Eiffel Tower, etc., then ply students with a piece of written text “LEARN” IT ACCORDING TO RECENT use these new adjectives to describe with blank spaces that have to be filled RESEARCH? these places in ways that clearly il- in with any word that fits. You may give Considering the number of new words lustrate their meaning. them indications for each space, like students have to learn per course, this 3. Introducing abstracts. There are “noun”, “adjective” or “adverb”, if they’re means us teachers have our work cut things you simply cannot teach with advanced students. You can then read out for us. We all know that although it a flashcard. What works best in several out loud to compare the different is important for students to use correct these cases are synonyms, defini- words used to fill in each blank. grammar and structures, words are the tions, substitutions, or simply plac- main carriers of meaning. This means ing students within a given context. 9. Mind maps or brainstorming. Tell that the more words students are able to Consider this simple example: To students they need to think of words they handle accurately, the better their chanc- teach the difference between “early” can use to describe the weather. Write es of understanding English and making and “late”, remind students what time “weather” at the center of a blackboard themselves understood. To effectively class begins, then state that those or whiteboard and circle it. Write every acquire new vocabulary, students must who arrive before this time are “ear- word supplied by students as “rays” that go through four essential stages: ly” while those that arrive after this shoot out this circle. They should reply • first, they notice a new word with time are “late”. with previously taught words, like “chilly”, help, “scorching”, or “mild”. You may even have • secondly, they recognize the word at RECOGNIZING NEW WORDS sub-circles shooting off to the side for first with help, winter, summer, etc. words. This works • then later on their own, 2 4. Bingo. Bingo is one of the most great for vocabulary review lessons. • and lastly, they are able to both rec- versatile games employed by ESL teach- ognize and produce the word. ers. For younger learners, make bingo 10. Guess what I’m thinking. Students It is essential that you, as the teacher, cards with illustrations, and call out each take turns describing something, like a make use of activities that target each of word. For those who can read, do the place: “I’m thinking of a place that is so these stages - more often than not, we opposite, make the cards with words, huge it takes visitors hours to see all of it. make the mistake of merely introducing then draw the flashcards from a bag. For It has stunning works of art. It is a breath- new vocabulary, and we don’t give stu- teens or adult learners, you can make taking building, very old, but with a mod- dents the opportunity to put these new cards with the definition and call out the ern glass pyramid in the front.” Students words to use. So, here are 10 great ways words, or vice versa. choose to be as obvious or as cryptic as to teach English vocabulary, outlined for they like. Even little ones can do this with each of the stages of vocabulary acquisi- 5. Matching. Another type of exercise simple descriptions: “It’s an animal. It has tion: with countless possibilities. Students a very long neck and big brown spots.” may be required to match opposites, Or simply state a series of words: “Africa, NOTICING AND UNDER- synonyms, or a word with its definition, black and white, stripes”. as well as a picture to a word. 1 STANDING NEW WORDS It’s better to teach vocabulary in con- 1. Introducing nouns, things, ob- 6. Fill in the blanks (with options). text, in other words, teach highly de- jects, animals, etc. Visual elements Hand out a piece of written text (anything scriptive adjectives when the lesson work best with concrete nouns, but from a description, song, letter, to even a is about travel. Or clothes and acces- try to go beyond flashcards and il- short story) with blank spaces that must sories when you’re talking about shop- lustrations. Try to use real objects be filled in from a list of words. You can ping. Never teach a list of words just whenever possible, or even sounds, adapt this to longer texts, and also have because, or students won’t have a smells, and tastes. Appeal to all of longer word lists. chance to practice this new vocabulary. your students’ senses! ON A FINAL NOTE, REMEMBER TO CA- TER TO DIFFERENT LEARNING STYLES 2. Introducing adjectives. Opposites, PRODUCING VOCABULARY OR MULTIPLE INTELLIGENCES. Use like “big” and “small”, “long” and 3 7. Descriptions. From a news- songs and music, real life objects, or “short”, are usually illustrated with paper photo of a recent event to a per- puzzles, but the more you mix the bet- pictures, but here’s another case sonal account of a recent trip, there are ter. Remember the difference between where realia will help you teach new countless things students can describe recognizing and producing words: to adjectives: the use of real life objects while putting new vocabulary to good practice recognition the words have to is wonderful for words like “soft” and use. This goes for both oral and written be supplied by YOU, then students use “rough”, adjectives that may take descriptions. You may give them some them to fill in blanks or match them. For precious minutes of class time to ex- guidance, like indicating that they have students to effectively and accurately plain. For more advanced adjectives, to use at least five adjectives in their de- produce vocabulary, they have to spon- like “stunning”, “gorgeous”, “spectac- scription, or five words related to sports, taneously recall the words. 12 The Power of Words: 5 Tools to Help Students Learn Vocabulary

can, keep all the pictures around one sets of flashcards in a small box in a VOCABULARY INSTRUCTION IS inch by one inch, have your students corner of your classroom or encour- A PART OF EVERY ESL CLASS. cut them out, and then give them the age each of your students to keep WHETHER YOU ARE TEACHING text. As they read, they can place the their own collection. If you like, lami- READING, SPEAKING OR LISTENING, pictures over the corresponding vo- nate the cards to give them a longer YOUR STUDENTS WILL ENCOUNTER cabulary words in the text. If you want lifespan. UNFAMILIAR WORDS. to use the rebus again or rotate a set As an ESL teacher, part of your job of rebuses through your students, KEEP A DICTIONARY is helping your students learn these have each person put her story and words and increase their functional its corresponding pictures into an 5 It may be an oldie, but it is still vocabularies, but that vocabulary envelope. You can then make these a goodie – keeping a personal dic- learning does not have to be boring. available during independent reading tionary. With a simple notebook, your Here are some easy and fun tools time, and your students will love the students can create their own diction- you can use to help your students in- vocabulary activity that feels more like aries of new vocabulary words. Using crease their lexical understanding. a game! a logical organizational scheme – al- phabetical, by theme, etc. – students TRY THESE 5 EASY USE THE MARGINS should write down any new words TOOLS TO HELP YOUR they encounter. Then, have students STUDENTS LEARN 3 If your students own their text- either illustrate the word or write their VOCABULARY books or you make copies of what own definition in English for the word. you read as a class, encourage your Doing so will cement the word in their HOLD A WORD SALE students to write in the margins. This useful vocabulary. As they write each 1 simple tool of drawing pictures or tak- word, they see it in their own hand- Increase your students’ vocabu- ing notes in the margin will help stu- writing, which provides visual clues. lary and decorate your classroom at dents remember vocabulary that can By writing an English definition, your the same time by challenging stu- be found in the text. Ask students to students will make connections be- dents to make an advertisement for a circle a given vocabulary word and tween the new word and the words specific word. Using a set of vocabu- draw a line to the margin of the paper. they already know in English. More- lary related to a current unit, assign Now, each person should illustrate or over, every time your students add a one word to each of your students and define that particular word. This tech- new word to a page they see the oth- ask them to create a poster sized ad- nique of writing notes in the margin is ers they are in the process of learn- vertisement for that word. In their ad, classified as “marginalia” and will help ing, and looking up new words puts they should illustrate the meaning of students who need visual clues for ef- a physical link to the word, which is the word and include the word itself. fective learning. helpful to kinesthetic learners. Then, post these ads around your classroom while you are studying the FLASHCARDS unit. Each student will not only learn THESE ARE JUST A FEW SIMPLE the word that he was assigned. By 4 You already know what an as- TOOLS YOU CAN USE IN ANY ESL looking at the advertisements created set BusyTeacher.org is to your class CLASS TO HELP YOUR STUDENTS by his classmates, he will also learn preparation. Now may be the perfect LEARN AND SOLIDIFY AN EVER the rest of the vocabulary set. time to embrace a different resource INCREASING COLLECTION OF set our site has to offer. Busy Teacher VOCABULARY. USE A REBUS has hundreds of flashcards that you Making the most of these tools will 2 can print for free, and there are many help your students make the most of A rebus is a short story (usually ways to use these flashcards in your their language learning process, and no more than 100 words) which uses classroom! The simple, classic meth- they will be well on their ways to flu- pictures in place of certain vocabulary od is to make the flashcards avail- ency. words throughout the story. Your stu- able to your students for independent dents can turn a plain text into a re- study time, but you do not have to bus with a few illustrated copies of key stop there. Use the cards for a memo- words in the story. Start with a story ry style game, use two duplicate sets or text your students will enjoy, and to play go fish, or let your students then identify around a dozen concrete come up with their own games for us- words in the text that can be illustrat- ing flashcards in the classroom. The ed. Then, using clip art, images avail- cards make small, digestible bites of able online, or your own artistic skills, language that your students can take make copies of those pictures. If you in at their own paces. You can store 13 How to Help Your Students Camouflage Common Words

mon words. Once you and your class they like. Remind your students to add VOCABULARY DEVELOPMENT AND have put together your list of boring new words to their lists as they hear USE IS A CONSISTENT TOPIC THAT words, take some class time or assign them spoken or as they read them. ESL TEACHERS AND STUDENTS a homework project to look up each of They may choose words that are ap- MUST FOCUS ON. VOCABULARY CAN these words in the thesaurus. Ask your pealing for their meaning or for their SOMETIMES BE THE MOST DIFFI- students to share definitions of the sound. In either case, you may want to CULT ASPECT OF LANGUAGE DEVEL- words that they recognize or know the have your students look up definitions OPMENT SINCE LANGUAGE RULES meaning of so everyone in your class of the words, preferably in an English TEND TO BE GENERAL BUT VOCAB- has some familiarity with new vocabu- only dictionary, and copy those defini- ULARY IS ALWAYS SPECIFIC. lary. You may challenge your students tions on the page. If you are in the position in which many to choose one or more words that they teachers find themselves, you see your will make an effort to incorporate into In addition, challenge your students student using the same words time and their vocabularies in the coming days to keep a list of unfamiliar words that time again. You can push your students or weeks. they either hear or read. Though there from this habit by focusing on vocabu- may be nothing particularly notewor- lary development and challenging your DISTRIBUTING WORD LISTS thy about the words, just learning new students to use better words, words vocabulary will help your students in- that are more specific and those richer 3 Though the thesaurus is an in- crease the variety in the words that in meaning. Try some of the following valuable resource for any language they use. To go along with the new activities with your students and see if learner, your students may find it in- word lists, why not have a word of their vocabularies don’t proliferate. timidating or discouraging, especially the day in your classroom. You may if they are not accustomed to work- choose the new vocabulary strategi- HELPING STUDENTS ing with reference books. If you want cally or randomly. In the morning, write CAMOUFLAGE to make the process less intimidating the word on the board with its definition COMMON WORDS for your students, compile your own and award points to any student who word lists for your students’ use. You can use the word in his or her conver- MAKE A LIST may want to write these on your own or sation that day. If you keep a running 1 OF BORING WORDS have your students participate in their tabulation, you can award one student creation. Either way, take one plain the title Word Wizard of the Week. This Even native speakers may have trouble word such as good and ask your stu- will recognize the work that he or she knowing which words lack impact when dents to think of other words they could did in the previous week as well as they write. You can help raise your use in its place. You may include words motivate other students to put some students’ awareness of boring words such as beneficial, positive, preferen- work in to their own vocabularies in the by putting together a list of words to tial and any others that your students weeks to come! avoid. If you already have a grasp as may come up with. Then turn to the the words your students use over and thesaurus and add any words you have over, compile them into a list and chal- missed. Giving your students a copy of THE MORE EXPOSURE THAT YOUR lenge your students to write without us- this list or encouraging them to copy the STUDENTS HAVE TO NEW VOCABU- ing any of those words. Another option words into their notebooks will make LARY, THE MORE LIKELY THEY ARE is to compile the list with your students the interesting vocabulary readily avail- TO USE IT. in either one brainstorming session or able to them and easy to use. Follow If you start by making your students one word at a time as your class im- by making a list of words to use instead aware of the words they should seek proves their language skills. By help- of said and then lists for each of the five to replace and then give them the tools ing your students first become aware senses. You may also want to include a to replace those boring words with of the words they should try to replace, list of words that can describe people. more interesting vocabulary, they will they will start the journey to improve Then when your students write, either improve their vocabularies. As their vo- their vocabularies. in class or for homework, encourage cabularies increase, so will their confi- them to refer to their lists to keep their dence speaking and writing in English. A THESAURUS writing vibrant. By integrating these simple activities 2 IS YOUR FRIEND into your daily classroom routine, you CREATE YOUR OWN LIST can make a big difference in how your One of the best tools for deepening students use language and how they 4 OF INTERESTING WORDS feel when they do! vocabulary among your students is the thesaurus. It may be impossible to be If your students keep a vocabulary an English teacher and not know that notebook or writer’s notebook, have a vocabulary lists synonyms of com- them assign a page for new words that

14 5 Important Words Your Students Won’t Find in the Dictionary or her it is someone who browses the keep a list of these types of words in a DO YOUR STUDENTS THINK THE DIC- internet for entertainment. You will not, notebook for their own reference. It will TIONARY IS THE END ALL BE ALL WHEN however, find this word in the dictionary. come in useful when an English-speak- IT COMES TO LANGUAGE RESOURCES? Another example is technostress which ing friend says, “Ciao!” and your student HAVE YOU SEEN STUDENTS THAT ARE describes a negative emotion tied to new knows not to head for the cafeteria. LINGUISTICALLY PARALYZED IF YOU technology. These are examples of new SAY NO DICTIONARIES ALLOWED? words that have come about as a result ACRONYMS Give them a glimpse of the complete of technological advancements. These linguistic picture, and a more balanced types of words also come as a result of 4 In this age of text messages, per- view of Webster, by pointing out these scientific discovery. One such word is haps the most necessary “words” your words that the dictionary missed. heliopause, which identifies a boundary students will need to enable communica- between the heliosphere and interstel- tion with native speakers are acronyms. THESE ARE THE WORDS lar space. Though it may show up in fu- An acronym is a word that is composed YOUR STUDENTS ture revisions of the dictionary, you will of the initial letters of the words or the WON’T FIND IN THE not find it there now and neither will your important words that make up a larger DICTIONARY students. Again, your students should be phrase. Some acronyms become com- encouraged to think beyond the covers monly used words over time and make SLANG of their dictionaries. their way into the dictionary in their own right, radar and FBI for example. Others 1 Slang is always a big red flag for LOANWORDS may never get dictionary status, but it English as a second language students. does not stop native speakers from using Because language is always chang- 3 What do you think of when you hear these acronyms in their speech and writ- ing, because it is a living and fluid thing, the word fahrvergnugen? How about joie ing. You probably know what ttfn, rotfl, there are always new words being born de vivre? In fact, both speak of the joy and pyt stand for, but your students may into English. After a piece of slang be- of life, of living the good life, and neither not, and the dictionary is not going to comes more commonly used and is used of these expressions is English, not in help them understand them, either. Your by a larger portion of the population, it the traditional sense, anyway. When two students may find that there is no easy may gain status by being added to the languages have natural contact with one way to know what an acronym means dictionary. For example, in recent years another, whether through business or so- unless they have learned the expres- the expression “ginormous” (a combina- cial relationships or another means, the sions from which it comes, but learning tion of giant and enormous) gained some speakers of these languages at times will these expressions is worth the effort if popular usage. Most English speakers use words from the language not their they intend to communicate with native would say it is obviously slang, but it now own. With continued use by those origi- speakers through any informal, written appears in the dictionary, labeled as in- nal speakers and then the adoption of the means. formal language. On the other hand, the foreign word by other native speakers, word “woot” which has become a com- what was once a foreign word becomes mon expression of happiness or excite- a part of (in this case) the English lan- FINALLY, AS ANYONE WHO HAS EVER ment is not found in most dictionaries. guage. These words borrowed from one HAD A LESSON ON THE DICTION- Ask any college student today what language into another are called loan- ARY KNOWS, THE VALUABLE REF- it means and they will likely be able to words. Many English words have been ERENCE BOOKS DO NOT INCLUDE tell you, but here is an instance where a “loaned” to foreign languages, the word PROPER NOUNS OR NAMES AMONG commonly used piece of slang will be a computer is used in French for example, THEIR ENTRIES. MOST STUDENTS WILL mystery to your students who are overly and English has likewise borrowed many EXPECT THIS TO BE THE CASE, AND dependent on the dictionary. words from other languages. Eventually, THEY WILL NOT DEPEND UPON THEIR these words and expressions may make DICTIONARIES TO UNDERSTAND THESE NEW TECHNOLOGY their way into the English dictionary, but WORDS. 2 it sometimes takes quite a long time for The challenge ESL teachers have is to Slang is not the only place language that to occur. Making your students aware break their students away from the dic- changes. With scientific advances mov- that these words exist is part of helping tionary for more than just words which ing forward every day, language moves them understand the meanings behind start with a capital letter. Making stu- right along with it. Words are added to them. If a word happens to be borrowed dents aware is the first step in helping English with many scientific discoveries from an ESL student’s native language, them know when the dictionary will be a or technological advancements. Because they will obviously have an advantage help and when it will be nothing to them. of this, the dictionary will not reflect these over other students where that word is As always, be sensitive to your students recent additions to the language, even if concerned. Most of the time, however, and understanding of their struggles but they seem like legitimate words. For ex- these foreign words will be completely still challenge them to think outside the ample, if someone were to ask you what foreign to your students as well. If you reference book. a netsurfer is, you could probably tell him like, you can encourage your students to 15 Digging Deep: Fresh & Creative Tips for Teaching Word Roots

If you could give your ESL students the NEW MEANINGS benefaction, benefactor, beneficence, key to understanding brand new vo- beneficent, beneficial, - the list goes cabulary, what would you do to make 2 Once your students are familiar on. Your students may also be able to it happen? Well, you do not have to with the idea of word roots and have find more words by reading the defini- do anything drastic. Simply try some some definitions under their belts, it is tions of the words they found. of these activities with word roots, and time to show them how to use those your students will learn the skills that word roots to discover the meaning GET CREATIVE are necessary to break down new Eng- of unfamiliar vocabulary! Give your 4 lish words into pieces that make sense. students some vocabulary words that Your students should have a are not familiar to them which are also good grasp on word roots at this point composed of word roots they know or and how they come together to make HOW TO TEACH WORD can look up. For example, you may words that people use every day. Now ROOTS IN YOUR ESL want to give them the words acropho- you can challenge your students to get CLASSROOM bia, xenophobia and bibliophobia after creative with what they know and try to introducing the roots phobia, xeno, invent what might be real words in Eng- ROOT MEANINGS acro and bibio. Ask them to use only lish! Start by asking your students to 1 the word roots to try to figure out the write several word roots on index cards The key to understanding new meaning of the new words, and then or give them a set you have already vocabulary through the use of word give them the correct definition. Later, prepared. Each card should have only roots is first understanding the mean- your students will be able to infer that one word root written on it. Then, chal- ing of the roots themselves. Many any unfamiliar word that ends with lenge individuals or pairs of students to dictionaries include word roots in the phobia will likely be a fear of what- combine these roots in original ways definitions they give for words, and you ever the first part of the word means. in hopes of coming up with existing can encourage your students to keep The more word roots you review and English words. When the pairs have a running list of the word roots that practice with your class, the more a handful of words they think might be they have learned or been exposed tools they will have for understanding real English words, have them look the to. Keeping a running list will both help new English words. Given contextual words up in the dictionary and see if your students remember the meanings clues, they will often be able to make a they were right. If the words that they of the roots and give them a list they useful guess as to the meaning of the came up with are very similar to or can reference in the future. In so doing, word when it includes one or more root even the same as those in the dic- some of your students may even find which they have studied. tionary, congratulate your students on that English word roots are derivative their great accomplishments! You can of their native languages, especially if WORDS IN THE FAMILY even turn this activity into a game by they are romance language speakers awarding three points to anyone who (Italian, Spanish, French, Romanian, 3 Your students have learned the is able to combine roots to make a true and Portuguese). Help your students meanings of several word roots, and English word and two points to anyone understand word roots on a daily basis. they have used those meanings to de- who makes a combination very similar When you introduce new vocabulary to cipher the meanings of new vocabu- to an existing English word. Give your your students, point out any word roots lary. Now it is time to see what other class a time limit, and the winners are that may help them know the meaning words use those same roots. Ask your the team with the highest score at the of the new word without heading to the students to list as many other words end of the set time. dictionary. they can think of that use one particu- lar word root. You may want to take the Though having your students develop root bene which means ‘good’. What FOR FURTHER STUDY AND PRAC- their own word root definition list is words can the class think of that in- TICE OF WORD ROOTS, THE INTERNET useful, it may be a bit on the difficult clude this word root? This may be quite OFFERS SOME USEFUL RESOURCES. or slow side since there are so many a challenge for your students, especial- There are sites that offer interactive word roots that the English language ly if their English vocabularies are not practice with word roots, and your includes. An alternative to creating extensive. After racking their brains, let students may enjoy the activities they your own lists is to provide your stu- them use the dictionary to look up more find there. Whether you give this op- dents with a list of word roots and defi- words that contain the root bene. Have tion to your students or not, they are nitions. You can find several web sites them start by looking up the word root sure to benefit from any class time that that give lists of English word roots and itself. From there, they will likely find you devote to the study of word roots their definitions - you should choose other words that begin with that root. in English. They will have gotten tools the one that best fits the needs of you In the case of bene, on the same page that will be useful for them for years to and your students and then make it your students would find benediction, come in their English studies and lan- available to them. guage use! 16 Riddle Me This: Word-based Conundrums for ESL Classroom

Do they understand the answers now TAKE A LOOK AROUND YOU BECAUSE RIDDLES ARE WORD that they have them? Review with your PUZZLES, THEY ARE A FUN WAY TO class the riddles and answers and ex- 3 In this activity, your students will BRING GAMES INTO THE ESL CLASS- plain the humor if necessary. create riddles of their own to describe ROOM AND STILL LEARN LANGUAGE their classmates. Write each student’s SKILLS. THERE ARE MANY DIFFER- RHYME TIME name on a slip of paper and put it in a ENT KINDS OF RIDDLES, AND THESE hat or bag. Then go around the room ACTIVITIES WILL INTRODUCE YOUR 2 This simple little game is a good and have each of your students choose STUDENTS TO JUST A FEW OF THE excuse to spend some time reviewing one of the names from the hat. Without POSSIBILITIES. rhyming words with your class! If your telling whose name they have, chal- Try one, two or more and see how students are new to rhyming or if it has lenge your students to write a riddle quickly your students catch on to these been a while since your class has fo- using five adjectives that describe the word-based conundrums. cused on how pronunciation affects person whose name they have cho- rhyme, remind them that a rhyming pair sen. They should start their description TRY THESE RIDDLES is made with two words whose vowel with, “I am...” and continue with one or WITH YOUR ESL and final consonant are the same but more sentences. Encourage your stu- CLASSROOM whose initial sounds are different. Give dents to be as specific as they can. For some examples to your class such as example, a person may write, “I am YOU ARE SO PUNNY fat cat, tan man, or blue shoe. smart and studious. I am intelligent, 1 athletic and energetic.” Give your stu- Explain the concept of puns to Once you have reviewed rhyming pairs dents several examples that you have your ESL class, that they are words or with your class, they are ready to play written which describe people that they phrases that sound similar to one word the game. In this game, you or your stu- would all know. If time allows or if the but in effect mean something complete- dents will write a clue to a silly rhyming need arises, this game is a good oppor- ly different. Give your class a couple of pair. In the clue, the writer should use tunity to review parts of speech. Your examples of riddles based on puns. For synonyms to describe the rhyming pair students may be in special need of a example, you might ask, “What room that is the answer. For example, you review of adjectives and adverbs. has no doors and no windows?” The might give the clue, “foot wear which answer is a mushroom. You could also has travelled through a berry patch” As an extension of this activity, chal- ask, “Why didn’t the skeleton go to the and the answer would be blue shoe. A lenge your students to take the de- dance?” The answer to that question is shopping center that is twenty stories scriptions they have written and use he had nobody to take. high would be a tall mall. Have your synonyms for the adjectives they have students think up two or three of their chosen. How specific can they be in Then divide your class into two groups own clues that can be used to discy- their clues? Can using one synonym or and have each group of students write pher rhyming pairs. Have each person another alter the meaning of the clue? pun based riddles on index cards. You fold one piece of paper in half for each To make the clues even more inter- may want to give them a book of riddles clue and write the description on the esting, show your class how to use a or refer them to a website where they top of the paper (imagine writing on the thesaurus to find more specific words can find lists of riddles in English. They front of a card). Your students should for their descriptions! If your students should write the question on one card then write the answer to the clue on come across words with which they are and then the answer on another card. the inside of the folded paper (imagine not familiar, encourage them to check Collect the cards from each group and the inside of a card). Display all of the an English/English dictionary to deter- shuffle them. Then give the question set cards on a bulletin board within reach mine how each word varies from the to each group who did not write them. of your students. In their free time, they others listed there. Your students should read the ques- will enjoy reading the clues and trying tions to see if they are able to guess to think of the rhyming pair. Once they any of the answers to the riddles. Re- think they have the answers or when PUZZLES ARE A CHALLENGE, BUT mind them that the riddles are based on they have been stumped, they can lift THEY ARE ALSO FUN AS IS THE CASE puns. If either group has any answers, the flap and check the answers. If you WITH LANGUAGE LEARNING. YOU give them an opportunity to ask the oth- like, have your students write a new CAN GIVE YOUR STUDENTS PUZZLES er group if those answers are correct. set of clues to rhyming pairs every few THAT OTHERS HAVE WRITTEN OR After each group has tried to guess the weeks and change out the cards and CHALLENGE THEM TO WRITE THEIR answers to the riddles, give them the clues to keep your students’ interested. OWN. shuffled answer cards, and give them Either way, they will be using the lan- time to match the correct answers to guage skills and vocabulary they al- the questions. Was either group able to ready know to acquire more. get the answers to any of the riddles?

17 14 Quick Tips for Teaching Homophones

For students who have not had any race to illustrate the words. The first exposure to homophones, they can be team to guess the homophones cor- frustrating and confusing. For students 5 It is not difficult to find online quiz- rectly scores a point. who have studied the sound alike word zes that test homophone comprehen- pairs, they can be a source of linguis- sion. Giving your students a list of sites tic challenge and entertainment. Either with these activities will give them re- 11 way, your ESL class will benefit from sources they can use in their free time Riddles can be another fun some experience with these unique to do further homophone study. way to review homophones with your word buddies in English! The next time students. Ask your class a riddle which you talk about homophones with your has a homophone pair for its answer. ESL class, keep the following tips in For example, what do you call a naked mind. 6 You can give your students prac- grizzly? A bare bear. Challenge your tice matching homophones with the students to come up with some homo- correct definitions by creating your own phone riddles of their own. You can dis- HOW TO TEACH crossword puzzles. Simply give the play the riddles on a bulletin board and HOMOPHONES definition of the word as the clue and challenge your class to come up with have your students fill the answers in the answers during their free periods. the chart. 1 English is full of homophones. Giving your students a set which they 12Have your class list the let- can reference will help ease their anxi- 7 By writing pairs of homophones ters of the alphabet from A to Z on a ety when it comes to different words on index cards you can create your sheet of paper. Starting with each of that sound the same. This set of 706 own set of Go Fish cards. Teach your the letters, see how many homophone sets of homophones (cooper.com/alan/ students how to play the game if they pairs they can think of. Allow your stu- homonym_list.html) that Alan Cooper do not already know how then use your dents to work in groups and see if any- compiled will help your students reduce cards to make matching pairs. one can make a complete set of 26 ho- their anxiety about homophones. mophone pairs.

8 You can use these same cards 2 Encourage your students to keep 13 to play a game of homophone memo- Divide your class into small their own list of homophone pairs in ry. Students lay all the cards out face groups and challenge the groups to a vocabulary notebook. From time to down on a flat surface and take turns write one sentence with as many ho- time, ask your students to write sen- trying to match pairs of homophones to mophone pairs as possible. What is the tences that use both members of the each other. highest number of homophone pairs homophone pairs in the same sen- that a group can put into a logical sen- tence. tence?

9 You can play a relay race to re- view homophones with your class for 3 Sometimes what your students 14 a more energetic activity. Divide your Homophones are not a phe- need most of all when it comes to ho- class into two groups and have one nomenon unique to English. Group mophones is practice. Giving them fill person from each group come to the your students by their native languages in the blank sentences or a cloze para- front board. Read a sentence which to see if they can make a list of the ho- graph which test homophones will help uses one of a pair of homophones. The mophones in their native tongue. them understand which word goes with first student to correctly write that ho- which meaning. mophone on the board scores a point for his team. The first team to reach fif- HOMOPHONES CAN BE FUN AS LONG teen points wins. AS YOU TAKE TIME IN YOUR CLASS 4 TO TALK ABOUT THE UNIQUE WORD Dictating sentences that contain PAIRS IN ENGLISH. Try doing one homophones is also beneficial to your homophone activity each day or spend students. If you collect their papers, you 10Similarly, you can play ho- a few days on a homophone unit. With can see which of your students is hav- mophone Pictionary by showing the some experience, exposure and enter- ing trouble with the sound alike words. two people at the board a homonym tainment, homophones will be fun for pair on an index card and having them your class rather than fearful! 18 8 Fresh, Fun Ideas for Words and Post-It Notes

have students write those vocabulary GAME REVIEW TEACHING VOCABULARY TO AN words in their notebooks and stick the ESL CLASS CAN BE ONE OF THE post-its over the printed words. Your 5 Vocabulary improvisation can MOST CHALLENGING ACTIVITIES students can now look at the pictures be a fun and lively way to review vo- A TEACHER HAS TO FACE. When and test themselves on the vocabu- cabulary with your students at the end a majority of vocabulary instruction lary words. Once a student is confi- of a unit. Break students into groups boils down to simple memorization, dent in the new vocabulary word, he of four to six for the activity, and make how does a teacher make class inter- can remove the post-it from the page. sure you have one or more vocabulary esting and engaging? Here are some Organize words alphabetically or by words for each person in the group. fresh ideas you can use with your theme in the notebooks. To review a word, write it on a post-it next vocabulary unit that will help and have one student in each group your lessons stick and allow every- VOCABULARY place the note on her forehead. The one to have fun in the process, too! 3 LEARNING CENTER other students in her group should act out the definition of the word. She TRY THESE FRESH, You can give your students the re- must interpret her classmates’ actions FUN IDEAS FOR sources to review this week’s vocabu- and guess the vocabulary word that is WORDS AND POST-IT lary list at an independent learning on her forehead. Once she does, an- NOTES center. All you need is a poster, some other student wears a new word and post-its and a few dry erase mark- the game continues. Your students SYNONYM EXPLOSION ers. Start with a sheet of poster paper will have so much fun with the silli- and divide it into four sections. Label ness and energy that this activity pro- 1 The next time you teach on the sections words, synonyms & ant- motes, they may not even realize they synonyms, you might want to bring onyms, sentences, and pictures. Then are learning! a stack of post-its to the classroom. laminate the poster. To review a set Start by writing one word on a post-it of vocabulary words, write each word and putting in on the front board. Then RELAY RACE on one post-it and stick them in the challenge your students to think of 6 first section. In the second section, Vocabulary review does not synonyms for the word. If a student of- students choose words from the list have to keep your students in their fers a correct answer, he or she writes and write synonyms or antonyms on seats. This relay race will have your it on a post-it and places it under the a second post-it. In the third section, students racing to learn their vocabu- first word. A second student follows. students choose other words to use lary words for the week. Using a large Continue trying to make the longest in sentences, which they also write piece of poster board, create a grid column of post-its possible before on individual post-its. Any words that which will serve as the answer board moving on to the next word. Reward are left go in the last section, where for your vocabulary review. Write one your students with a homework free students draw a picture illustrating the word on each post-it, and place them evening if they can create a column of meaning of the word. By the time your in the grid. Then divide your class into post-its from the floor to the ceiling! If students finish all three sections, they two teams and have them line up. you have the room in your classroom, will have reviewed all of the current Give a fly swatter to the first person you might want to leave the lists up for vocabulary words. in line and place the answer grid on a few days and encourage students a flat surface in the front of the room. to find additional synonyms or to use CLASSROOM DISPLAY To review the vocabulary words, show these words in their conversations your class a sentence which can be and written pieces rather than the 4 Do you have vocabulary lists completed using one of the vocabu- common word with which you started that change on a regular basis? You lary words. You might want to pre- the activity. can use post-its to create a perma- write them on poster board, put them nent bulletin board for new vocabulary in a power point presentation or use PERSONAL words and save yourself the effort of an overhead. Once students see the 2 PICTURE DICTIONARIES changing the board each week. Sim- sentence, they race to the vocabulary ply put this week’s words on post-its choices and swat the correct answer. Beginning English learners can cre- and stick them to your permanent dis- The first team to choose the correct ate their own picture dictionaries us- play. When test day rolls around, you word gets to place that post-it on their ing a spiral notebook and some post- can simply take the notes down and side of a scoreboard. As you give ad- it notes. Introduce your students to display next week’s words on a new ditional sentences, the choices be- some basic vocabulary, pointing out set of sticky notes. come fewer. Play until all the words physical items in the classroom when- are used, and then declare the win- ever possible, and have them draw ning team. You can also do this activ- each item on a separate post-it. Then, 19 ity using synonyms, antonyms or defi- nitions of the same set of vocabulary WORDS REALLY ARE FUN, AND words. YOUR ESL STUDENTS WILL GET A GLIMPSE OF THAT WITH THESE VOCABULARY ACTIVITIES. RACE TO THE FINISH They are simple, straightforward and fun. On top of all that, they work, so 7 Your students will enjoy play- grab some post-its and see just how ing vocabulary dash with a set of much a sticky note can help your stu- post-it notes. This game reviews any dents learn! vocabulary with physical representa- tions in the room, for example items in the classroom or body parts. Put stu- dents into groups of three students, and give each group a stack of post-it notes with the vocabulary words on it. Then, give the groups thirty seconds to stick the notes on the correct ob- jects. (Note: if you are reviewing body parts, have each group choose one member to be the model and have the words stuck to them.) As your stu- dents get better at the game, reduce the amount of time they have to post the vocabulary. They will enjoy the excitement and energy this game cre- ates in the classroom.

VOCABULARY TREASURE

8 The next time your ESL students tackle content or cover a particular theme in class, let them contribute to the unit’s content with a vocabulary treasure wall. On a section of wall in your classroom, create a treasure area. You can cut a treasure box out of poster paper, draw a pile of treasure on a large poster board, or be cre- ative in how you designate your area. Then, as your students go through their studies and days, encourage them to note any new words that re- late to the subject you are studying. For example, if you are doing a unit on baseball, your students might find the words homerun, umpire or World Series. Have any student with a word treasure write that word on a post it. On another post it, he should write the definition, draw a picture, or put down anything else that will help him understand the word. Once those post-its are done, he can put his dis- covered treasure in the treasure pile. He should first stick the definition note somewhere on the pile. Then, he should stick the note with the vocabu- lary word on top of that definition. The rest of the students can look at these treasures during free study times, and your class will feel like they are tak- ing some control in what they learn in class.

20 Mind the Gap! 10 Fun Fill in the Blanks Activities for Any ESL Class

on the board and ask students to read filled with the same word. A GAP-FILLING EXERCISE IS PROB- them out loud. Then proceed to erase ABLY THE QUINTESSENTIAL ESL the key vocabulary. Ask students ques- MEMORY GAME WITH ACTIVITY. tions to fill in the blanks: Sarah wants BLANKS They’re easy for teacher’s to create, to buy a _____. What does Sarah want 8 easy for students to complete, and may to buy? This is another game you can play be designed for any vocabulary list or with the same cards you use for Snap! verb tense. Since they’re so common MUSICAL BLANKS In this case place all of the cards face in the ESL class, why not give them a down. Students take turns flipping them new, fun twist? Here are some ideas for 4 This is a classic and one that over, two at a time. The goal is to find blanks your students will enjoy filling. many of you have probably already two cards with blanks that may be filled tried, but it can’t be left out of a list of with the same word. TRY THESE 10 FUN great gap-filling exercises. Play a song FILL IN THE BLANKS for your students to listen to and pro- FILL THE BLANK AS A TEAM ACTIVITIES FOR YOUR vide the lyrics with blanks they must fill. NEXT ESL CLASS You can handle the exercise in a num- 9 Divide students into two teams. ber of ways. You can play the song and Give one student a card with a sen- ILLUSTRATED BLANKS then give them lyrics to complete, or tence that has a blank. The student you can play the song while they fill the must figure out which word goes in the 1 This exercise imitates the style of gaps at the same time. blank and then give the team clues as storybooks that have gaps in the story to what the word is. Say you’re teach- filled with pictures. This is probably the VIDEO BLANKS ing a lesson that includes sports vocab- best type of gap-filling activity with very ulary. Sentence: David Beckham plays young learners, especially those who 5 This is exactly like the Musical ______. The student has to provide can’t read or write just yet. Copy a short Blanks only in this case you use a short clues about the sport without reading story onto a Word document. Delete video: a scene from a sitcom, a You- the sentence or mentioning the player’s some of the key vocabulary and paste Tube video, or a CNN news video for name: It’s something you play with a some small pictures into the gaps to more advanced learners. You’ll proba- ball. You play it in a field. Each team represent the word you deleted. You’ll bly have to create the script yourself in has 11 players, etc. have to fiddle with the formatting, the most cases, but BusyTeacher.org has size of the images and spacing of the plenty of scripted videos you can use! Word document, but it’s not that hard FILL IN WITH PHONEMICS to do. FAMOUS COUPLES 10 Fill in the blanks AND practice pronun- If your students can read, they read the 6 A great way to teach vocabulary story and fill the blanks with the help ciation at the same time. For this type of is to introduce it through very com- activity you can either put a phonemic of the illustrations. If they can’t read, mon pairings, for example: apples and you do the reading and pause to allow symbol for each blank, or a word that bananas, bacon and eggs, black and includes the same phoneme. Example: them to look at the picture and fill in the white, mom and dad, burger and fries, blanks. “I asked my mother to _(lie)_ me a new etc. Create a set of cards in which only book bag”. Answer: buy one of the words appears: ____ and DRAWING A BLANK fries, burger and _____. Ask students 2 to pick up a card and fill in the blank. GET CREATIVE! DON’T GIVE YOUR This is a variation of the activity STUDENTS THE SAME OLD BLANKS mentioned above. Give each of your OH, SNAP! TO FILL. young learners a copy of the same Make them a little more challenging, - story with the blanks in the text. Make 7 This game is similar to the game make them different! sure that the blanks are big enough, i.e. of Snap! Write sentences with gaps that there is enough space for students on small cards to create your deck to fill the gaps with their own drawings. of cards. Make sure that you include Check answers by having students sentences with blanks that may be take turns reading the story out loud. filled with the same word, for example: “_____ are red” and “I like to eat _____ A GAP IN MY MEMORY and bananas”. Both can be filled with 3 the word “apples”. Students take turns This is another way to practice turning over cards and shout “Snap!” key vocabulary. Write some sentences when the blanks on the cards may be 21 Creating a Paper Zoo in Your Classroom

EVERY CHILD HAS EITHER BEEN babies an animal has and how it sign with information about the animal. TO THE ZOO OR DREAMED ABOUT cares for them as well as if the ani- Each person should either draw or print GOING THERE. KIDS LOVE ANIMALS, mal has any natural predators. As a picture of the animal and create some AND THOSE ANIMALS ARE A GREAT you think about what information a per- type of habitat to display that picture in. LEARNING OPPORTUNITY FOR YOUNG son might want to know about a zoo ani- He should also research information PEOPLE. mal, start a list of unfamiliar vocabulary about the animal and write up an infor- As teachers we love to take our classes words on the board and encourage your mational sign. When visitors come to the on learning field trips, but finances and students to copy them into their note- paper zoo, he will be the “zoo keeper” location do not always make it easy to books. You may want to include words for that animal and will have to answer make those trips happen. such as habitat, prey and predator, questions the visitors may ask. Give zookeeper, visitor or any other words your students several days to prepare This year, bring your class on a stay- that may come up during your discus- and set up the zoo. If your students are in field trip by creating a paper zoo sion. Your students will use these words beginning level language learners, you in your classroom. Your students will later when they make their own zoo. may want to make a pair responsible for have the same opportunities to learn each exhibit rather than assigning one about the animals and will get language CREATE THE ATMOSPHERE animal to each student. practice in the process. 2 Once your class has talked about WELCOME VISITORS HOW TO CREATE A the kind of information a zoo visitor might PAPER ZOO IN YOUR ESL want to know, have them think about 3 Once the paper zoo is complete, CLASSROOM how the visitors might learn that in- welcome visitors to see and learn about formation. How have they learned the animals. You can ask other classes GETTING IN THE MINDSET about different places they have visited? to come and tour the zoo or open it up Whether it is a zoo or some other point to parents and other adults. Whomever 1 Many of your students have prob- of interest, visitors get information in you invite, give them a copy of the zoo ably had an opportunity to go to the zoo many ways. These ways include signs, map and suggest some questions they in once city or another. Ask for a raise drawings, maps and workers at the lo- might want to ask the zookeepers. They of hands to see how many children cation. Tell your students that they are can ask information about an animal’s remember a trip to the zoo. Ask any or going to create a paper zoo in the class- diet, natural habitat or normal activities. all of them to share what they remember room, and they will need to include all Your students should be able to answer about the experience. these types of information for the visitors the questions based on their research. who will be coming. Then give your class some common Leave the zoo open for a week or two ground by reading one or two books For the zoo, each person in the class and then take some time to talk about about the zoo. You may want to use My will have two responsibilities. First, the experience with your students. If Visit to the Zoo by Aliki or The Tiger each person will be part of an informa- they have been to a zoo, ask them to Has a Toothache by Patricia Lauber or tion group. The information groups will compare the class experience to the any others that your students are famil- be responsible for creating signs for the real thing. If they have not, ask them iar with and enjoy. zoo and maps that visitors will receive. what they would like to get out of a visit Divide your class into two groups and to a live zoo. If possible, invite a real After reading, start a list of all the ani- assign one information responsibility to animal handler to visit the class and mals a person might see at the zoo. each group. It may be helpful to provide share what it means to take care of ani- You can ask groups of three or four to your class with brochures and maps mals on a daily basis. You may want to make their own lists and then compile from real zoos for them to use as mod- consider a fieldtrip to a local zoo if time the lists to make one large classroom list els. You can find these online or grab a and budget permit. of possible zoo animals. few extras the next time you are visiting your local zoo. YOU DO NOT HAVE TO LEAVE YOUR To the students who shared a zoo mem- CLASSROOM TO HAVE A ZOO EXPE- ory, ask what information they learned Each person will also be responsible RIENCE. YOUR STUDENTS WILL about the animals there. Also, ask how for creating one exhibit. Each exhibit ENJOY CREATING THEIR VERY OWN they learned that information. Starting will focus on one animal, and you can ZOO RIGHT IN YOUR CLASSROOM, with the information your class gave, allow students to choose from the list AND THEY WILL BE THE AUTHORITIES brainstorm a list of what information a you made earlier or you can assign one WHEN OTHERS COME TO VISIT. visitor to the zoo might like to have. animal to each student. Make sure no Your class may decide a visitor might two students are presenting the same Everyone will have fun creating and vis- like to know what an animal’s natural animal. The exhibit will include a picture iting your paper zoo, and your students habitat is like, what an animal eats of the animal, the animal’s habitat and a will never forget the experience. and how it gets its food, how many 22 Twittering in Class: Feather Friend- ly Activities for the ESL Classroom

and overall appearance of the birds they and then display them around your room THE WORD ‘TWITTER’ HAS NOT see as well as any sounds they make and throughout your bird studies. ALWAYS BEEN ASSOCIATED WITH where the birds are located. After the bird STATUS UPDATES AND SOCIAL MEDIA. watching session, make some copies of Although it was not that long ago, it feels bird identification books available to your Birds of a feather flock together. like an eon has passed since twittering students and challenge them to identify A bird in the hand is worth two in the had to do with our feathered friends. Still, by name the birds that they saw. If you bush. birds are appealing little creatures that like, have your students write their own A little bird told me something. people enjoy. With spring knocking at bird entries using the books as models! That is for the birds. winter’s door, use these activities in your You can kill two birds with one stone. ESL classroom to welcome the little mi- TWITTERING NEAR HOME That is something worth crowing grators back to the north, and you can let about. your students twitter about it as you do! 2 Every region has some variety He is running around like a chicken when it comes to the birds that naturally with his head cut off. HOW TO PROCEED live there. If you have a local authority who knows about birds in your area, in- BE A BIRD WATCHER vite that person to come and speak to GET OUT 1 your class. You may want to seek out 4 OF THE CLASSROOM Bird watching, also known as bird- a bird watching club and ask one of its ing, has been a recreational activity members to volunteer his or her time to As a final feathered adventure, why not since the late 1800’s. When The Autobon talk to your class. Your speaker can then take your students on a field trip to a lo- Society was formed in the United States talk about the birds that naturally occur in cal aviary! These bird preserves educate and The Royal Society for the protec- your area, what it is like to go bird watch- visitors about our flying friends and give tion of Birds was established in Britain ing and any tips for beginners at the hob- patrons a chance to learn about different around that time, the founders could by. Starting with the information that your breeds of birds. If you have the money not have known how their measures guest presents, ask your students to do available in your budget and the travel intended to protect birds would lead to some research on one of the birds that means to do it, take your students to an the hobby so many embrace today. Bird he or she talked about. Try to get every- aviary to learn some science behind the watchers look to observe birds in their one in the class to research a different animals they have been focusing on in natural habitats, living and singing and bird, and then have your students give class. If you can, arrange a tour with a working birds. Previously, hunters would a presentation on the bird which they re- staff member and challenge your stu- capture and kill birds to observe them, searched. If your students choose one of dents’ listening comprehension. After the though this of course limited how much the local birds that your guest speaker trip, you may want to have them write a they could know about their victims. With talked about, they will have a model to summary of what they learned, compare this difference in mind, challenge your follow for their presentation. and contrast what they learned at the avi- students to think about how bird obser- ary with what they already knew, or take vation changed when those watching FEATHERY EXPRESSIONS a short quiz based on the presentation. aimed to preserve the lives of the birds In any case, your students will benefit they observed. Using a Venn diagram, 3 Have you and your students no- from listening to naturally spoken English have your students make a list of the ticed how many expressions include by someone who is not their teacher. similarities and differences between bird birds or a reference to them? It might watching and hunting birds for observa- surprise both you and them when you tion. Encourage them to keep opinion out look at how often our feathered friends NOT EVERYONE LIKES BIRDS, BUT THAT of the things they list and focus on facts. are mentioned in the sayings parents DOES NOT MEAN THAT YOUR CLASS- After each person has completed their teach their children. Put your students ROOM CANNOT BE FILLED WITH TWIT- diagram, have them work with a partner in groups of two to three to discuss the TERING AS YOU STUDY THE REMARK- to see if either of them can add any other meaning of each of the following expres- ABLE ANIMALS AND USE THEM FOR ideas to his or her list. sions, which mention birds. They should INSPIRATION FOR YOUR LANGUAGE try to determine what the phrase means STUDIES. You can then get your students out of the and speculate how the expression may As your students listen, speak, read and classroom and into a natural setting to have come to be. After your groups have write about birds, they will certainly have do some of their own bird watching. Take discussed the phrases, review the true something interesting about which to your class to a park or playground and meaning of each expression with the twitter! challenge them to locate and observe entire class. Were your students able birds. They should take notes on any to guess the meanings correctly? If you birds they see during the activity. Your like, ask each person or each group to students should record the color, shape illustrate one of the phrases in a poster 23 Bringing Nature’s Treasures Into the ESL Classroom

students to think of other ways they game is the winner. To give students ANIMALS HAVE A NEAR UNIVER- can be kind to the animals around an even greater challenge, have them SAL APPEAL TO YOUNG CHIL- them. exchange cards with another pair of DREN. WHETHER IT IS DINOSAURS students in the class and see how OR HORSES, THERE IS SOMETHING WILD MEMORY many matches they can make with WITH OUR FURRY FRIENDS THAT the new set of animals. CONNECTS DIRECTLY WITH OUR 2 As ESL students, there is always HEARTS. a drive to expand one’s vocabulary, I WANT A HIPPOPOTAMUS For that reason, if your ESL class is and when it comes to wild animals composed of elementary aged stu- there are almost always new words to 3 In 1953, Gayla Peevey charmed dents, they are bound to have fun be found. You can use this unique set listeners with the song “I Want a Hip- with these activities that bring the wild of wild animal English words in a Mem- popotamus for Christmas.” The song world of animals into the ESL class- ory style game with your students. As- was written from the perspective of a room. sign each student a partner and then child who was trying to convince her direct the pair to this list of animals, parents that she should be able to HOW TO BRING THE which specifies names for the male, have a hippo for a pet. Ask your stu- WILD WORLD OF female and baby as well as the collec- dents to imagine that a hippopotamus NATURE INTO YOUR tive noun for a group of those animals. followed them home from school one ESL CLASSROOM Ask each pair to choose ten animals day, and they want to keep that hippo from the list and write down the ani- as a pet as well. What reasons would A HEALTHY ENVIRONMENT mal with its collective noun, the word they give to convince their parents to 1 used to refer to a group. Once each keep him? Groups your students into The environment in which ani- pair has chosen their animals, explain discussion groups of three to four to mals live can directly affect their ability to them that the words used to refer to talk about reasons they might give for to survive. With man’s ever-expanding a group of each animal are called col- keeping a hippopotamus as a pet. If habitat, some animals are getting the lective nouns. Some collective nouns your students get stuck, play the song short end of the stick when it comes are general (like group which can be for them for inspiration. If you like, to having a healthy place to live. You used with people, pigs or cars as well have your students write a persuasive can challenge your students to ex- as many other words) while other col- letter to their parents listing the rea- amine how healthy their own worlds lective nouns are specific to the noun sons they think a hippo would make are for the wild animals that live along that they describe (like a pride of li- a good pet and refuting the objections side them. As a class, keep a list of ons but never a pride of frogs). They they think their parents might have. all the different types of animals you should not confuse collective nouns For fun, you may want to invite par- see over a two week period. As stu- with noncount nouns, which cannot ents to write letters to their children, dents see animals at home or in their be counted individually. (You cannot depending on their levels of English, neighborhoods, ask them to jot down say ‘I have one furniture in my liv- with their responses and post these in what they saw. The next day in class, ing room’ or ‘there is one rice on the the classroom! add any new animals to your list. You table’.) Collective nouns are used should take advantage of the natural with count nouns (one lion, two lions) opportunity for your students to learn to refer to a group of those individu- THESE ARE ONLY A FEW OF THE new vocabulary for animals and birds. als. Once your students understand WAYS THAT YOU CAN BRING THE Going over the list each day of the two what a collective noun is, give each WILD WORLD OF NATURE INTO weeks will also help cement that new pair twenty index cards to make their YOUR ESL CLASSROOM. vocabulary into their minds. Once you games. They should write the name Your students will enjoy learning have your list, ask your students to of each animal on one card and the about animals while they increase examine whether the environments in collective noun which is used with that their vocabulary and improve speak- which these animals live are healthy animal on another card. Have groups ing and writing skills. If you find that ones. They should look for and think shuffle their cards and then lay them your class is particularly interested in about things like pollution, trash, food out on a desk in a grid arrangement. one of these subjects, take it a step and water sources and places for the Students should take turns looking at further by assigning some research animals to live. As a class, decide on a two cards, turning each of the cards and ask for speeches on specific ani- service project that you can do to help over so the other can see what is writ- mals. Science and English never went make the environment friendlier to ten there. If the students turn over a so well together as when animals en- wild animals. You may decide to have noun and its matching collective noun, ter the ESL classroom, and your class a cleanup day or make food or shelter he keeps the pair of cards. Whoever is sure to have a roaring good time available to the animals that you live has the most cards at the end of the with it! with. As an extension, encourage your

24 Underwater and Under Earth Adventures der the surface locations. You might as well. If you lack the wall space for a DARK, DAMP AND QUIET? DIRTY OR want to use Exploring the Deep, large display, compile the pieces your WET? WHAT WOULD IT BE LIKE TO Dark Sea by Gail Gibbons or Under students have written into class books LIVE UNDER THE GROUND OR UNDER the Ground by Claude Delafosse. You that they can read during their free THE WATER? can also ask your students if they have reading time. You can assemble one If you have already challenged your had any experiences in these places book about being under the earth and students to think like a kite high in the and allow them to share with the class. another about being under the sea. air, this underwater and under earth Add to your class descriptive lists as adventure is the next step. Even if you new ideas come to your students. VISITORS AMONG US have not, imagining what it would be like deep in the earth will be fun for your stu- DIG DEEPER 3 To take the activity even further, dents and get them writing creatively. ask your students to find pictures 2 At this point, your students should of special tools that people use un- UNDERWATER AND have some idea what the depths of der the water and under the earth. UNDER EARTH earth and sea might be like. Now they You might want to give them some old ADVENTURES IN YOUR will write about one place or the other. magazines to look through for this ac- ESL CLASSROOM Explain to your students that they tivity. Post these pictures around your will write a descriptive piece of writ- classroom to set the under the surface GET EQUIPPED ing. That means that they will be de- mood. You might want to include pic- 1 scribing the depths of either the sea or tures of scuba gear, flashlights, hard Are your students young enough the earth. They can approach the sub- hats, shovels, rope, gloves, camer- to enjoy a dance party? If so, play one ject two different ways. They can imag- as or any of many other possibilities. or two songs that describe what it is ine that they are an explorer or scien- like to be deep underwater. You can tist or another person who is visiting or This is also a perfect opportunity to in- use “Under the Sea” from The Little exploring the deep places. On the oth- vite a guest speaker to your class. Mermaid or “Octopus’s Garden” by er hand, they might choose to pretend You can have a miner speak to them the Beatles. Let your students listen to they are an inhabitant of the deep sea about working under the earth, or you the music and move their way around or the deep earth, a fish or a mole for might want someone with experience the room pretending they are underwa- example, and write from that creature’s scuba diving to talk to your class about ter. To set the scene even further, post perspective. Have your students write the deeps of the oceans. Either way, pictures around your room of life under one or more paragraphs and then illus- prepare the students by having them the water or under the earth. If your stu- trate if desired. They may find the writ- write questions for the presenter the dents are too old to dance, give them ing easier if you allow them to consult day before that person comes. Have copies of the lyrics and have them read with a small group as they write, and your special guest give a short pre- along with one of the songs still imag- the group will also help them get some sentation to the class and then allow ining what it would be like to be there. conversation practice at the same time. your students to ask any questions he or she did not already answer. Af- Once they have imagined them- You can design a bulletin board to terward, you can have your students selves there, ask your students what display the written pieces and illus- compare and contrast how they imag- it might be like to be deep under the trations easily. Along the top boarder ined the depths would be with what water or deep under the earth. En- of your designated area, draw the sur- your guest knows from experience. courage your students to use all their face of the earth and a shallow band senses when they picture themselves of what one may find beneath it: plant in one of the places. How does it roots, rocks or animal burrows. At the CHILDREN LIKE TO PLAY IMAGI- feel? Cold? Damp? Can they hear bottom of the designated area, draw NATIVE GAMES, SO WHY NOT USE animals or water moving around THEIR IMAGINATION TO FURTHER them? Is it dark, or can they see? the ocean floor and a band of what you might find at the bottom of the ocean: THEIR ENGLISH STUDIES. WHEN Can they smell anything? Make a plants growing in the sand, fish, shells THEY PICTURE THEMSELVES DEEP class list of the sensations your or coral. Use the space in the middle of IN THE EARTH, YOUR STUDENTS WILL students imagine it would be like the area to display what your students LEARN NEW VOCABULARY AND GET underwater. Make a second list have written and illustrated. If you like, PRACTICE USING SENSORY DETAILS of what it would be like deep un- you can post the underground pieces IN THEIR WRITING. der the earth. Your students can use toward the top of the blank area and If you can bring a guest speaker these lists as a resource later when the underwater pieces toward the bot- in your class will have even more they write about these environments. tom. You can also bring art into the cur- fun. In any case, their imagina- riculum with an easy craft project that tions will be stretched as they live Now work on their listening skills by makes fish and post them on the wall under the surface in their minds. reading some books about these un-

25 Is Anybody Home? How to Teach the Culture of Families

Families are something that almost how people in the family are related ily typical of your culture? How is your everyone has experience with. Most to each other. One person will likely family different from a family in your everyone was born into a family, ful- be a brother to one person, a son to host culture? In addition, if they are filled roles in that family and at some another person, a nephew or cousin staying with a host family, compare point, has left that family to grow and to another. Using the family tree, you and contrast your host family to your experience life. The family experi- can highlight to your students how one family at home. Be sensitive to your ence, however, varies greatly from person plays various roles. You can students that have lost members of one culture to the next. also point out generational differenc- their family to whom they were close. es: my mother’s grandmother is my Students who have lost a sibling or How many children does a typical great grandmother. My mother’s aunt parent may be especially emotional family have? Who lives together in is my great aunt. Only the bravest of when discussing family. Give them the same house? How important is teachers will attempt relationships as permission to share what they can, birth order in a family and a culture? complex as second cousin once re- and do not make them uncomfortable All these are important questions that moved, but if you do even advanced by forcing them to discuss sensitive each student may answer differently. students will benefit. Because of this, relationships. Because of this, teaching about family family is a topic that can be used with is a great opportunity to explore some any level learner. The more advanced BRING IN OUTSIDE of the cultural differences among your the student, the more complicated the SOURCES students. relationships you can teach. This also 5 makes family a great topic for a mixed One of my favorite activities to do HOW TO PROCEED level class since each student can when teaching about family is to use find some level of comprehension that movie clips that show familial relation- VOCABULARY challenges him or her. ships. One of the most entertaining is the clip from While You Were Sleep- 1 The first and most foundational CULTURAL NORMS ing when Sandra Bullock’s character step in teaching about family is to 3 meets her supposed fiancé’s family. make sure your students know the Now that you have reviewed The scene is quick and complicated, vocabulary terms. Start with gener- vocabulary and relationships among but taken segment by segment it al terms like father, mother, brother family members, you can discuss the shows many of the relationships pres- and sister. Make sure your students culture of families. Who typically lives ent in typical families. You can use understand the gender differences in the same house? Where does a this or a scene from another movie or in words like niece and nephew and newly married couple live? How many television show with your class. This the lack of gender difference in words children are typical in your culture? is also a great way to bring in a book like parent and cousin. Different lan- How are older family members treat- they have been reading if the book guages will not signal gender differ- ed differently from younger ones? portrays a family. Have the class cre- ences the same ways, and this may Are there responsibilities that come ate a family tree for that family. Have be confusing for your students. Like- with certain family roles? (e.g. oldest them describe the relationships they wise, your students may be confused son or daughter) Who cares for fam- see or read about. You can also show with even simple words like brother ily members when they are unable to the movie clip before starting your les- that do not distinguish between old- take care of themselves? All of these son on family to bring the subject to er brothers and younger brothers as are great discussion questions that the forefront of your students’ minds some languages do. Be patient in ex- will keep your students talking to each and get them thinking about the topic. plaining these differences and let your other for hours. Discussions will be students ask questions and share the especially enlightening if your class TEACHING ABOUT FAMILY DOES differences in their languages. is made up of students from different NOT HAVE TO BE BORING OR ROTE. cultures. BECAUSE IT IS A TOPIC EVERYONE RELATIONSHIPS CAN RELATE TO IN SOME WAY, 2 MAKE IT PERSONAL FAMILY IS A GREAT SUBJECT TO USE After your students understand 4 IN YOUR ESL CLASSROOM. the vocabulary, it is now time to exam- You can also give your students Do not be surprised, though, if you ine the relationships between family the opportunity to share about each of learn a thing or two about your stu- members. The easiest way to do this their families either in front of the class dents that you never would have is to create a family tree. You can ei- or in small groups. Give them time guessed. Take the opportunity to in- ther create a tree for a fictional family to prepare, and then let them share. crease your understanding of their or use your own family as an example. You can also use family as a topic for cultures - it will only make you a bet- Be as elaborate and as detailed as writing assignments. What does your ter and more sensitive teacher in the you can. As you create the tree, show family mean to you? How is your fam- long run. 26 Art in Your Classroom: Shoot for the Stars With These Activities Vincent Van Gogh is a world-renowned VOCABULARY IN CONTEXT YOUR OWN STARRY NIGHT artist, but he was not what most people would define as successful during his 2 Once your class has thought about 3 Your students have thought about lifetime. In fact, he only sold one paint- how Van Gogh’s painting makes them Van Gogh’s painting, and they have ing before he died though today his piec- feel, take some time to educate them learned about his life. Now they will use es sell for millions, the most expensive about his life. Present to your class this his artistic expression to inspire their of which sold for over $144 million. He short biography (bitly.com/ioPwKd) of own art, this time with words. Start by re- died depressed and distained. His sad Vincent Van Gogh available on YouTube. viewing with your students the main ele- story can have positive effects, though, After watching the video once, give your ments of a story. These include charac- and you can see them in your ESL stu- class a list of these vocabulary words ter, plot, setting and resolution. Tell them dents. Art may not be the most common which will probably be unfamiliar to that they will write a story using Starry subject to include in an ESL class, but if them: shunned, peasant, overwhelmed, Night as the setting for the story. They you have never tried reaching your stu- macabre, austere, high-strung, thrived, can create their own original characters dents through this subject you should. syphilis, veil of depression, revolver or use themselves or someone else The content is often familiar and the art- and inspired. Then, watching the piece they know as the characters in the story. ists inspiring. When you work with art in again, ask your students to guess at the They should then determine the conflict the ESL classroom, your students will be meanings of the words as they appear and the resolution. Encourage each per- inspired and engaged in new and note- in the video. Watch the video one more son to gain inspiration from Van Gogh’s worthy ways. time, this time stopping the clip after piece but to incorporate their own ideas each sentence which uses one of the into their stories. Remind them that art- HOW TO USE ART IN vocabulary words. Write these sentenc- ists often gain inspiration from other art- YOUR ESL CLASSROOM es on the board and review the meaning ists, whether in the same media or other of each word. If any students guessed media. VINCENT VAN GOGH’S correctly at the meaning of the words, 1 STARRY NIGHT commend them. If not, remind them that When your students’ stories are fin- guessing the meaning of words in con- ished, tell them that they will create Though not Van Gogh’s highest priced text is part of language learning, both their own versions of Starry Night. Us- piece, Starry Night may be one of his in first and second languages, and they ing black paper and oil pastels, your most well known pieces. If you can ac- should not be discouraged if they were students should create their own starry quire a poster sized reproduction of this unable to correctly determine the mean- night in the style of Vincent Van Gogh. piece, ask your students to look carefully ing of the words. In addition, encourage your students to at the painting and take five minutes of incorporate some element of their origi- silence in the classroom to let your class If you like, you can also give your stu- nal stories into their reproduction of the engage with the painting. Then ask will- dents some comprehension questions to famous painting. They may choose to ing individuals to share their thoughts answer after they watch the video. You do this by including one of their char- on the piece. Encourage your students can have them discuss these questions acters in the picture, changing an el- to comment on color, line, composition in groups of two or three. The following ement of the piece or any other way and how the piece makes them feel. questions cover some basic information they feel they can put their originality After a few students have shared, give which is presented in the video clip and into the piece. If you like, display each your class some time to compose a will target your students’ listening abili- story in conjunction with the picture by written response to the painting. Help ties. its author. You can title your bulletin them understand that a response to art board “We Are Shooting for the Stars.” can take very different forms or styles - What happened when Vincent depending on the person who writes it. turned fifteen? THERE IS SO MUCH INSPIRATION TO For some, they may write about how the - Which of Van Gogh’s family mem- BE FOUND IN ART, AND CLASSIC PIEC- piece makes them feel or what thoughts bers was he closest to? ES LIKE VAN GOGH’S STARRY NIGHT it evokes. For others, they may write - What did Van Gogh do when he CAN BE INCORPORATED INTO THE about an experience that the painting was 28? ESL CLASSROOM IN MANY WAYS. has brought to their minds. Still others - How many languages did Van will evaluate the piece as a work of art, Gogh speak? The activities here include speaking, lis- paying attention to technique and artistic - How old was he when he died? tening, reading and writing and also en- skill. Some may even choose to com- courage creativity and personal expres- pare the piece to another work of art or After watching the video, you can point sion in your students. These same ideas a piece of literature or movie. If anyone your students to one of many websites can be applied to works of art by other is willing, ask her to share her response that give additional information about artists that your class may relate to. In by reading it to the class. If you can Vincent Van Gogh and encourage them any case, they will learn more about the have students with very different styles to take notes as they read about his life. artists who have shaped our modern of response share, your class will benefit world through their creations! most. 27 It’s a Small World: Language Activ- ities to Bring Together Nations

In 1980, David Springbett took a trip by John D. Rockefeller. Set your stu- IF YOU ARE TEACHING ENGLISH AS A around the world using commercial air- dents to do some research about the SECOND LANGUAGE, THE ODDS ARE lines. His time eclipsed that of 80 days, United Nations. They can find some THAT YOUR STUDENTS HAVE DONE but that does not mean it was uncom- basic information about the United Na- SOME INTERNATIONAL TRAVELLING. plicated. Springbett started his travels in tions at their website. Among the vast Many students, though they have stud- Los Angeles and travelled to seven other amount of information there are listed ied English in their early education, cities before returning to Los Angeles 44 the four purposes of the U.N.: to keep travel overseas to further their studies at hours and six minutes later. The cities world peace, to develop friendly rela- U.S. universities or language programs. he stopped in on his travels were Lon- tions among nations, to help the peoples These types of experiences tend to give don, Bahrain, Singapore, Bangkok, Ma- of the world, and to be a center to make individuals a larger perspective on the nila, Tokyo, and Honolulu, in that order. these things happen. In groups, have world and make them more sympathetic Have your class trace Springbett’s trav- your students discuss why each of these to people of other nations. You can use els on a world map, and then set groups items is important and then brainstorm this international travel experience as a of students to answer some questions. ways the United Nations helps make starting place for your class as you talk What was the longest distance he trav- these things possible. Then ask your about different ways to bring the world elled on one flight? What languages are students to think of ways they can help to you. spoken in each of the cities where he accomplish each of these goals in your stopped? If he had stopped for a meal classroom and with one another. Have HOW TO PROCEED in each of the cities, what might Spring- each group choose one of the strategies bett have eaten? If you like, divide your they list and develop a plan to make it AROUND THE WORLD class into seven groups and assign one happen in your classroom. Then have 1 IN 80 DAYS city to each group. You might also ask each group present their idea to the these groups to share some unusual class. The presentation should include One of Jules Vern’s most famous works facts about the cities they research. an explanation of the idea, how to make of literature is the classic novel Around Once groups have discovered answers it happen in the classroom and why it the World in 80 Days. In this story, to these questions, bring the class back would be beneficial to your class and to Phileas Fogg takes a bet that he can- together for a discussion. What do your the world. not travel around the world in 80 days students think about Springbett’s trip? or less. The book was first published Would they like to make a similar trip in 1873, and at that time travel was around the world? Why do people like not as easy as it is today. Fogg plans to travel to foreign cities? What advan- to travel mainly by ship and railroad but tages can your students list that travel ONE OF THE GREAT ADVANTAGES also ends up travelling in less traditional brings? What are its disadvantages? TO TEACHING ENGLISH AS A SECOND ways as he makes his way around the What were their experiences travelling LANGUAGE IS THAT YOU AND THE globe. As a class, brainstorm a list of all overseas? You can also have the class MEMBERS OF YOUR CLASS ARE the possible ways a person could travel work together to determine who made OFTEN EXPOSED TO CULTURES FROM from one world city to another. Include the longest trip both in time and in miles ALL OVER THE WORLD. traditional options like planes and bus- to reach your facility. If you want to bring With these activities that take your stu- ses as well as more outrageous ones an additional challenge to your class, di- dents around the globe, they can in- like riding a bicycle and riding in a cov- vide your students into groups of around crease their appreciation for one anoth- ered wagon. Once you have compiled three students each and challenge them er and one another’s cultures, in effect, an extensive list, ask each person to to plan their own flight around the world. doing their own small part in making the choose one unusual means of travel They should consider which cities they world a better place. and write a story of how he or she might would like to visit, how many miles they use that method to take a trip to another would have to travel and how long the city. If you like, set your students to do trip might take if they used commercial some research about how and where airlines as Springbett did. a person may choose to travel by less traditional means. You may want to offer THE WORLD IN A BUILDING some suggestions such as riding a don- key, taking a hot air balloon or travelling 3 The United Nations is one of the by elephant (as Fogg did). most important organizations in the world today. Their first General Assem- AROUND THE WORD bly was held in London on January 10, 2 IN 44 HOURS 1946, and in 1952, the United Nations moved to New York City to land donated

28 4 Important Tips for Teaching Etiquette and Cultural Differences enables students to talk about culture, you can also approach all kinds of other IF YOU ARE LUCKY ENOUGH TO HAVE differences, and themselves in an appro- topics as well. Some examples might A MULTI-CULTURAL CLASSROOM, ONE priate way. be: timing of meals, normal ingredients OF THE BIGGEST BENEFITS AVAIL- or very usual foods, the role of alcohol, ABLE TO YOU IS BUILT-IN CULTURAL meanings of particular foods or ceremo- LESSONS. MAKE COMPARISONS nies, etc. You can get creative and as- If you are in a uni-cultural class, there is 2 There are several ways in which sign students presentations on one or still a lot you can do regarding teaching you can bring culture and etiquette into more aspects of their culture, plan a pot- the etiquette of different countries as well your lessons without it being the sole luck party or recipe exchange, or design as cultural differences. After all, you are topic. One easy way to do that is to con- some other way in which students share a culture representative for your country sistently make comparisons about the their differing beliefs and experiences. and students will want to learn all they differences from country to country with One goal of expounding upon differenc- can about you and where you come topics that arise organically. If you are es is to find, in the end, that we are not all from. Being politically correct is a new talking about greetings, for example, a that different, and that we must display concept to a lot of students and depend- good way to solidify what students are tolerance and acceptance. Students can ing on where you are, it may be a sensi- learning is to ask them the equivalent in learn a lot simply from listening to each tive issue. Follow these tips for teaching their country’s language. Ask them the other, and having the forum to do so. etiquette and cultural differences and appropriate and polite ways that they your mixing pot of a classroom will reap greet one another. Do men hug, shake, numerous benefits from sharing and BE THEIR GUIDE wave or something else? If you are the learning together. one in a foreign country, a major way to 4 If you are teaching in a western- engage students is to ask for their ad- ized country where the students may be HOW TO TEACH vice on matters of cultural norms and visiting or very new arrivals, you and the ETIQUETTE etiquette. If you are doing a lesson on class could very well become their guide AND CULTURAL telling time, you can then get into a dis- in navigating a new culture. In this situa- DIFFERENCES cussion about the cultural norms of their tion it becomes even more vital to explain country. How appropriate is it to be late? cultural norms, especially when it comes CREATE A DIALOGUE When meeting friends from this country, to etiquette and acceptable behavior. 1 It is essential to create a culturally what can you expect about time in gen- The above examples still hold true, but appropriate and courteous environment eral? Students will be more than happy there may need to be more structured from the very first moment of class. One to share information from their culture lessons around things like currency, rid- way to do this is to acknowledge every- to help you navigate it. A third way to ing the bus, polite responses, asking one’s cultures, and get students talking bring in comparisons is for you to share questions, and interacting with strang- immediately, in a non-threatening way, how something is done in your country. ers. Often once students become com- about themselves and their countries If you are discussing small talk, for ex- fortable in the class, they will begin ask- of origin. One fantastic ice-breaker for ample, you can provide examples of how ing their classmates for help, as well as multi-cultural classrooms is a find some- people in your country handle small talk the teacher. Be sure that you are setting one who mingling exercise that is tailored and what the nuances are. Follow that good examples within the classroom and to include a few statements to reflect the up with students then interjecting their with your own behavior, as well as en- cultural diversity of the class, with things thoughts, questions and comparisons. forcing appropriate behavior among your like, find someone who... students. The dynamic of entering a new culture with limited language can be ex- - is from Central America SHOWCASE CULTURAL DIFFERENCES citing, but it can also be daunting and iso- - eats rice on a daily basis 3 lating at times. Everyone in the class can - speaks Korean It is especially important and of noted benefit from hearing different perspec- - etc. significance to use your classroom as an tives. Creating an environment where outlet for students to share things about students can voice their difficulties and You’ll really want to target benign topics their heritage, culture and daily life. There concerns will assist the class on a whole. which are easy to ask about and easy are several opportunities where you can to discuss. Another ice-breaker you can showcase culture and discuss differ- IN TODAY’S WORLD THERE ARE A do is to start a discussion with the class ences as well as similarities. Some of LOT OF OPPORTUNITIES TO LEARN utilizing a map. If you have people from the best topics that naturally lead to cul- ABOUT OTHER CULTURES AND FACIL- many different countries, they can show tural discussions and activities are: food, ITATE A CLASSROOM OF TOLERANCE. the rest of the group where they are from nationalities and countries, family, and When approaching etiquette and cultural on the map and then talk about things modal verbs. When approaching top- awareness, it is always a good idea to like their language, a famous country ics from a cultural standpoint, etiquette have an open mind, let your creativity food, or other culturally significant infor- will almost inherently arise. If you are guide you, and above all, provide stu- mation. The point is to create an envi- discussing food from a specific region, dents with appropriate outlets to express ronment from the first class forward that themselves! 29 You’ll Love these Games for Teaching Anatomy Vocabulary

will want to make sure all the desks each person must find a new partner. ALMOST EVERY TEACHER OF are moved from the area in which you ENGLISH AS A SECOND LANGUAGE will be playing.) Then ask your class You may choose to make calls such HAS TAUGHT A UNIT ON ANATOMY to brainstorm a list of common as head to knee, hand to foot, hip AT ONE POINT OR ANOTHER. words for parts of the body. Write to hip, shoulder to back or any other Perhaps this is because it is one of each of these body parts on a small combination you can think of. The last the most tangible sets of vocabulary a slip of paper and put into a bag or hat. pair standing wins a prize. nonnative speaker can learn. Perhaps For each turn, pull one body part from it is because our bodies are such an the pool and either choose a color or IN SMALL GROUPS important part of what makes us use a spinner or die to determine the uniquely ourselves. Perhaps it is for color that will be the goal for that body 4 Do you want to play a game of some other reason. Regardless of the part. body parts with your students but motivation behind the theme, anatom- get them to think outside the box? ical lessons naturally find themselves Keep playing for as long as you can or Try the classic game of Operation in in the ESL classroom. Once you have until your students have had enough! which students must remove “punny” given your students some basics on body parts from an electric surgical the parts of the body, try one or more IN THE GYM patient. Students will draw cards ask- of the following games to review what ing them to remove such items as the they have learned! 2 If you have a bag of old clothes funny bone, the breadbox, the Adam’s that you use in your ESL class, that apple and butterflies in the stomach. If TRY THESE ESL can also be repurposed for a review of they touch the sides of the opening for GAMES FOR anatomical vocabulary. They make for each piece, a buzzer will sound and TEACHING ANATOMY a great relay race when teams have that person loses his turn. VOCABULARY IN to identify the parts of the body that YOUR CLASSROOM the clothes and accessories are worn You can use this game as a jumping on. off point to talk about idioms or ex- IN THE CLASSROOM pressions that have to do with parts of 1 To play, divide your class into two the body. Challenge your students “Simon says touch your teams and have each team choose a to do some research and compile head. Simon says touch your model who will eventually wear all of a list of all the expressions using toes. Touch your ears”. the clothes. For each turn, have one body parts that they can find. You Whether or not you are good at fol- player from each team stand on either can make this a game in itself by lowing directions, Simon Says is a side of you as you pull an item out grouping students and giving them a simple game that you can use to of the bag. The first person to iden- set amount of time to come up with review the vocabulary of the body. tify which part of the body the piece their lists. Having your students go through the is worn on wins the piece and should motion of moving and identifying parts run to her model and put the piece of of the body is a great review for vo- clothing on that person. When you JUST BECAUSE LESSONS ON cabulary that you have introduced in get to the last piece of clothing in the ANATOMY HAPPEN SO FRE- an earlier lesson. You can match the bag, the team with more items on their QUENTLY IN ESL CLASSES DOES NOT difficulty of the game to the skill level model is the winner! MEAN THAT YOU CANNOT HAVE of your student – speaking more or FUN WHILE YOU GIVE THEM. less quickly, using more or less com- OUTSIDE These games provide a fun review of plicated vocabulary. Your students, what your students have learned and too, will have a great time as you 3 If your students are getting may also teach them a thing or two. make the game harder and harder to sleepy in their seats, this anatomy So try one with your class and get eliminate players. Give the last one game is sure to wake them up. Take in some laughs as you do your body standing a prize, or just let him be Si- your class to a large playing area, out- parts review! mon for the next round! side or a gym work well. In this game, you will call out pairs of body parts If you are feeling particularly adventur- like “Ear to Elbow” (the name of the ous, you may decide to play a game game). Students must then rush to of Twister Scare. To play, either use find a partner, and one of them must a Twister mat or create a similar lay- put his ear to the other’s elbow. If any- out of colors on your classroom floor one is unable to find a partner or does using craft foam, carpet squares or not match the body parts correctly, he construction paper. (Heads up – you is eliminated. Give another paring and 30 Get Up, Get Dressed, Get Going: Activities for a Unit on Clothing

ing unit, ask each of your students suggestions. Students can be as cre- NO MATTER WHAT LEVEL OF ESL to choose a classmate about whom ative or as serious as they like, but YOU ARE TEACHING, SOME TOPICS she will write. Then challenge her to have the class act as judge for any SEEM TO COME UP IN CLASS AFTER write a description of how that person answers that may be too silly to be CLASS. dresses without using that person’s practical! One of these subjects that you will name. You may choose to let your probably find yourself teaching at one students chose whom they will write NO SHIRT, NO SHOES, NO point or another is clothing. Whether about, or you may want to assign SERVICE it is in a vocabulary lesson or part of each person in the class to another. 4 a role play, clothing is one of the sub- Either way, collect the descriptions Businesses and restaurants some- ject areas that all students can relate once they are written. Then use them times have restrictions on the clothing to, so the next time you find yourself for a little game of identification. One you must wear while in the establish- teaching about shirts, shoes or sera- option is to post all the descriptions ment. Some upscale restaurants re- pes, give one of these activities a try! on a bulletin board in the classroom, quire men to wear a jacket and tie. numbered but not identified. Have the Other locations will refuse to serve HOW TO TEACH A members of your class read the de- someone who is not wearing shoes. UNIT ON CLOTHING scriptions and then guess whom the Your class may have some interesting writer was describing in their piece. thoughts to contribute to a discussion PLAN WISELY Your students should write down their on whether these restrictions are fair. answers and then review them to- Start by asking your class why some 1 To give your clothing unit a prac- gether. Give a prize to anyone with a businesses might refuse to wait on tical application, have your students perfect score. The other option is to customers who are not dressed ap- think about what they would pack for read each description to the class and propriately. Once your students have a trip to a specific location. Begin the see which of your students can cor- shared some thoughts, challenge activity by brainstorming with your rectly identify the person being written them to think of some circumstances class the types of clothing they might about. You can award points to the where this preclusion might be appro- wear in a cold location, a hot location, first person to guess each description priate and some other where it might or a temperate location. The longer a correctly. The prize would then go to be inappropriate. Allow individuals to list your class can generate for each the person with the highest score! share a personal experience when category, the easier it will be for them they were required to dress in a cer- to do the second part of the activity. tain manner in order to get service at Then, if possible, divide your class CLOTHING ON THE SPOT a store or restaurant. After the discus- into groups of three or four and have 3 After your students are familiar sion, you can ask your students to four different weather reports avail- with the vocabulary associated with make a list of the dress requirements able for the class to view. Have each clothing, do an on the spot review they would establish if they were to group choose one person to take the with this fun activity. Prepare by writ- own a store or restaurant. first turn, and then play the first weath- ing several locations on small slips of er report for the class. The person paper and putting them into a small taking the first turn must then tell his bag or hat. You may want to include MORE LIKELY THAN NOT, ALL OF group what he will pack for his vaca- any or all of the following locations: YOUR STUDENTS WEAR CLOTHES tion to that location. He may choose to a baseball game, a wedding, a New ON A DAILY BASIS, SO ANY ACTIVI- use vocabulary the class listed earlier, Year’s Eve party, a picnic, a public TIES YOU CAN DO TO STRENGTHEN or he may choose to add his own. Ei- pool, school, work, the grocery store, THEIR UNDERSTANDING OF CLOTH- ther way, challenge each person to list the prom, a ski resort, the beach and ING VOCABULARY WILL BENEFIT at least ten items he will take on his a job interview. Give each of your stu- THEM IN VERY PRACTICAL WAYS. vacation based on the weather of the dents a turn to pull a location from the The next time you teach a clothing region. Once that person has shared bag. He should start his turn by say- unit, try one of these activities for a with his group what he will pack, play ing, “I am going to go to....” and then new perspective on old duds. the second weather report for the next insert the location. He must then tell person in the group. She will then list the class what he is going to wear to the clothing items she will pack for her that location. For example, one per- trip to that location. Continue until ev- son might say, “I am going to go to a eryone in the group has had a turn. job interview. I will wear a shirt, tie and jacket. I will also carry a briefcase.” If DESCRIPTIVE WRITING a student is stuck on his turn, allow other members of the class to offer 2 For a writing activity in a cloth-

31 How Do You Feel Today? Teach- ing Emotions in ESL Classroom

use to old magazines by cutting out thereby increasing your students’ vo- EVERYBODY FEELS. TODAY I FEEL pictures of faces displaying different cabulary. HAPPY. TODAY I FEEL SAD. TODAY emotions. The bigger the face, the I FEEL FRUSTRATED. FOR YOUNG easier it will be for your students to WRITE IT OUT STUDENTS, THOUGH, EMOTIONS see the emotion. Show one picture CAN BE DIFFICULT TO TEACH at a time during circle time or dur- 3 Remember those pictures of BECAUSE THEY ARE SO INTANGIBLE. ing a class discussion, and ask your faces you used in your class discus- Bring emotions to a tactile level for students how they think that person sion? Now it’s time to use them for your students with these concrete ac- is feeling. Ask them why they think a little writing practice. You will want tivities, and you’ll all feel better at the the person is feeling that way. What to choose your writing activity based end of the day. are the clues they take from the per- on the ages of your students. For son’s facial expression? Then have younger students, give them one of HOW TO TEACH a little fun and ask your students to the pictures you discussed earlier. EMOTIONS IN YOUR mimic the face from the picture to Have them spend some time think- ESL CLASSROOM show that same emotion. Even bet- ing about the emotion that person is ter than magazine photos, take some feeling. Then ask them about a time START THINKING candid pictures of your students prior they felt that same emotion. You can 1 ABOUT FEELING to teaching on this topic and use the allow some time for class sharing or faces they make for the same activ- break your class into smaller groups The first step in teaching about emo- ity. Kids will love seeing themselves so everyone can share their personal tions is to engage your students. If you larger than life in front of the class and story. Then get in your writing prac- have younger students, picture books will feel a deep connection to the les- tice by having students write about are a great way to do this. Some good son when you involve their personal that time they had that particular ones to try are Today I Feel Silly: and photos. emotions. This is especially good for Other Moods That Make My Day by younger children since it is easiest for Jamie Lee Curtis or I Feel Orange Today I feel board. That’s not to say I them to share from their personal ex- Today by Patricia Godwin. After read- feel bored. Maybe I feel happy, con- periences. If your students are more ing these or other books that your fused, concerned, elated, hysteri- mature, you can make the writing class likes, encourage your students cal, nervous or loved. Our emotions practice a little more challenging and to share how they are feeling today. change from day to day, so give your a little more creative. Have them think Make sure they know that any answer students a venue through which to beyond what the person in the picture is a good one: the key is to be honest. share their emotions. Choose a selec- is feeling and challenge them to think Also, remember that younger children tion of simple cartoon faces and print why the person feels that way. What may not be as attuned to their feelings them out on full sheets of paper. (If could that person’s story be? When as more mature students can be, so you are nice to the art teacher at your your students write, have them do keep from forcing an answer if all they school, he or she may draw you some some creative writing telling the story can say is that they feel fine. original ones.) You can then post them of the person in the picture. Encour- on a bulletin board with a label under age them to use detailed descriptions Another way to engage your students the picture naming that emotion. Then and strong verbs in their creative writ- at the beginning of an emotional les- give each of your students a name ing. son is to sing some songs about feel- tag with a push pin and ask them to ings. “If You’re Happy and You Know place their name next to or under the It Clap Your Hands” is a great way to emotion they are feeling today. (Be EMOTIONS ARE SOMETHING engage young children. The rhythm of careful not to hang the faces too high PEOPLE EXPERIENCE EVERY DAY. the verses also helps with sentence for your students to reach.) This will THESE ACTIVITIES ARE ONLY THE intonation and pacing for students give them some reading practice, but BEGINNING OF WHAT YOU CAN DO who struggle with their fluency. You an even more beneficial activity is to WITH YOUR CLASS WHEN TEACH- could also sing “Who’s Afraid of the ask your students to share why they ING EMOTIONS. Big Bad Wolf” or any other songs they feel a particular way on the day of the Either way, when you teach about might know and love that mention any discussion. This promotes discussion emotions, your students are sure to kind of emotion. and also gives your students an ap- feel excited, eager, thrilled, animated, propriate place and time to share spe- energized, full of life, absorbed... TAKE A CLOSER LOOK cial news. You can keep this bulletin 2 board up all year if you choose to do Now that your class is thinking so, and you can add more descrip- about emotions, it’s time to start some tive emotions as the year progresses more structured work. Give a second 32 Eat Up: Activities You Can Use for a Cross-Curricular Unit on Food in comparison with another. This is the once your students’ mouths are water- MOST ESL TEACHERS AT ONE POINT perfect time to introduce or review com- ing, show them this YouTube video on OR ANOTHER HAVE COVERED A parative adjectives in your grammar Ben and Jerry’s Ice cream (bit.ly/RjH- VOCABULARY UNIT ON FOOD. class. Start with a class brainstorming spS). In the segment, a reporter trav- Sometimes, beginning students cover session in which your students list as els to Ben and Jerry’s Vermont pro- food in early units. Other times, inter- many adjectives that describe taste as duction facility to learn about how the mediate or advanced students have an they can. You can also add new, unfa- ice cream is made. In the video, the opportunity to review and expand their miliar words to their list. Be sure your reporter and his guests mention sev- food vocabulary as it ties into other final list includes words about flavors eral ingredients Ben and Jerry’s either material they are covering. You can such as salty and bitter, words about uses in its ice cream or is considering help your students solidify this vocab- quality such as healthy and rich, and for future flavors. Show the video to ulary and give them an opportunity to words about opinion such as tasty and your students to see how much they use it in context with these food related delicious. Then review with your class can understand after one time through. activities that span the ESL curriculum. how to form comparative adjectives, Ask comprehension questions and If you are teaching beginning students, by adding the –er suffix to the end of elicit a summary of the video from the you may want to simplify these activi- adjectives of one or two syllables or class. Once their stomachs stop rum- ties, but intermediate and advanced by using “more” before an adjective of bling, ask your students how many dif- students will benefit not only from the three or more syllables. Note that there ferent ingredients the video mentions, vocabulary review but also from the are exceptions to this rule and list and play it for them again. You may challenge of using it in real contexts. some for your students. In pairs, your then choose to play the video a third students can then compare different time and let them check their answers. HOW TO TEACH A food items with a partner using com- CROSS-CURRICULAR parative adjectives. For example, one SPEAKING ESL UNIT ON FOOD student might say, “Coffee is healthier than soda.” The second student might 5 Ben and Jerry’s is known for READING answer with, “Apples are sweeter than their creativity in new and unusual ice 1 lemons.” This partner work will serve cream flavors and combinations. You You may choose to begin your double duty as vocabulary and gram- can give your students a chance to unit on food with some independent mar review. think out of the carton with this activity. reading time in class. If you have in- In groups have your students come up ternet access, direct your students to WRITING with original ice cream flavors. Each search for information about the food group should discuss as many possi- pyramid. For more advanced students, 3 You students have learned about bilities as they can think of and then you may let them work independently the food pyramid, they have learned decide on their own original combina- while intermediate and beginning stu- how to use comparative adjectives, tion. You might encourage each group dents work in groups. Direct them to and it is time for them to put all of to choose one basic ice cream flavor, this article on the history of the food these pieces together. In your writing one sauce like mix in (such as fudge pyramid (health.learninginfo.org/food- class, challenge your students to write sauce or caramel) and two or more pyramid.htm) or encourage them to about what they think is important solid mix ins (like cookies or candy find their own information about the when it comes to food. Is it better to eat pieces) which will give them concoc- pyramid - much is available online. As healthy or to choose food according to tions similar to Ben and Jerry’s. Then, they research, your students should flavor and enjoyment? Whatever their each group should come up with a be looking for information on when opinion, your students should write commercial to advertise their original and why the food pyramid was devel- their ideas in one to two paragraphs. ice cream dream concoction. Either oped as well as the appropriate way Ask each person to include specific ex- have your students perform their com- to use it. Once students have finished amples of good choices that he or she mercials live or record them and show their research, ask each person to talk would make and to use comparative them all to the class. about how well or poorly he follows the adjectives when doing so. guidelines set forth in the food pyra- mid. LISTENING WHEN THE UNIT IS FINISHED, WHAT BETTER TIME IS THERE TO HAVE A GRAMMAR 4 Even the food pyramid says that FOOD FESTIVITY IN CLASS? 2 people should enjoy small and infre- Bring in a few cartons of Ben and Jer- Once your students have become quent portions of their favorite, un- ry’s ice cream to share or ask students familiar with the food pyramid, they will healthy foods, and ice cream may be to bring in snacks or native dishes. be able to make more informed deci- one of the most popular of those items. Of course, keep in mind any allergies sions about their own food choices. Ask each person to share her favorite your students may have and enjoy the They will be able to weigh the advan- ice cream flavor with the class, and close of the unit. tages and disadvantages any food has 33 Fill Your Plate with these Food Themed ESL Activities Whether you from Asia, Europe, the from all of these groups, but the major- class period, have each person choose Americas, Africa or Australia, you eat ity of their food should come from grains, one of the items without telling them food. It is an experience common to all vegetables and fruits. Ask if the items what it is for. Later, break the news that people throughout the world. While we that they thought were healthy are listed the utensils that they chose are the only all eat, the things that we eat differ not in the pyramid. If not, can your students ones they will be allowed to use to eat a only from one continent to the next but think of any other items that might be meal or snack you provide. Make sure from one household to the next. Regard- listed in the food pyramid? Now that your you check for allergies in your class, and less, the students in your class will have students possess the knowledge of how then if it is okay give each person a plate some experience with food which is why to eat healthy, have each person design of spaghetti or a bowl of ice cream. Your a food unit so often appears in foreign his own perfect meal. Start by having students will get a laugh trying to use a language textbooks. For beginning stu- your students divide a paper plate into family sized spoon to scoop noodles into dents, a unit on food is often vocabulary six wedges with a magic marker (the their mouths or eating ice cream with a based covering basic terminology and proportions should more or less match pie server! Just make sure you have a foreign language equivalents. Interme- those on the pyramid). Then allow your big sense of humor and plenty of nap- diate students may find themselves in students to cut pictures from food maga- kins on hand for cleanup! conversation class practicing ordering a zines or draw their own pictures of the meal in English or taking someone else’s foods they would include in each of the PLAN A MEAL order. Advanced students may find food six categories to make up their perfect coming up in thematic units, perhaps on meals. Once they finish, give your stu- 3 With the holidays right around the ethical or environmental companies. For dents an opportunity to share their per- corner, ask pairs of students to plan a any level English students, lessons on fect meals with a partner or in front of the holiday meal for a group of eight to ten food are a common occurrence. What- class. When everyone has had a chance people. Working together, each pair ever level English class you are currently to share, encourage your students to should decide whether they want to teaching, you can encourage your stu- take their plates home and try to eat from have a traditional meal, a nontraditional dents to practice their conversation skills all six categories each day to make sure meal or an international meal. After each and listening skills with the following they eat healthy and eat happily. pair decides, have them determine what food-based ESL activities. dishes and/or recipes they would need WHAT DO YOU EAT WITH? for each type of meal. Make sure you TRY THESE FOOD have some general cookbooks avail- THEMED ESL ACTIVITIES 2 If your class includes both west- able for your students to look through WITH YOUR CLASS erners and easterners, you may want to when they are planning. You may also have a small discussion on the utensils want to play some movie clips from clas- THE PERFECT MEAL we use to eat our meals. Divide your sic holiday films where the characters class into small groups to discuss which are sharing their holiday meals. Then 1 If you teach younger students, hav- implements they prefer to use at their using the recipes from the books or ing them create the perfect meal will al- meals. Most likely, your students will others they might know or find in other low them to be creative while also teach- say that they use a fork or chopsticks, sources, have each pair determine how ing them about healthy eating. Start your but encourage any other options your much of each ingredient they will need perfect meal lesson by reviewing what it students may want to share. Encour- to create their culinary masterpieces. means to eat in a healthy manner. What age each person to share whether their Then using grocery circulars, each pair types of food should people include in choice is typical of people in their home should determine how much money their diets? Encourage your students to culture or if their opinion is in the minor- they would need to cook their feast for share their answers, and then ask them if ity. Then give each person a chance to their guests. If your students are old they know why certain foods are health- share how he or she feels when using a enough, have each person bring in a ier for a person than others. Ask them different utensil. If any of your students food item to share at a classroom holi- what makes “bad for you” foods bad. are willing, have them offer an opinion as day meal. Each person may decide to You may be surprised at how much your to why the utensil that is most popular in bring a dish that is traditional in her cul- students know, or you may be shocked their home culture is preferred over the ture or something unexpected. Again, at how little they know! So much of that others. After your class has exhausted be aware of any allergies in your class knowledge depends on what they learn the topic, you can also turn your discus- and skip the meal if there are any issues! at home, but you can do your best to de- sion of eating implements into a game. velop informed food consumers. Guide See who can pick up the highest num- MOST ESL CLASSES DO COVER A UNIT your discussion to talk about the food ber of shelled peanuts with chopsticks ON FOOD AT SOME POINT IN THE pyramid. If you need a food pyramid dia- in a sixty-second time period! Another YEAR. It may come in a unit from vo- gram to show your class, you can find more elaborate activity is to collect sev- cabulary, conversation or home life and several useful images online. The pyra- eral eating and serving tools. You should culture, but whatever the reason your mid will list six different food categories: include pie servers, serving spoons, class is studying food, you can have fun grains, vegetables, fruits, oils, milk and whisks, sugar spoons, plastic knives, with these conversation based activities. meat/beans. Help your students under- chopsticks and any other items you have You and your students are sure to want stand that eating healthy means eating available to you. At the beginning of the seconds if you do! 34 More Ideas for Teaching a Cross- Curricular ESL Unit on Food holiday celebrations or interesting res- or more of the menus your class created FOOD IS A RECURRING TOPIC IN THE taurants on travels. in the writing activity for your fictitious ESL CLASSROOM. PERHAPS THAT IS restaurant. Then switch roles until each TRUE BECAUSE FOOD CAN BE USED person has had a chance to play the part IN CONNECTION WITH MANY TOPICS WRITING of the wait staff. Encourage everyone to – PERSONAL PREFERENCE, GIVING 3 Though not a traditional composi- use the phrases you listed in the brain- CHOICES, CULTURE, AND MEMORIES tion, having your students write a menu storming activity during the role play. TO NAME JUST A FEW. will challenge them to be creative and Whether your students are studying food concise. To start the activity, bring in in relation to native cultures or because GRAMMAR some menus from local restaurants or you will be taking a fieldtrip to a local res- print some that are available online. You 5 Whether your students enjoy cook- taurant, you can work across the entire may even want to have your students ing or not, recipes have something to ESL curriculum with activities related to bring in some menus the two weeks pre- offer them and their language learning. food. Here are some ideas that you can vious to the activity, or let fellow teachers These instructions, which describe the use in a typical ESL curriculum when or parents know that you are collecting delectable to the dull, are all written in the food is what’s on the menu. menus and ask for their help. On the day imperative mood. The imperative, in Eng- of the activity, have groups of three or lish, is used to give instructions, advice HOW TO TEACH A four students work together to plan a res- or commands. Since recipes are instruc- CROSS-CURRICULAR taurant menu. They will need to include tions on how to create a particular food, ESL UNIT ON FOOD: several drinks, four appetizers, four main they are written in the imperative. Show MORE IDEAS dishes and two desserts. Encourage your students some examples, from them to use the example menus as mod- magazines, the internet or cook books, VOCABULARY els from which to organize their menus. and have them note the verb conjugation 1 You can combine a vocabulary les- For each item on the menu (except the in the recipe instructions. Remind your son with a field trip with a short jaunt to drinks), they should write an appealing class that the imperative is used for giv- the local grocery store. After a classroom description of the dish. It should clear- ing instructions, and then ask each per- review of general food vocabulary with ly state what items are in the dish but son to think of a food they know how to your class, send groups of three into should also appeal to the sense of taste make. It might be something simple, like the grocery store for a photo scavenger by using specific adjectives and details, microwaving macaroni and cheese, or it hunt. Challenge each group to find at just as a typical menu might provide. If might be something complex from their least one food that starts with each of the you like, have your students price their native country. Much will depend on the letters from A to Z and then take a pic- items as well and then post the menus age of your students. Ask your students ture of that food. Set an appropriate time on a bulletin board. Allow each student to write the instructions for their recipe limit and then regather before heading in your class to view the menus and using the examples they have been look- back to the classroom. After the scaven- choose which restaurant they think they ing at as models. If your students do not ger hunt, have students compile a list of would prefer. have food allergies and you have the the foods they found in the grocery store resources, you may decide to have a and match them to the pictures. If you SPEAKING hands on approach to using the impera- have the resources, set up a page on 4 tive. Have groups of students follow your your website where your students can No matter where you are, if you go directions for making a dish in class. No post their pictures and the names of the to a restaurant you will have to speak. cook options include salads, fruit salads foods. Your entire class can then use this For this reason, a restaurant role play is and sandwiches, which may be easier site as a resource for learning new vo- a perfect fit for a unit on food. Start by for some classrooms. Put your students cabulary! brainstorming a list of expressions you in groups of three or four and either read and your students have heard at restau- them the directions from a simple recipe rants. You should include phrases like or have them read the directions them- CONVERSATION I’ll have the..., What can I get for you? selves. If everyone follows the direc- 2 If you were going to die tomor- How do you prepare...? Is everything tions closely, each group should have row, what would you want for your last all right over here? Do you need any- a similar dish at the end of the activity. meal? You may never have considered thing else? As you brainstorm, divide the the question, and perhaps your students phrases into two lists – one that the wait THOUGH SOME MAY BE HESITANT TO have not considered it either. Pair your staff would use and another that the din- BRING FOOD INTO THE CLASSROOM, students for a discussion on what they ers would use. When it is time to enter AND SOME FOR GOOD REASON LIKE might like for their last meal. Ask each the restaurant if possible, have your stu- ALLERGIES, THE TOPIC OF FOOD person to share why they chose that dents rearrange their desks into smaller LENDS ITSELF TO MANY DIFFERENT particular food and what memories are “tables” at which they will sit. One person TYPES OF ACTIVITIES. These are only associated with it. Encourage your stu- in each group should then play the wait some of the ways you can link food and dents to share any other food memories staff, handing out the menus and taking English as a second language while you they might have including family meals, orders from the diners. You can use one fulfill your students’ appetites for English. 35 Cook Up Some Fun: How to Teach ESL with Cooking You can introduce this foreign concept ing on the age of your students), but if MOST BEGINNER ESL CLASSES TEACH to your students by using familiar food. you let your students cut up the fruit for A UNIT ON FOOD, BUT THERE IS NO During your lesson, you can cover typi- the salad, make sure they wash their REASON TO LIMIT YOURSELF TO A cal cooking measurements like cups and hands and keep things clean. As you FOOD UNIT TO TEACH WITH COOKING. teaspoons, but why stop there? Teach put the different elements in to the bowl There are many ways and many rea- pounds and ounces while whipping up a together, review prepositions of place. sons to bring fresh flavor to your ESL pasta salad. Let your students feel how The apples are under the oranges. The class through cooking. heavy a pound of cheese is by passing it banana is on top of the oranges. The around (keep it wrapped, please!) before oranges are beneath the banana. If you HOW TO TEACH ESL mixing it into a batch of macaroni and have a glass bowl or use individual clear WITH COOKING cheese. Even if you are teaching with cups to assemble the salad, your stu- the metric system, your students still dents will be able to see the placement EXPERIENCE need to learn the English vocabulary for of each type of fruit more easily. The 1 A DAY IN THE LIFE those measurements, so let them see seeds are in the grapes and the pit is out and feel how heavy or long or big these of the peach. As the teacher, try to bring If your class is reading a novel, short measurements are. more unusual items or items that are lo- story or other piece of literature together, cal or culturally unique. Most students you may be able to help your students will probably bring apples, oranges and relate to the characters with classroom COUNT AND NON-COUNT bananas. Even if your salad is limited cooking. Give your students a taste of NOUNS 3 to three or four fruits, once you review the fictional character’s life by whipping the prepositions mix it up with a cup of up a batch of a food mentioned in the Can you give each student a bread? yogurt (any flavor is okay) and enjoy a text. (For example, Turkish Delight if you No, you will have to give them slices of snack. Have napkins handy, too. are reading The Lion, the Witch and the bread, grains of rice or glasses of milk. Wardrobe, fresh maple candy if you are They can see and feel a cup of coffee, a reading Little House in the Big Woods. splash of cream, or a tablespoon of pea- IT ALL GOES BACK etc.) There are many resources both in nut butter. You can give out one banana 5 TO CULTURE print and online where you can get reci- and one knife to each student. These pes for unusual foods mentioned in lit- are just a few of the count and non-count Most importantly of all, food screams erature. To search simply type the word nouns you can cover when the class culture. Give your students a chance to recipe and then the food you are looking cooks up a set of peanut butter and ba- talk about their home cultures when they for in your favorite search engine. You nana sandwiches or has a spontaneous share a food typical of home. This works are sure to find many options for prepar- coffee house. Food provides a great great as a presentation to the class. It is ing that food. opportunity to introduce or review the a perfect opportunity for public speaking concept of count and non-count nouns when your students demonstrate how Do not limit yourself to literature, either. since so many food items are non-count. to prepare a traditional or typical food, Even business articles have the potential Through cooking, though, you can take and the smells drifting into the hallway to include cooking. One of my students’ a potentially dull and boring topic and will make students in other classes jeal- favorite activities in our unit on business- make it enjoyable and memorable, and ous. Do not stop with a simple presenta- es that give back was when I brought in it does not even have to be expensive. If tion, though. Get some writing practice a pint of Ben & Jerry’s ice cream for the you have no heat sources, make a sand- in by having another student retell the class to share. Many companies that wich (count). If you can get a portable process of making a food. You may want your students read about every day are burner or have access to a stove, make to schedule time for pairs of students to related to food. Likewise, there are plen- bean (count) and cheese (non-count) interview each other. Students present- ty of geographical locations with food quesadillas. Even rice pilaf is possible ing and writing will both have to describe connections. Spice up your classroom with rice (non-count), veggies (count), the steps in the procedure and will have style with a taste of something different and dressing (non-count). Let your cre- to explain the process in chronological by bringing those connections into your ativity flow and give your students a perk order, an important organizational strat- lesson. in the middle of class. egy.

MEASUREMENTS CLASS PREPOSITIONS DO NOT LET INTIMIDATION STOP YOU 4 FROM BRINGING FLAVOR AND FLAIR 2 Cooking is also a great way to in- You can use cooking as an op- TO YOUR NOT SO TYPICAL ESL CLASS. troduce measurements to your students portunity to create or strengthen rela- You can use cooking in many different in a way that is realistic and practical. tionships among your students, too. Tell ways and for many different purposes. Since most areas of the world use the your students to each bring in a piece of Your students are sure to find it fun and metric system, this may be the first op- fruit the following day and then surprise memorable, and you will have a great portunity your students have had to them by making fruit salad as a class. time, too. Everyone will be walking with learn the U.S. measurement system. You may want to do the cutting yourself a satisfied stomach and a smile on his to keep things simple and safe (depend- face. 36 I Scream, You Scream, Classes Scream for Ice Cream

lenge each person to come up with events of the story). After your stu- ARE THERE YOUNG PEOPLE WHO some inventive flavors of his own! If he dents write their stories, encourage DO NOT LIKE ICE CREAM? could make his own ice cream flavor, volunteers to read their stories to the Probably, but for the most part ice what would it be? Ask each person to rest of the class. cream is a favored treat among young think of at least five new ice cream fla- people from all areas of the globe. vors that he would like to see made A SQUISHABLE FUN TIME You can use this natural affinity for the available and then make sure each of frozen dairy product to liven up your the flavors has a unique name. Then 4 Your students, after all their talk- ESL class with some activities cen- each person should choose one fla- ing and writing about ice cream, will tered around the chilly treat! Follow- vor and present it to the class trying probably be ready for a chilly snack! ing are reading, writing, listening and to convince the class that his idea is You can give them the opportunity to speaking activities that involve the the best new ice cream flavor possi- make their own ice cream in class with shiveringly good snack, ice cream. bility. After everyone has presented a zip-lock ice-cream activity. Not only his new flavors, ask the class to vote that, you can also challenge your stu- HOW TO PROCEED for the one new ice cream they would dents’ abilities to follow spoken direc- like to see manufactured. If you like, tions as each person makes his chilly A RAINBOW OF FLAVORS have each person decorate an ice treat. Take the zip-lock ice-cream 1 cream scoop template for his origi- recipe (bitly.com/lqT6D) and have all If your students like ice cream nal ice cream flavor and then display the ingredients and supplies ready for as much as most young people do, those scoops stacked on one another your students. You may want them to this first activity will energize and ex- on the wall. Make a simple brown pa- work in small groups or individually, cite them. Working together as a class per triangle to place under the scoops so make sure you have enough of or in groups of four to five students, to look like an ice-cream cone, and each item for your entire class. If you ask your class to brainstorm as many make sure the winning flavor gets the want to test your students’ listening ice cream flavors as they can. They top position on the cone. comprehension, read the directions can include flavors for sale in your for making the ice cream out loud one geographical region as well as ice CHILLY MEMORIES step at a time and have your students cream flavors your students may only follow those directions. If you prefer be able to find in their home coun- 3 Almost everyone has some to test their reading comprehension, tries. Once the list is as long as your memories associated with ice cream. give each person a copy of the recipe class can make it, challenge students One could be licking an ice-cream and have him follow the directions to to break the list into different catego- cone while walking through a local fair make his own ice cream snack. When ries. Each category should be distinct or a large amusement park. Another you are through with the activity, you from every other category, and there could be making a gutter sundae can have sundae toppings for your should be enough categories so that (http://www.rethinkingyouthministry. students to put on their creations, if every flavor is included in one and com/2008/05/sundae-in-gutter.html) you like. Not only will your students only one category. Your students may with a large group of young people. have fun following directions, they will choose to work with fruity flavors, Still another might be making zip lock be making a new ice cream memory candy flavors, flavors with nothing in bag ice cream (bitly.com/lqT6D) in a that will last! them and flavors with things in them preschool class. Ask your students (chocolate chips, for example). Allow to share some memories they have your students to be creative in their that include or involve ice cream. Do OF COURSE, SOME OR ALL OF THESE categorizations. Then have them con- your students have good memories? ACTIVITIES MAY NOT BE APPROPRI- tinue to work in groups to define each Do they have any bad memories? If ATE FOR EVERY ESL CLASS. category and write a short description students cannot think of a memory Allergy awareness is of utmost impor- of that category. Most likely, they will that includes ice cream, is there some tance any time you decide to use food find flavors that do not fit easily into dream that they have that could in- in the classroom as some allergic one category or another, or they may volve ice cream? Ask your students reactions can be deadly. Make sure find others that may fit into more than to write a personal narrative that tells you know what if any restrictions your one category. If so, have your stu- their ice cream story. Before writing students have on their diets and plan dents note and explain the exceptions the stories, remind your students that your activities accordingly. With that to their categorization schemes. each story must have a beginning, in mind, encourage your students to middle and end. You may also want have fun with this ice cream unit using INVENTIVE RECIPES to review the story elements of setting their creativity and energy! 2 (where the story happens), charac- Now that your class has seen ter (who is in the story) and plot (the what manufactures have to offer, chal-

37 No Junk Here: Fun Food Activities for the ESL Classroom Junk... it can mean the items you throw JUNK READING nition of junk food, they have applied away during spring-cleaning. Junk can their reading skills to nutrition labels, and refer to what gathers at the edge of a 2 Just about every ESL student now it is time for some creativity. Start by public sewer grate. Junk can be bits and spends time in reading class, but being brainstorming with your class the differ- pieces of old cars and machines waiting a proficient reader includes more than ent locations vending machines are often to be repurposed for repairs. The word just books and magazines. Sometimes located. Your list should include schools, junk can be used to refer to so many reading proficiency requires a second businesses, rest stops, malls, depart- things, so when did it come to describe language speaker to read nontradition- ment stores and as many other places the food that so many young people eat al texts, in this case nutrition labels. To as your class can think of. Then, if your on a daily basis? familiarize your students with nutrition school has vending machines, take your labels, you can copy one label or print class on a mini fieldtrip to that vending Junk food includes a large spectrum of not one from the internet and walk your machine to take a look at what is inside. so nutritionally beneficial cuisines. Some class through each piece of information Many vending machines hold fifty prod- people have even gone so far as to de- on the label. You will want to point out ucts or more, and many of those products scribe the four junk food groups! Most of each of the following specifics from the probably fit your students’ definitions of the time, though, junk food is the casual food label: serving size and servings per junk food. Ask your students to take note laid back items that people tend to eat at container, calories and calories from fat, of the products offered in the vending social events or with friends. Though of- total fat and cholesterol, sodium, carbo- machine. If you want, you can ask them ten they are, these social foods, though, hydrate and fiber, protein, and vitamins to write their notes down to help them re- do not have to be nutritionally empty to and minerals. You should also highlight member what the machine has to offer. be enjoyable. Why not open up the junk that the label gives percentages as ap- Then, returning to your classroom, ask food conversation with your ESL class plied to a 2000 calorie a day diet, an ap- each person to design the contents of his and let your students weigh in their own propriate number for most adults. own vending machine. The diagram does opinions when it comes to junk food? not have to be detailed – a blank grid is Now that your class has a general fa- enough. Each student should be specif- miliarity with nutrition labels and knows ic, though, about the items that he or she TRY THESE FUN ‘JUNK what the numbers and vocabulary mean, would include in the vending machine. FOOD’ ACTIVITIES WITH it is time to apply the general knowledge Encourage your students to be creative. YOUR CLASS to junk food. Provide for your students a They can include both refrigerated and collection of nutrition labels for them to nonrefrigerated items as well as prod- A COMMON DEFINITION read in their discussion groups. If pos- ucts available in their local area along 1 sible, plan ahead and ask your class to with those only available in their home People have many different defi- bring in labels from the foods they eat countries. Students should keep in mind nitions of what junk food includes. For on a daily basis and use those, or col- the discussions about junk food while some, it is social or casual food. For oth- lect several food labels on your own and making their designs. Some may choose ers, junk food earns its title through nutri- copy them for your class. In your set of to include unhealthy foods and others tional information. Still others define junk labels, include what are traditionally con- may choose only healthy foods. Most will food by how much pleasure one takes sidered junk foods as well as tradition- probably include a combination of the while consuming it. ally non-junk foods. Label each of the two. Once each person has finished his tables with a letter (ideally A through J) vending machine, display the pictures Start the culinary discussion by asking and keep a record for yourself of which along a hallway outside your classroom. your students to given their own opinions labels are from which foods. Then ask Your class will then vote on their favorite on what constitutes junk food. In small your groups to read the labels and de- vending machine. Giving each person discussion groups, ask each person to cide if each of the items should be classi- a paper coin, send your class mem- explain what they understand junk food fied as junk food. To do this, your groups bers one at a time to the hallway to tape to be. What criteria does each person should use the definitions they com- their coins under the vending machine use to classify something as junk food? posed in the first activity. After reading they would most likely choose. After Ask each person to share what some of each label and comparing the food to the everyone has voted, note which prod- his favorite junk foods are with his group. definition, each group should divide the ucts are most appealing to your class. Then, working together, challenge each labels into junk food and non-junk food. group to articulate a definition for the Once all the groups have finished, reveal WHETHER YOUR STUDENTS ARE FIVE phrase ‘junk food’. They can write any- to them what products the labels came OR FIFTY, THEY HAVE PROBABLY EAT- thing they choose for the definition, but from and discuss any surprises. Now EN WHAT MOST WOULD CALL JUNK it should include input from each group that the groups know what products the FOOD. Through these exercises, your member and his understanding and per- labels are from, would they change any students will increase their knowledge sonal definition of junk food. Then have classifications? of good nutrition and perhaps think twice each group explain its definition to the before consuming items that are bad for rest of the class noting similarities and VENDING CREATIVITY their health. If nothing else, you will know differences with each group’s definition. what snacks would be most popular at 3 Your class has discussed the defi- your next in class party. Have fun with 38 these activities, and bon appetit! You’ll Find Sugar, Spice and Everything Nice in These Activities

room. They should start by determining NO PLACE LIKE HOME WHEN THE WEATHER TURNS COLD the area of the walls, floor and ceiling THERE IS NOTHING QUITE LIKE and then determine the area of the cake 3 If you are able, bring in a decorat- CURLING UP IN FRONT OF A FIRE- they baked. Then using their imagina- ed gingerbread house for your students PLACE WITH A HOT DRINK AND A tions and math skills, see how many box to see, pointing out to them how icing SLICE OF SPICY, BROWN GINGER- mixes it would take to make a room out and different candies are used to make BREAD. YOUR CLASSROOM MAY NOT of gingerbread. This will be more than the house colorful and detailed. If you HAVE A FIREPLACE, BUT THAT DOES just a math challenge to your students. know someone who decorates cakes or NOT MEAN YOU CANNOT BENEFIT If they work in groups to do the figuring, makes gingerbread houses, invite him FROM SOME OF WINTER’S SPECIAL they will have to use numbers in Eng- or her to talk to your class about the pro- COMFORTS. lish, one of the most challenging second cess. Some areas even hold public con- The next time you are looking to spice language skills. With this in mind, try to tests for the best decorated gingerbread up your ESL classroom, try one of these make sure your groups are made up of house around the holidays. If there is activities, but don’t forget the napkins! students with different native languages. one near you and you can get transpor- tation, take your class to look at the sug- HOW TO PROCEED 2 HANSEL AND GRETEL ary buildings! A REAL GINGERBREAD Who is more familiar with ginger- Using what they have learned for inspi- 1 HOUSE bread houses than the beloved brother ration, ask each of your students to plan and sister Hansel and Gretel? The fa- candy decorations for their own ginger- In 1985, a life-sized gingerbread house mous fairytale by the Grimm brothers bread house on a blank house diagram. was built in Rockefeller Center in New tells a gruesome tale of two children They can use any candies they like in York City. The giant confection was drawn into a witch’s house made of gin- their pictures. Then ask each person to big enough for people to walk through gerbread and candy. Many artists have present to the class his ideal candy and (though they were probably not encour- illustrated the tale over the years, and gingerbread house design. Each person aged to lick the wallpaper). If you are there are more than enough pictures should explain the different types of can- lucky enough to teach at a school with available online. Print a few for your dies he would use for his house and why a home economics program, see if the students to look at and see if they rec- he chose them. You can then display the teacher will lend you the ovens for this ognize the story from the pictures. Then pictures around your Hansel and Gretel activity. Part of having good reading com- using the pictures as inspiration have bulletin board. prehension is being able to follow direc- students work in pairs to tell the story of tions. Put your class into groups of three Hansel and Gretel to one another. It is The bravest teachers may decide to students each to follow the directions on okay if they do not get all the details right make gingerbread houses in class as a a box mix of gingerbread. Before throw- in their tale telling, but individuals should final activity! Ask each student to bring ing your students to the kitchen, review be creative if they make up their own in a bag of candy (any kind) and a card- any unfamiliar vocabulary that they will gruesome tale. The only requirement for board milk carton. You should supply find on the box. You may also need to their version is that the story contains a graham crackers and icing but make include a short lesson on the Western life-sized gingerbread house. sure you have a few parent volunteers system of measurement since most oth- ready to come to class and help with er areas use the metric system. Provide Then after your students have talked the houses. Students should share their all the ingredients that your students will through the story, have each person or candies, and when everyone’s house is need and then encourage the students groups of students write their stories finished let your class vote for their fa- in each group to talk with one another down. How close did they get to the orig- vorite. as they bake the cakes. To test how inal? If your students are up to the chal- successful each group was at following lenge, give them a copy of the Grimm directions, have them taste a sample of brother’s version to read and compare SNOW, COLD WEATHER AND GINGER- their own culinary creation and watch to what they wrote. Have each person BREAD... WHAT COULD BE BETTER? their faces for reactions! Please note, note the similarities and differences be- ONLY USING SOME OF WINTER’S as with any cooking activities you are tween their version and the classic ver- FAVORITE THINGS TO HELP YOUR STU- thinking about doing in class, make sure sion. DENTS PRACTICE THEIR LANGUAGE none of your students has allergies to USE. the food that you will be working with. If you like, give your students a chance These lessons will challenge their read- to illustrate their own stories and post ing, writing, speaking and listening skills If you really want to give your students them along with the text on a bulletin and are sure to warm their hearts and a challenge, see if they can figure out board titled “Sugar, Spice and Anything bring some spice to an otherwise ordi- how much gingerbread they would need But Nice” in reference to the witch. nary class period! to make a room the size of your class- 39 Ridiculous Recipes - Giving Instructions for Crazy Concoctions

cabulary with your students before they can repeat the writing exercise by hav- NOT EVERY PERSON LIKES TO COOK, understand, but once they do ask them ing students write out real recipes for BUT THIS ACTIVITY WILL ENGAGE how this differs from a traditional recipe. foods that they know how to cook. EVEN THE LEAST INTERESTED STU- You can also read portions of the book You can even give them an opportu- DENTS, NO PREVIOUS COOKING EXPE- Stone Soup to give your students an- nity for public speaking by letting them RIENCE NEEDED. WITH THE FOLLOW- other example of a cooked up mixture. demonstrate their recipes in front of the ING LESSON, STUDENTS WILL CREATE class. It may also give you and your A SILLY, FICTIONAL RECIPE AND GIVE PREHEAT OVEN class a free lunch which is sure to lift ev- INSTRUCTIONS FOR COMPLETING IT. eryone’s spirits. 2 Before assigning the writing topic, Your students should stretch their cre- brainstorm, as a class or in small Take it to the next step by writing pro- ativity and get some laughs in the pro- groups, real foods that you and your cess essays. Your students can use cess in this not so traditional cooking students like to eat. Then tell your stu- either of their recipes, but this time write lesson. dents that they will make up a recipe for them in essay format rather than recipe a strange and imaginary food. They can format. RIDICULOUS ESL RECIPES take a twist on a food that is on your list or come up with a new idea all together. MIS EN PLACE The food that they choose to write about THESE RIDICULOUS RECIPES ARE AN 1 should be something completely strange OPPORTUNITY FOR YOUR STUDENTS When starting your lesson on ri- and not something you would ever re- TO STRETCH THEIR CREATIVITY TO THE diculous recipes, get your students in ally make. They might be something like LIMIT. BY COMBINING SILLY INGREDI- the right mindset by providing some pickle ice cream, hot dog salad, or ENTS WITH BIZARRE COOKING TECH- cookbooks for them to browse. You shoelace pasta. The more creative and NIQUES, YOU WILL HAVE A RECIPE will want to select the cookbooks based outlandish your students’ ideas, the bet- FOR SUCCESS WITH YOUR CLASS. on the age of your students. The exam- ter. ples you give can be whimsical like Mud Pies and Other Recipes: A Cook- Now compile a list of cooking techniques The practical benefits will allow your book for Dolls or serious like Kids’ that someone might find in a real recipe. students to read and follow a traditional First Cookbook: Delicious Nutritious Your students can use the cookbooks for recipe, too. Who knows? There may be Treats to Make Yourself. You may also examples such as dice, sauté, bake, a future chef among you. want to cut out selections from the week- whip, steam, etc. Encourage your stu- end newspaper which often contain reci- dents to use strange techniques in addi- pes. Allow your students to look at these tion to standard cooking methods when books and see the format that recipes writing their ridiculous recipes, the more generally take. outlandish the better. To make sure your students understand how to read a recipe, make copies of COOK UNTIL GOLDEN one recipe for the entire class or proj- 3 BROWN ect a recipe on your front board. Lead a discussion with your students in which Give your students time to write their you point out what types of information recipes. Make sure they understand a reader can get from a recipe (ingredi- that the ingredients should be listed be- ents, number of servings, sequence fore the steps in the cooking process and of steps and time of preparation). that those ingredients should be listed Then allow your students to share cook- in the order they appear in the instruc- ing experiences they have had in the tions. If desired, allow your students to past. You may even want to share a illustrate their recipes and then share cooking video available on YouTube. them with the class. You can compile all the recipes into a class book and make One of the most well known concoctions it available with the other cookbooks for has to be the secret potion mixed up by free reading time. Your students should the three witches in Shakespeare’s Mac- have fun as they stretch their imagina- beth. “Eye of newt and toe of frog... tions and creativity when writing their Wool of bat and tongue of dog...” recipes.

You may have to review some of the vo- After writing their ridiculous recipes, you

40 Mama’s House: An Interdisci- plinary ESL Unit on the Family

SPEAKING community and a family the same? In FAMILY IS A NEARLY UNIVERSAL what ways do they differ? Ask each TOPIC AMONG ESL CLASSES. 2 For your speaking class, put student to write one paragraph dis- Beginning students study family relat- your students in small discussion cussing the similarities between the ed vocabulary. Intermediate students groups to share about their families. international community and a fam- may discuss family roles. Advanced Working together, students should ily and a second paragraph discuss- students can tackle controversial top- brainstorm all the members of their ing the differences between the two. ics like what should be called a family. families and what roles each of those If you like, you may also want your No matter what level you teach, the people plays. In addition, each person students to write an introduction and family can find a place in your class- should share what role he plays in his a conclusion to complete a block style room. Here are some activities you family. When thinking about family compare/contrast essay. can use as is or modify for your stu- roles, encourage your students to list dents the next time you study families. what they do well – listen to problems, clean the house, make people laugh, THIS IS JUST THE BEGINNING OF HOW TO TEACH AN etc. Then have groups discuss each WHAT YOU CAN COVER WHEN INTERDISCIPLINARY member of the family’s role and com- FAMILY IS THE TOPIC FOR THE DAY. ESL UNIT ON THE pare and contrast it with what they As your students think about the peo- FAMILY think are the traditional roles for those ple who are important to them, put same members of the family. it to good use as they improve and LISTENING refine their English skills and let the 1 READING family out of vocabulary class into all You can test your students’ lis- areas of your curriculum. tening comprehension by playing 3 Family genealogy has become Family Bingo with your class. Ask a popular hobby these days. With re- each student to bring in a picture of sources like ancestry.com, individuals his or her family and to write ten fun can learn vast amount of information facts about them. Then give each per- regarding their family. The more fam- son a few minutes in front of the class ily members who submit information to share the ten fun facts about the to ancestry.com, the easier it is for people in the picture and any other in- their relatives to piece together the formation he chooses. You may want family puzzle. When the family comes your students to take notes as they up in reading class, give your stu- listen, because they will need to re- dents some time to explore ancestry. member the information about each com. On the site, students can learn family. You should also take notes how to make a family tree and what and write down various information types of information help amateurs from each presentation. create a family genealogy. If you like, have your students make and post Then, have your class make their own their own family trees on a designat- Bingo boards. Starting with a five by ed bulletin board in your classroom. five empty grid, each person should Then give the class some time to look write the names of his classmates at their classmates’ work and learn randomly in the squares: the center about one another’s families. square is free. To play, you will read facts about each person’s family with- out naming the student whose family WRITING they are about. Read the facts in ran- 4 If you have students who made dom order. Your students should mark trips overseas to study English, you their on their Bingo boards as you know that their community where they read facts about them. The first per- study can be like a surrogate family son with five in a row shouts “Bingo” to them. Using a Venn diagram and and you can start another round. Just working in pairs, ask your students to make sure you check to see if the win- compare and contrast their interna- ner was right in what he or she heard. tional community with a typical fam- ily and the various relationships one might find there. In what ways are the

41 You’ll Have Reason to Celebrate with These ESL Activities People celebrate different things every Depending on the language level of dents can now use the answers that day of the week. Some days, people your students, you can work with these they have put down on the page to write celebrate a birthday or holiday. Other classifications in your writing class. For a more organized and composed piece. days people celebrate religious or po- lower level students, have each group Another option rather than writing would litical events. Still other days personal or each individual write a paragraph be to put that same information into an accomplishments or achievements are about one of the classes or groups. The oral presentation after which other stu- enough to spur people on to celebrate. paragraph should include the name of dents can ask clarifying questions of the In fact, any event can be cause for cel- the group, a description of it, what dis- presenter. However you decide to share ebration, so whatever today’s reason tinguishes it from the other groups and the information among your class, en- might be, these ESL activities will fit some specific examples that would be courage each person to help the others right in with the festive mood of the mo- classified in that group. For students understand his culture with the informa- ment. more advanced in their language stud- tion he presents. ies, individuals can use this activity to write a classification essay following PLAN TO CELEBRATE HOW TO TEACH A UNIT including the same criteria as the para- ON HOLIDAYS AND graph. In this case, though, each person 3 Now that your class has had some CELEBRATIONS will write about three or more classes general discussion about celebrations, and will also include an introduction and bring your plans to something more WHY CELEBRATE? a conclusion with their paper. Give each specific. For either an upcoming holiday 1 group a chance to share with the class or other event in the near future, have Though not always the case, most how they classified the items, and en- groups of students plan a celebration people have a reason to celebrate. courage your students to compare and for the class. In groups of about four Working as an entire class, brainstorm contrast how different groups classified students, ask your class to be very spe- as many reasons as you can that some- the same items. cific as they plan a celebration for the one might celebrate. Be sure to include event. They should discuss the location political and religious holidays as well HOW TO CELEBRATE? of the celebration, the events of the cel- as personal achievements or personal ebration, what items they will want to in- milestones such as birthdays. As you 2 How a person celebrates a given clude (such as food or music) as well as compile your list, encourage all mem- event differs from country to country any other details they can think of. Allow bers of your class to participate. For and from household to household. Be- students to use the internet to get pric- those who may not normally volunteer cause of this, talking about celebration es and compile a budget for the event. answers, remind them that any an- is a natural opening to share about na- They should also put together an invi- swer during a brainstorming session is tive cultures among your students. To tation list which includes all the mem- a good one. In addition, everyone has do this, ask each person in class to bers of your class as well as any other things that she celebrates that others think of a recent celebration in which he people they would like to invite. Finally, do not, so each person has something participated. Then using the journalis- each group should write some sort of in- unique to contribute to the discussion. tic questions who, what, where, when, vitation to send out to the invitation list. Once everyone has given a few reasons why and how, each person should They may choose to do a simple card, for celebration (and that alone may be make notes about the event, putting a more formal invitation or a short note good reason to celebrate) break your into words as many specific details as or letter, depending on the occasion. class into smaller discussion groups for possible. To help your students, you If you have models for them to use as the next part of the activity. can suggest questions that begin with inspiration, your students will have an the question words. For example, who easier time with the activity. Ultimately, In groups, your class should decide on was at the celebration? Who planned you may or may not want to have the a classification scheme for the items on the celebration? What did you do? What celebrations, but your students will have the board. As a rule, look for the follow- did you eat? What did you say to one benefited from the planning process. ing when classifying items. Each group another? Where did you celebrate? should be distinct from every other Where did you spend your time during group with no one group functioning as the celebration? Countless questions YOUR STUDENTS ARE LEARNING AND a subset of the other. There should be can be asked using these words. If you IMPROVING THEIR ENGLISH, AND no overlap between the groups. That is, want to challenge your students to do WHO NEEDS ANY MORE REASON no item should be able to fit into more more of the work, have them work in THAN THAT TO CELEBRATE? than one group. Each group should smaller discussion groups to come up Still, encouraging your students to have a name or at least a description with and answer the questions on their share some of their personalities and that distinguishes it from every other own. No group will have the same ques- cultures will help them appreciate their category, and students should be able tions and therefore the same answers. classmates in a fun and friendly envi- to explain the differences between the Using journalistic questions is another ronment, and that is also a reason to groups. useful prewriting activity, and your stu- celebrate. Party on! 42 Is Christmas in April? Tips for Craft- ing Unforgettable Calendar Lessons

ity to the above fill in the blank, but with of birthday from oldest to youngest. Then LEARNING THE DAYS OF THE WEEK months, for example: you can have them switch around, young- AND THE MONTHS OF THE YEAR IS ONE est to oldest, furthest birthday to nearest OF THE PRIMARY LESSONS FOR ELE- Christmas is in ______/June birthday, etc. This is a very memorable MENTARY LEVEL STUDENTS. follows ______/______activity that will have the students speak- There is a lot of information to absorb is three months before May/etc. You can ing and laughing a lot. and to apply, so the more creatively and get creative with these fill in the blank concretely you can present the lessons, exercises and use humor to make them One last questioning game you could the better. Follow these tips for crafting memorable. This tends to be much more play for months of the year is 20 ques- calendar lessons and your students will interesting than What is the first/second/ tions. One student chooses a card with a never confuse January with June again! third month of the year. month on it and the students have to ask yes/no questions to guess which month HOW TO TEACH AN Another way to test out comprehension is on the card. You could also play varia- UNFORGETTABLE for pronunciation and spelling is to list all tions on this and add in holidays. CALENDAR LESSON the months of the year on the board in random order. Line the students up in two 12 GREAT MONTHS INTRODUCING teams or lines by the board. The two stu- 3 1 THE CALENDAR dents at the front of the line will go head Provide each student with some to head. You say a month and the first blank calendar pages and get creative The first thing to do when thinking about one to circle the right month gets a point with what you can do with them. Inform a calendar lesson plan is to determine for their team. them that as a class they need to create the best way to introduce all the vocabu- a complete twelve month calendar. You lary systematically. This can often be a QUESTION AND ANSWER could number off the students and have stumbling block for students with pronun- them fill in the calendar pages according ciation and retention. It’s easiest to start 2 Another way to practice months of to the number you gave them. You could with the days of the week. You’ll want to the year is to do various kinds of ques- also get crafty here and have them deco- first test student’s knowledge level ask- tion and answer activities. The more rate their month or months (depending on ing questions like, What is the first day of entertaining you can make the rounds, the number of students that you have), the week? What days are on the week- the more memorable the subject mat- with either colored pencils, markers, or end? Chances are students know a few ter will be for students. A fun warm up is even magazine pictures for something of of the days of the week, if not most of to shout out questions like What is the a collage. This can be accompanied by them. You can then practice spelling, or- 10th month?/Does January follow April?/ discussing what holidays happen during dering, and pronunciation. A fun way to What is the seventh month? Create com- what months and in what countries. If practice this is to give them a puzzle of petitive play and get students to ask the you have a multi-cultural class, you could the days of the week and see how quickly questions as well as shout answers back include a lot more holidays and discuss they can put it together. After they have or raise their hands. This is a good time when they are celebrated. This might be it assembled you can then have them fill to work on pronunciation while providing challenging if the students don’t have the in some blanks or ask questions practic- a much-needed comprehension check. If language skills to express the holidays ing things like, Tuesday is three days be- students are slow to answer or need their in English. It would really depend on the fore ______/Friday is the ____day of notes, it may be time to do some review level. the week/______is the day before before progressing. Friday. Come up with lots of these and then have the students join in by trying to From this warm-up you can go into other DISCUSSING THE CALENDAR MIGHT AT stump their classmates. question rounds or surveys. If you haven’t FIRST SEEM LIKE A RATHER DRY TOPIC, already done so, ask the students to find BUT YOU CAN MAKE IT INTERESTING. Once they have mastered the days of the out all their classmates’ birthdays by do- The information students are learning is week, you can then move to introducing ing a mingling activity. The trick is to turn so necessary that any way to craft more the twelve months of the year. A fun way it into a guessing game because the stu- memorable lessons will be a breath of to begin with the months is to write them dents aren’t allowed to ask simply, when fresh air. up on the board as scrambled words. is your birthday? They must ask ques- Have the students work out the correct tions to determine the month and then the spelling as well as the correct order of the day. This may take some time depending months. You may also want to briefly dis- on the number of students you have and cuss seasons here and how the months it could also get a little noisy. Once they shake out with however many seasons have discovered everyone’s birthdays, there are in the country where you are tell them they must then line up in order living. Then you could do a similar activ- 43 Let’s Party! But Let’s Learn, Too: Facilitating Productive Parties PRACTICE ADVISE SOMETHING AT LEAST ONCE A SEMESTER, AROUND A MAJOR HOLIDAY OR NEAR THE END 2 Some students may not have at- 6 If this is the end-of-term party, this OF A TERM, A STUDENT USUALLY tended an American or Western-style is a perfect time to talk to students about PROPOSES, “LET’S HAVE A PARTY!“ I party and may not know what to expect. their future academic plans. Often ESL USED TO CRINGE INWARDLY, CHANGE Explain that parties are about socializ- students are not getting serious aca- THE SUBJECT, AND HOPE STUDENTS ing and that students will be expected to demic advice from their advisors, who WOULD FORGET ABOUT THE PRO- speak in English. Give them a chance to might know little about their students’ POSAL BY THE NEXT CLASS SESSION. practice by introducing some common academic needs beyond how they relate They rarely did, so this wasn’t an effec- party topics—family, friends, vacations, to engineering or pharmacy, or so forth. tive strategy for avoiding class parties. movies, and TV are a few. Put the topic The ESL instructor, however, is more on cards, and have students practice likely to take a more holistic approach to Why did I want to avoid them in the first before the party by sitting in pairs or their students’ education: e.g., “You re- place? Well, face it: they are a hassle, to groups, drawing a card, and discussing ally should take the next developmental the instructor, mostly, who may have to the topic on it. writing class before attempting freshman bring most of the refreshments herself-- composition, and you should also recon- and then clean up herself as students PREPARE sider taking sixteen units in one semes- duck out the door at the end. More im- ter.” This might open a dialogue, and portantly, class parties rarely resemble 3 The big day is here! The teacher some students might come to your office parties in most other settings, where should come equipped with a few es- for further guidance as they often are participant interaction is what makes it a sentials (not that students would ever feeling a little lost about the next steps. “party.” Often students sit at their desks forget). I always bring at least one dish eating and not talking to anyone or only of food most students will like, some- PLAY A PARTY GAME talking to members of their own lan- thing traditionally “American,” like pump- guage group—in that language, so no kin pie, some soda, paper plates, and 7 Play a traditional party game like one else can join in. More and more it some forks. I put all of this in an extra charades: have the selected student struck me these “parties” were just not a large garbage bag, which I later use for think of a word or concept in English and good use of instructional time, which we disposing of the party waste rather than then act out that word without speaking. can sorely spare in any case, with cuts throwing it in the tiny class wastebasket. The other players must guess the word, in class hours due to budget concerns in (Not leaving an overflowing wastebasket using English. The one who guesses many parts of the country. Still, students earns some gold stars from the janitorial first then acts out a new word or con- want their end-of-term or holiday parties. staff.) cept. As a variation, the instructor might Is there anything an ESL instructor can write out the words on cards beforehand do to avoid making it a complete waste PARTICIPATE for students to draw rather than coming of time—and perhaps even a positive up with something themselves. learning experience? 4 Be a good host, and just as a good host would, walk around and encourage WRAP UP HOW TO FACILITE party goers to talk to each other, intro- PRODUCTIVE PARTIES duce a topic of interest, make sure ev- 8 As the party winds down, the term IN YOUR CLASSROOM eryone is comfortable, and so forth. Ask does, too (if it is an end-of-semester students what their plans are for the next party). Students begin to realize this GET HELP term or for vacation. Encourage use of toward the end of the party and grow 1 English as necessary. a little somber. I, at this point, ask stu- Don’t do it all yourself. Post or pass dents to share one great thing about around a sign-up sheet for food, drink, TEACH SOMETHING the term, one awful thing, and any ad- and utensils. Make sure everyone signs vice for future students. This allows the up and every category is covered. Also 5 Your role of teacher is still in place students to process their feelings about have students volunteer to provide en- even though it is a “party.” Raise some- the end of the semester and recall what tertainment or help with clean-up. So not thing topical, in the news, such as the they learned. It also helps me with re- only do you have help with the party, but national election, and discuss something vising the syllabus, noting what students also students begin to take ownership. If about the political process while remain- liked and didn’t like about the term. a student volunteers to bring enchiladas, ing neutral about the candidates: e.g., and perhaps makes them himself, he “We elect a president every four years. SO NOW, INSTEAD OF CRINGING AND is somewhat motivated to stay around Do you think that is the correct amount of RUNNING WHEN YOUR STUDENTS through the party as the dish gets eaten time?” Or discuss a recent movie/book: MENTION “PARTY!” YOU CAN HAVE (I always feel some pride watching food “Has anyone seen ‘The Help’? What do A PLAN IN PLACE THAT WILL MAKE I made disappear at an event.) He might you think?” PARTIES, RATHER THAN A HASSLE even share the recipe with other stu- AND DULL WASTE OF TIME, PRODUC- dents, and some interaction takes place. TIVE AND FUN. 44 Are You Packed Yet? A Cross- Curricular ESL Unit on Vacation

and vacation make great topics for a class to be creative and entertaining. EVERYBODY LOVES A VACATION, compare/contrast essay. Start by put- Once the commercials are finished, AND THOUGH YOUR STUDENTS MAY ting students into groups of three or either have each group perform their HAVE TRAVELLED FAR TO ATTEND four to discuss some of the most inter- commercial live or have each group ENGLISH CLASSES, THEY ARE PROB- esting places they have visited. These record their commercial and have a ABLY LOOKING FORWARD TO SOME may be locations close to home or screening in class. If you choose the SIGHTSEEING BETWEEN SESSIONS. exotic destinations around the world. second option, you may be able to use To get them ready, try a unit on travel, Encourage students to share details the commercial for grading and self- but you do not have to limit the les- about the experience: what they ate, evaluation purposes and, of course, sons to vocabulary class. Here are what they did, what they saw. Then an excuse to have popcorn in class! some travel related activities that you have each person choose two loca- can use across the ESL curriculum as tions to write about in a compare/con- GRAMMAR your students continue their English trast essay. This type of essay can fol- fluency journey. low two organizational patterns, and 4 Part of taking a vacation is pack- you should review them with your stu- ing the correct items to take along. To HOW TO TEACH A dents. Both styles of essay will start make the best decisions, the vacation- CROSS-CURRICULAR with an introduction and end with a er must think about the activities he or ESL UNIT ON conclusion, but the body of each style she will engage in during the vacation. VACATION essay will have organizational differ- In pairs, have students choose a va- ences. In a block style essay, the body cation destination and then discuss, READING of the essay will have two paragraphs, using the future tense, what they will 1 and each paragraph will discuss one do once there. Each person should Travel magazines are fun to look of the locations about which your share his or her plans along with the at and help a vacationer imagine what student is writing. In a point-by-point necessary items to pack. Your stu- his or her trip might be like. Collect style essay, students should choose dents should use phrases such as, some travel magazines from friends three points of comparison between “I will go swimming, so I will pack a and family or request them from the li- the two locations. Each of the three bathing suit.” This review of the sim- brary for this activity. Ask each person body paragraphs will discuss one ple future is especially helpful for be- in your class to choose an article that point of comparison and will address ginning grammar students but still has describes a popular vacation destina- both of the locations. As always, en- value for those further along in their tion and read it. After a first reading, courage your students to use sensory studies. If you like, you may also want ask the person to deconstruct the ar- details when they write, so the reader your student pairs to make a list of the ticle into outline form, noting the im- can feel as if he or she is at the vaca- items they decide to bring and then portant points the author makes. After tion destination. share with the rest of the class. each person has looked in detail at the article, ask him or her to write five SPEAKING multiple choice questions that can be NO MATTER WHERE YOU LIVE AND answered by reading the article. Each 3 Whether your class is dramatic TEACH, DREAMING OF VACATION IS student should then exchange the ar- or not, planning and then performing A NATURAL PART OF LIFE. ticle and the questions (not the out- a commercial about a vacation des- Before summer vacation rolls around line) with another student who should tination can be fun and entertaining this year, give your students a chance read the article and then answer the for the entire class. Start by dividing to think about their own dream des- questions. Each student should check your class into three or four groups (or tinations with this unit on vacation, his partner’s answers and explain any more if you have a large class) and which spans the ESL curriculum. errors. If you would like to extend this ask each group to choose a vacation Moreover, if anyone does take a va- activity into writing, you can also ask destination about which to create a cation because of what she learned in a second student to write an article commercial advertisement. You may class, ask her to share from her real based on the outline created by the want to have some travel magazines life experiences once she gets back. article’s first reader. Then, give each available for them to look through for student a chance to compare the ar- inspiration or give them internet ac- ticle that he wrote with the original ar- cess time to do research. Ask each ticle from which the outline was made. team to create a 90-second televi- sion commercial for the location they WRITING choose making sure each person in 2 the group has a speaking part in the If your students are at the level commercial. You can encourage your where they can write essays, travel

45 Exploration Exploits: Activities to Take Students Around the World THE WORLD IS A VERY BIG PLACE, BUT cept. Give each student a pushpin with countries and/or from places they travel. IN TODAY’S SOCIETY THE PEOPLE OF his name and/or picture on it. Blindfold Give your class an opportunity to exam- OUR WORLD ARE BECOMING MORE the student and spin him three times, ine the money, the language, shape and AND MORE CONNECTED EVERY DAY. then point him in the direction of a world appearance of each coin or bill. If your The internet and other venues for com- map on the wall. Make sure the map is students are willing to leave the currency munication have opened the world to not mounted too high for your students with you, over a few years you may have students no matter where they live. Also, to reach. Allow your students to pin their an impressive collection to use with fu- so many students decide to study Eng- marker on the map. Whatever continent ture classes. See other money activities lish overseas that often our classrooms or ocean your student lands on, that is and worksheets we have on BusyTeach- become a representation of the globe. the area he must research. Hopefully er. The following activities will help your stu- you will have students scattered around dents learn more about the world around the map so every continent and ocean IN GOOD TASTE them and have fun using English in the are researched. You can also make this 4 process. You may even learn a thing or a group project by grouping students de- Bread is one of the most common two as well as you all travel around the pending on where their pushpins landed. foods throughout the world, but the per- world with the following activities. Give your students some time to do the sonality of each country shows through research either in class or at home, and in this basic food. Complete your jour- HOW TO TAKE YOUR then take some time for presentations ney around the world by bringing in STUDENTS AROUND THE on the different areas of the world. You sample bread from different areas of WORLD may want your students to research the the world that are available in your climate, animal life or terrain of the areas grocery store. You may want to include FLY YOUR FLAG they are researching. white bread, a pita, flour tortillas, a ba- guette, matzo and naan. Then pair your 1 Every country has its own flag, but CASH ONLY students for the following activity. Each how much do students know about the 3 pair should create a Venn diagram to meaning behind those flags? Create a Can your students name the cur- compare and contrast two of the types display of flags from around the world. rencies used throughout the world? of bread they have samples. To make a You can either bring in small flags and Start your global monetary travels by Venn diagram, draw a large circle on the display them in a vase or other arrange- explaining the word currency and then paper and overlap it with a second large ment, or print pictures of various flags brainstorming a list of currencies that are circle. Label each circle with one of the from the internet. See how many of the used throughout the world. Do this activ- items being examined. You can assign flags your students can identify with their ity either in small groups or as a class. the two types of bread to each pair or let countries. Make sure you have a flag for How many total currencies can the the students choose the ones they will each of the countries represented in your class name? Did they include dollars, write about. They should then describe class. Then group your students by coun- Euros, pesos, and lira? What other ex- each of the two types of bread in one of try of origin, and give them their country’s amples did they give? Now see if they the circles. The characteristics that are flag. Have each group work together to can name the countries that use those true for both types should be written in write an explanation of the flag’s de- monetary units. There may be more than the overlapping area of the diagram. The sign. If you have older students, they one country that uses each unit. Test characteristics that are unique to each may be able to do this without research, your students’ general currency knowl- type should be written in the areas that but younger students may need to use edge in groups by giving them a match- do not overlap. Now your students should the internet or other sources to explain ing game with the following pairs. How write one paragraph about the similarities the significance of colors and pictures on many of the following countries can they between the two types of bread and a the flag. After your students have written match to their units of currency? second paragraph about the differences. an explanation of their native countries’ Bulgaria (Leva) If you would like, you can also ask your flags, tell them the story of your country’s China (Yuan) students to write an introduction and a flag. Then ask each group to come to the Czech Republic (Koruna) conclusion to create a complete essay. front of the room and share the story be- Ghana (Cedi) hind their flag and get some practice in Hong Kong (Dollar) THESE ARE JUST A FEW OF THE public speaking. India (Rupee) MANY WAYS YOUR CLASS CAN TAKE Italy (Lira) A MINI-TRIP AROUND THE WORLD. PIN THE TAIL Ivory Coast (CFA Franc) THROUGHOUT YOUR JOURNEY, EN- COURAGE YOUR STUDENTS TO SHARE ON THE WORLD MAP Philippines (Peso) 2 Norway (Krone) FROM THEIR OWN EXPERIENCES AND Now that your students have shared with Venezuela (Bolivar) PERHAPS SHOW SOME PICTURES. the class about their home countries, Serbia (Dinar) Learning about the world is so important assign some research topics with the If possible, start a collection of foreign for people in the 21st century. Have fun following game. Did you ever play pin money to display in your classroom. as your journey, and you may even want the tail on the donkey when you were a Encourage your students to bring in to keep a scrapbook of the experience. child? This game follows the same con- small amounts of money from their home 46 How to Teach an ESL Unit on Transportation and Travel

does not plan, though, he may miss Does it rely more on pictures or more ESL STUDENTS, IF THEY ARE STUDY- out on a big attraction because the on text? Which is better? Once your ING IN THE UNITED STATES, ALMOST location is not open on a certain day, students have fully discussed the bro- ALL HAVE EXPERIENCE WITH because he spends too much time on chures, have the small groups write 5 TRAVEL. another sight, or because he does not rules that a writer should follow when Whether for that reason or because plan how to get to the attraction. In putting together a travel brochure. If travel is a hobby for many, travel units this exercise, your students will write you like, have your students write are very common among ESL cur- a travel itinerary for a tourist destina- their own travel brochures that adver- riculums. It is easy to take the idea of tion. Have each student choose a lo- tise a location in their home countries! travel and apply it to the different lan- cation to look at, either a place he has guage classes you may be teaching. been or a place he would like to go, LISTENING Here are some suggestions on how and plan a trip to that area. Tell your you can do it. students to choose a location that 4 For a challenging listening exer- has tourist attractions or other places cise using British English, show your TEACHING AN of interest rather than something like students this video from the BBC on INTERDISCIPLINARY going to a beach. Approve your stu- travel ads (news.bbc.co.uk/2/hi/pro- ESL UNIT ON dents’ choices, and then have them grammes/fast_track/9487366.stm) TRANSPORTATION plan an itinerary for a weeklong visit. that are too good to be true. The eight AND TRAVEL Make sure your students look into the minute video discusses why some ad- public transportation available in that vertised travel packages are not what SPEAKING city, and if there is none locate a car they appear to be and what consum- 1 rental office they would be able to ers can do about it. To use this clip Most of the time when a person use. For each location, your students in class, play the video once for your travels, she ends up staying in a ho- should note how to get to the location student to get the feel of the speak- tel. Your students can practice the in- from where they will stay and how ing and information presented. Then, teraction between a hotel guest and long they plan to be there. The infor- ask your students to listen again and a hotel clerk with a simple role play. mation could be put into chart format, see if they can note three different One student should sit at a desk and which may challenge your students to types of information: why these ad- ask the other student for information. write concisely and clearly. vertisements are too good to be true, She will be looking for information on how the industry is being regulated, the length of stay, how many beds are READING and advice to consumers. You may needed for the number of guests and want to pause the video after each any special accommodations the per- 3 If you can collect several travel section and discuss it with your stu- son needs. The hotel guest will also brochures, they will come in handy dents if they are having trouble. Play have to give the clerk her full name, for this exercise. A travel agent might the video a third time and let your address, phone number and payment be a great resource for getting some students check their notes, and then information. When pairs of students of these, or grab them any time you have them discuss their answers in have practiced the role play, have visit a new place and keep a running groups of three or four students. After them trade parts and do it again. Dur- collection to use in class. If you do the groups, you may want to show the ing the role play, encourage your stu- not have time to gather actual bro- video one more time and then discuss dents to use any or all of the following chures, you can use the internet as it as a class. phrases: a resource for your class. Have your students choose a brochure or a set - May I help you? of brochures about one city. Give WHETHER YOUR STUDENTS ARE - Do you have a reservation? them time to look over and read the THINKING ABOUT TRAVELLING OR - Do you have any vacancies? brochures, and ask them to make ob- JUST RECOVERING FROM A RECENT - Have a pleasant stay. servations on the style of writing in the TRIP, TALKING ABOUT TRAVEL IN - How will you be paying? brochures. Small groups are a good THE ESL CLASSROOM WILL GIVE - How long will you be staying? venue for this. Challenge your stu- THEM USEFUL, PRACTICAL ENGLISH - Here is your key card. dents to share how the writing in the SKILLS THAT CAN BE USED IN REAL - Your room is located... brochure is different from that in more LIFE. - Would you please sign here? traditional texts you have probably You and your students may learn used in class. Is the brochure informa- about a travel destination that you just WRITING tive? Does it appeal more to emotion cannot keep away from and you’ll be 2 than to logic? Is the writing meant to planning a trip before you know it. Part of travelling is seeing the be persuasive or simply informative? sights an area has to offer. If a traveler

47 Top Activities to Take Students Across the Country

nounce the winners of the race and, many hours did it take? How many lo- NOT MANY ESL TEACHERS CAN if desired, award them a trophy for the cations did they stop at along the way? AFFORD TO TAKE THEIR STU- shortest trip across the United States. Did they have layovers? Did anyone DENTS ON A FIELD TRIP ACROSS have to take a train or ferry or another THE COUNTRY, BUT THAT DOES NOT TAKE IN THE SIGHTS type of unusual transportation? What MEAN THAT YOU CANNOT LEAVE interesting sights did they see along YOUR CLASSROOM AND EVEN YOUR 2 Now that your groups have their the way? If they were to highlight four CITY WHILE STUDYING ENGLISH. routes planned, have them do a little or five of those interesting sights, what These activities will show you how to research on sights they may like to would they be? You may want to write take your students across the country see along the way. They can choose out some questions for your class and in their quest for language acquisition, to visit cities or national monuments, have them discuss those questions no transportation required. parks or recreational areas. Each in groups of three or four. Then have group should look at the locations each group share their most interest- HOW TO TAKE YOUR along their route and then choose five ing answers with the class. STUDENTS ACROSS points of interest that they will visit. THE COUNTRY: NO If possible, have each group collect Now that you have talked about it, TRANSPORTATION some tourist information and visit web have each of your students write a REQUIRED sites to find out more about the sights narrative about his or her trip from his they have chosen. You may also want home country to the U.S. They should MAKE A PLAN to have your students write a personal include details about their modes of 1 letter for additional information from transportation as well as the interest- On September 10, 1913, the Lin- organizations around the country, or ing sights they took in during their trav- coln Highway, the first paved road in you may want to borrow some tourist els. If you have a world map up in your the U.S. that reached from one coast to guides from the library or get some at classroom, post the narratives around another, was laid out. It took until 1927 AAA if available. the map and near your students’ coun- to complete, but the highway system tries of origin. You may choose to title of the United States was born that day. Once your group has chosen its sights the board “Our Travelling Ways” or After this time, travel from one city to and done some research, have each some other travel related title. another in the U.S. would never be the group give a presentation to the class same. In the spirit of the pioneers who about one of their tourist attractions. As the last piece of your students’ per- built that first cross-country highway, They should include information about sonal travel stories, have them mea- announce to your students that you will the site, where it is located, and why sure on the world map how far each hold a cross-country race. In this race, they chose it as one of their tourist of them travelled to get to your school. your students will have to travel from destinations. Ideally, each presenta- Make sure each person understands New York to San Francisco just as that tion will also include some historical how to measure mileage on the map first highway did. Whichever group information about the location and using the key to get numbers that are can make the trip in the fewest miles information about its popularity with more accurate. Whereas the race will win the race. Have your students tourists today. across the U.S. awarded a prize for work in groups to plan their trips. Your the shortest trip, this time acknowl- students should discuss which roads MAKE IT PERSONAL edge the person who travelled the they will take, and they will have to ac- most miles to continue his or her study curately measure the mileage. (You 3 Now that your class has taken a of English. can do this by having each team use pseudo trip across the United States a string to mark their trip along a high- and seen some sights along the way, way map. Once the complete trip has why not open your class up for dis- EVERYONE ENJOYS A LITTLE EXCITE- been mapped, remove the string and cussion? Use this time to talk about MENT IN THEIR WORKDAYS, EVEN IF measure it. Then use the mileage key the different modes of travel a person THAT WORK IS LANGUAGE STUDIES. to calculate how many miles the trip could use when travelling across the WITH A RACE ACROSS THE UNITED took.) They should also keep a list of country. Make your list as exhaustive STATES, YOUR STUDENTS WILL the states and cities that they will pass and creative as possible, including not HAVE THE FUN AND EXCITEMENT OF through. You will want to make several only plane, train and automobile but TRAVEL AND ADVENTURE WITHOUT maps available to your class during also ferry, scooter, bicycle and others. EVER LEAVING THE CLASSROOM. this activity, and have them complete After your discussion, ask each of your Not only that, they can get to know the planned route in class. Otherwise, students to share their personal stories one another better as they share their your groups may have identical direc- about coming to the U.S. Most of them own stories of travel to the U.S. So get tions that originated from Map Quest. probably flew, but what other details ready, get set and go! The race is on. At the end of your class period, an- can they give about their trips? How 48 Oh the Places You’ll Go: Geography Based ESL Lessons dents class time to work on the project ask your students to compare the two lo- GEOGRAPHY CAN BE A COMMON or assign it for homework. When all the cations. What is similar between the two TOPIC OF CONVERSATION IN THE ESL maps are finished, display them in your areas? What is different? Which location CLASSROOM SINCE SO MANY ESL STU- classroom or in the hallway and ask stu- appears to be a more difficult place to DENTS COME FROM DIFFERENT AREAS dents to compare the maps with one an- live? Have humans reacted in similar AROUND THE WORLD. Your class will other. What information did other groups ways in both locations? Why or why not? naturally talk about countries, continents include that was helpful? Is there any- Which would each student prefer? Close and oceans as they get to know one thing missing from any of the projects? the activity by asking each student to another in casual settings. Sometimes, What could each group have done to make a guess as to where the pictures though, a teacher finds that she needs make their map more informative? Have may have been taken. to be more intentional about teaching your students discuss these questions in geography to her ESL class. When that their groups as they debrief the activity. YOU CAN GOOGLE THAT happens, here are some activities to try. A PICTURE IS WORTH 3 In today’s world of technology, HOW TO TEACH FUN A THOUSAND WORDS knowledge is easier to acquire than any GEOGRAPHY-BASED 2 other time in history. With this in mind, ESL LESSONS You can marry geography and language have your students do some research on by looking at pictures which have been a particular city using the internet and a HAVE MAP, WILL TRAVEL taken in different areas around the world. Google search or a site such as Google 1 Pair students and give them a picture to Earth. By typing the name of the city Your students almost certainly examine. Ask your students to make spe- into the search engine, your students have a reading component to their Eng- cific observations about the geography will be able to access plenty of informa- lish studies, but how often does your of the picture and write them down. What tion about the cities they have chosen. class attempt to read nontraditional natural elements are in the picture? En- Give your students time to explore the texts? Students studying ESL need skills courage your students to avoid general web sites and take notes on what they for non-text reading just as much and words, like tree, and use more specific have read. Then ask your students to perhaps more than mainstream students words, like maple tree or coconut palm. use that information to compile travel do. When you are talking about geogra- After your students have made observa- scrapbooks about the cities they have phy, bring in some maps of the city and tions about the terrain, have them look visited. They can include pictures they state in which you live for your students at the activities that are happening in the have printed from the web sites, but they to explore. Take some time at the be- picture. Are the people working or relax- should also include personal observa- ginning of your class to explain the key, ing? What kinds of work are they doing? tions about the location. After they have which defines the symbols found on the After making specific observations about compiled these travel scrapbooks, give map, the grid, which is used to locate cit- the people, your students should move each student an opportunity to tell the ies and other landmarks on the map, and on to buildings, landmarks, and natural class about his vacation with a short pre- the additional information, which is given features. sentation. The era of the slide show may about the region pictured on the diagram be over, but travelers today still like to in front of them. After your students have finished their talk about what they have experienced. detailed observations, ask them to make After each presentation, allow your class Then set your students to explore the some conclusions based on their obser- to ask questions for additional informa- map with some comprehension ques- vations. What do they think the humans tion. If at any time during the school year tions to answer. Can they determine the in the area have done to change the en- one of your students visits another city distance between one location and an- vironment? What evidence can they use or region, ask him to share some of his other? Can they locate certain cities or to support those conclusions? What ob- experiences with the class in a simi- areas of interest? Can they use the map servations did they make that can help lar presentation, photos encouraged. to compile a set of directions from one them determine the climate and rainfall area to another? Once your students of the region? How do these environ- WHETHER YOUR STUDENTS ARE have become familiar with the world of mental factors affect the way the people WORLD TRAVELERS OR HAVE BEEN maps, challenge groups of three or four in that region live? Finally, ask your stu- IN ONE CITY ALL OF THEIR LIVES, students to make a map of their own. dents what they would explore further if THEY CAN EXPLORE THE REMOTEST Give each group a large piece of paper they could visit this place. REGIONS OF THE WORLD THROUGH and ask them to make a map of your PICTURES AND TECHNOLOGY. classroom. They will have to speak with After the observation and interpretation Perhaps giving today’s students abun- each other to determine the symbols of the first location, give each pair of stu- dant opportunities to learn about differ- they will use to represent items on the dents a second picture, and have them ent areas of the globe, our world will map. They will also need to communi- repeat the same activity with it. After they become more understanding of her dif- cate how they will go about diagramming have answered the questions and made ferent people groups. If so, then there is the map and what additional information all their observations and comments, most certainly a bright future ahead of they will need to include. Give your stu- us! 49 Up, Up and Away: Aviation Themed Language Activities easy or as difficult for your students to the first video, Mike Camelin walks the IF YOU ARE TEACHING ESL CLASSES, follow as you like. The important thing is viewer through the basic exterior parts THE LIKELIHOOD THAT YOUR STU- that they are reading the directions and of an airplane. Provide your students DENTS HAVE FLOWN ON A PLANE following them to create their very own with a simple plane diagram available IS VERY HIGH. Whether the air travel- paper planes. Once your students have from the International Aviation Academy ers are well into their adulthood or espe- followed the directions and have their of Australia. Then play the short video cially if they are still children, flying can homemade planes, give your students for your class at least three times and be very moving experience. With this type some time to decorate and personal- challenge them to listen for the various of shared experience, your students will ize their planes before having a contest. parts of the plane listed below. As your probably enjoy sharing a piece of their Take your students outside and line them students listen, they should try to label personal history with their classmates. all up with their airplanes for a distance each of the parts on the plane diagram. challenge. On the word go, have every- Once you have given your class ample TRY THESE AVIATION one release his plane in the same direc- opportunities to watch the video, have THEMED LANGUAGE tion. In a challenge to see whose plane small groups of students compare their ACTIVITIES! can travel the farthest, award the win- answers before reviewing the diagram as ner with a ribbon, homemade trophy or a class. GET OUT other simple prize! You may want to have Fuselage 1 OF THE CLASSROOM three flight trials and measure the total Propeller distance each plane travels awarding the Engine If you can, take your students to tour a person with the greatest overall distance Wings local airport. Before taking your trip, ask travelled and the one with the longest your students to share in small groups single flight. Landing gear any experience they remember from a Empennage time that they flew on a plane. They may THE HISTORY OF FLIGHT Horizontal stabilizer share memories of the plan, visiting the 3 Vertical stabilizer cockpit, or waiting in the airport. Though If your class has internet access or Another video that Mike Camelin makes international airports may be off limits can make use of a computer lab, let your available on ehow.com is how to choose due to security parameters, you may be students do some exploration on the a good flight school. In this one-min- able to bring your class to a county or pri- history of flight with this on-line exhibi- ute video, Camelin lists three qualities vate airport to give them a shared experi- tion (bitly.com/SE01Un) provided by the that someone should look for in a flight ence. Ask the manager of the airport if Library of Congress. This site presents school (a structured syllabus, clean and he would be willing to take your class on a great deal of information on the his- well-maintained aircraft, and ample re- a tour of the facility. During the tour, en- tory of flight. Divide your class into three sources). Challenge your students to courage your students to ask questions groups to do the research. Each group listen for these three necessary qualities of the manager and pilots they might en- should read the introduction, and then and then to list either examples of those counter. In addition, challenge your stu- assign each of the groups to one area of traits or reasons why they are important. dents to take note of the layout of the air- the web site to research: the dream, the port. Once you return to class, ask your achievement, and the timeline of flight. Mike Camelin also presents a video on students to reproduce that airport layout Have each group read the information how to turn an airplane. He describes two on a large poster and use the vocabulary and make notes of the main points they different motions that are necessary for a they have been learning to label each find there. Give each group a chance to plane to turn. These are a tilt and a yaw- area. You can also ask your students to talk together and decide what informa- ing motion. After watching this video, ask write a thank you note to your tour guide tion they will pass on to the rest of the your students to describe what each of for his time and attention during the field class. Then divide your students into these motions is like first using their hands trip. Follow up your field trip with a free groups of three, one person from each (as Cameline does in the video) and then writing experience in which your students of the original groups. In this new group, without using their hands. You may want compare their previous trips to the airport each student should explain to his part- to have your students write these descrip- with the shared class trip. ners the information he read in his sec- tions and then compare with a partner. tion of the web site. If each explanation FOLLOW DIRECTIONS is adequate, each of your students will WHETHER YOU CHOOSE GROUP 2 have gotten practice in both reading and BASED OR INDIVIDUALIZED ACTIVI- You can use an aviation moment speaking and will have access to all the TIES FOR YOUR STUDENTS, EVERY- to give your students some practice information that the web site provided. ONE WILL COME AWAY FROM THESE with following directions. Photocopy LESSONS KNOWING MORE ABOUT some pages out of a paper airplane in- VIDEO PLANES THE HISTORY OF FLIGHT AND WHAT IT structional book or find some online and 4 INVOLVES TODAY. So take off into the provide your students with some paper. If you are looking to increase your wild blue yonder and explore the topside Challenge each person to follow a set students’ vocabulary and give them of the world with some of these memo- of directions to make a paper airplane. some listening practice in the bargain, rable activities! You can choose instructions that are as try this set of videos from ehow.com. In 50 5 Fun Games that Teach the Weather

Most people can imagine where they Encourage your students to use ques- ARE YOU LOOKING FOR A FRESH would like to go whether it is skiing tions about the weather at the begin- WAY TO TEACH YOUR ESL STUDENTS on a dramatic slope or sunning on a ning to narrow down the possibilities. COMMON WEATHER WORDS? ARE peaceful beach. Give your students If the class cannot guess after twenty YOU LOOKING FOR A NEW WAY TO some practice with weather words questions, the student answering the REVIEW WEATHER EXPRESSIONS by getting them thinking about their questions wins. If they are able to AND VOCABULARY? dream vacation. Have your class guess before using all twenty ques- Why not try one of the following games sit in a circle and ask a volunteer to tions, the class wins. Give each stu- to add some energy to your class and start. The person who takes the first dent a chance to be the question an- fun to the everyday topic of weather? turn will also take the last turn in the swerer. If you have a particularly large game. With each turn taker, the per- class, you may want to break your HOW TO TEACH son should first describe in about two students into small groups to play the WEATHER: 5 FUN sentences the type of weather he game. GAMES AND would like on his vacation, and then ACTIVITIES tell the rest of the class where he will CLOTHING RELAY go on that vacation. For example, “I PIN THE TAIL like sunny skies and warm ocean wa- 4 This game requires more prepa- 1 ON THE GLOBE ter. I’m going on vacation to Hawaii.” ration than the others and a small fi- The second person, whoever is sit- nancial investment, but you can use After introducing or reviewing a list ting to the left of the person that just the props anytime you teach about of weather terms, post a world map went, will describe her dream vaca- weather. Start by getting a collec- on your classroom wall. Take a few tion weather, and then tell the class tion of clothes that are appropriate moments to introduce your students where she is going on vacation. Then for all weather conditions, bathing to the terms equator and pole and she must also repeat where the first suits, hats, scarves, shorts, raincoats, discuss what types of weather the student is going on vacation. The third sunglasses, etc. You can ask for do- residents at each place (human or student then tells the class about his nations from parents, friends or pur- otherwise) experience year round. dream vacation weather and then chase some second hand items at a Then, depending on the time of year, where he will go. He also says where thrift store. Put them all into a large discuss with your students what the student number two will go and then bin and place them at the front of the weather may be like in the Northern where student number one will go. class. Then divide your class into two and Southern Hemispheres. Finally, Continue in this manner until you teams and have each team chose a review weather in specific areas like make it all the way around the circle to volunteer to stand up front with the rain forests and deserts. Now it is time the first student who must say, in the collection of clothing. The rest of the for fun. Give each student in turn a correct order, where each of his class- class should line up at the back of marker with either a pushpin or piece mates will take his dream vacation. the room in teams. For each round, of tape or other adhesive. This is es- Feel free to prompt students through- you will announce a weather condi- pecially entertaining if you can take out the game if they are stumped, but tion and one person from each team a picture of the student or have her do not be surprised if the students do should run up to the front of the room. draw a small self-portrait. Blindfold it on their own. If you have the map They must then run up to the person one student, give her three turns while on the wall from the previous game, on their team who is standing by the she wears the blindfold, and then you could also let your students put clothing and chose an item that is ap- point her in the direction of the world their markers on the globe where they propriate for that type of weather. The map. The student should then place said they would like to vacation after runner must then place the item on the marker somewhere on the world the game is finished. the other student without the other map. You can encourage her to aim student’s assistance. The first per- for the type of weather she thinks she TWENTY QUESTIONS son to choose an appropriate item of would enjoy. Then remove the blind- clothing for his teammate and put in fold and have your student describe 3 Here is a game that reviews not on the teammate appropriately scores the weather where she is on the map. only weather words but also ques- a point for the team. Continue until Give each student a turn to place him- tion asking. Have one student choose everyone has had a turn or until you self on the map while blindfolded and a location he would like to visit. You have used all your weather words. then tell the class about the weather can supply a list of possibilities or just The team with the most points wins. at his location. let him choose at random. The rest of the class takes turns asking ques- CLOTHING STACKER I’M GOING ON VACATION tions about the destination trying to 5 2 determine where the person chose. This is another game you can Do you have a dream vacation? play with the collection of all weather 51 clothing. Again, divide your class into two teams. You should also divide the clothing into two equal piles. Again, have one person volunteer to wear the clothing, but this time the oppo- site team will dress him or her in all the clothing from their pile. That per- son then returns to his own team and stands at the front of the room. The others are in line at the back of the room. Begin a relay race in which one person at a time runs up to the dressed member of their team, re- moves a piece of clothing, and an- nounces to you or another judge what type of weather in which that item can be worn. After getting an okay from the judge, he runs back to the rest of the team with the item. Then the next person takes a turn. Continue until the person up front has been stripped of all his weather clothing. The first team to finish wins the game.

WHEN IT COMES TO TEACHING WEATHER, DO NOT BE A DRIP. PUT SOME FUN AND EXCITEMENT INTO YOUR CLASS AND DO A WEATHER LESSON BASED ON GAMES. It will energize your students and challenge them to think on their feet, and weather will become an instinc- tive part of their vocabulary.

52 Extreme Weather: Be Prepared with These Cool ESL Activities

Dorothy to the fanciful world of Oz, be a realistic danger for your stu- WHEN A PERSON IS CAUGHT IN AN house and all, up in a funnel of wind. dents. This instructional video on EXTREME WEATHER SITUATION, IT The second movie, which is centered earthquake safety (youtube.com/ CAN BE TERRIFYING. Perhaps that around tornadoes, is Twister. In this watch?v=1KlLSB4uhzk) is not only is part of the reason most people find popular film, storm chasers run after informative, it makes a good cloze lis- natural disasters interesting. That dangerous storms for weather re- tening activity for your ESL students. general interest is just one of the reasons search purposes. These two movies Give your students a copy of the fol- your ESL class will enjoy these activi- can provide your students with an lowing steps to take in case of an ties planned around extreme weather, opportunity to practice their obser- earthquake (with the bold words re- so take shelter and jump right in! vational as well as analytical skills. moved). Then play the video for them Start this activity by explaining to your several times challenging them to fill TRY THESE COOL ESL class the function of a Venn diagram. in the blanks. Once your students EXTREME WEATHER These two overlapping circles are have finished watching the video, ACTIVITIES used to organize information about have pairs compare their answers, two different but similar items. Show and then give the correct answers to A PLAN FOR DISASTER your class clips from each movie. your class. You may choose to review 1 If you do not have your own copies unfamiliar vocabulary after you have From the time that we were you can use Wizard of Oz Tornado given your students the correct an- young, we heard our teachers, fire- Scene and Twister the First Tornado swers. fighters and police officers talk about Scene both available on YouTube. having a family disaster plan. The com. After viewing the two scenes, Don’t panic. intent of these plans is to prepare in have your students work in pairs to Get under a table or a desk. case of an emergency, to make sure complete the diagram. In the over- Check for injuries. your family knows how to stay safe lapping section of the diagram, they Call emergency services to get and find each other in an emergency. should write words which describe help for injured persons. Challenge your students to develop how the tornadoes were portrayed Leave the room. their own family disaster plan in case in both of the films. In the remaining Exit the building. of extreme weather or another disas- space, they should give details about Once outside, move to the evacu- ter at home. Your students can follow the tornadoes specific to each mov- ation assembly point. these step-by-step instructions (di- ie. They can then use that informa- Wait for further instructions. sastercenter.com/guide/family.htm) tion to write a reaction to the movies. to develop emergency plans and get THE RING OF FIRE reading comprehension practice at If you have time to watch the entire- 4 the same time, but your students will ty of Twister, you can introduce your Are you and your students fa- have to do a little research, too, to students to the idea of storm chas- miliar with the expression “The Ring complete their family disaster plans. ers. These scientists research ex- of Fire”? The Pacific Ring of Fire is Either in groups or individually, stu- treme weather through means similar an expression used to describe the dents should make a list of the pos- to those portrayed in the movie. You area of the Pacific which is home to sible emergency situations that could can give your students additional ex- over 75% of the world’s volcanoes! happen in your community. After mak- posure to storm chasers through epi- Though your students will probably ing the list, have pairs of students re- sodes of Storm Chasers available on never experience a volcanic eruption search how to handle each of these Discovery.com. Students can use the first hand, they can get some map specific emergencies before writing information they receive from these reading skills by plotting the earth’s their plans. Finally, have each student programs to decide which movie more active volcanoes on a world map. write out his family plan with the help accurately portrayed the tornadoes. Using this list (geo.mtu.edu/volca- of his parents and siblings. Not only You may also want to give your stu- noes/world.html), have your students will your class get language experi- dents some information on “tornado work in small groups or as a class to ence from the activity, they will be pre- alley.” This area of the United States mark the location of these volcanoes. pared in the rare case of a dangerous is most known for its frequency of tor- Which area of the world has the most event! nadoes though the name is not offi- volcanoes? Now give your students cial. some basic information on the Pacific A TWISTER IS COMING Ring of Fire. You can use this short 2 I FEEL THE EARTH SHAKE article from Wikipedia (wikipedia.org/ Tornadoes have been the sub- wiki/Pacific_Ring_of_Fire), before ject of many movies, but two stand out 3 Depending on the area in asking each person to explain in his as most popular. The first is The Wiz- which you live, earthquakes may own words, either written or as an oral ard of Oz in which a tornado whisks interview, why he thinks the Ring of

53 Fire is a good or bad name for that area of the world.

HELP TO THE RESCUE

5 When communities suffer natu- ral disasters, emergency relief agen- cies often step in to help. Some of the most popular relief agencies are the International Red Cross, Doctors Without Borders, and Mercy Corps. Set groups of students to some online research to investigate the history of one of these agencies. They should be able to find source material quickly and easily. You may want to give your students a list of questions to get them started on their research. What services does the agency provide to- day? How does the agency determine which communities need assistance? When and why was the organization founded? Where do they get the mon- ey to support their services? Once your students have completed their research, make time for group pre- sentations. Ask your students to col- lectively present the information they found, and make sure each student plays some part in the presentation. Not only will these presentations give your students speaking practice, they will also provide information about emergency services that could be useful at some point in the future.

IN CASE OF AN EMERGENCY, IT IS ALWAYS BEST TO BE PREPARED, AND HAVING THE CORRECT INFOR- MATION IS A LARGE PART OF THAT BATTLE. MAKE SURE YOUR STU- DENTS ARE AS ARMED AS THEY CAN BE FOR WHATEVER MAY COME! They will improve their language skills in the process and gain some of the knowledge necessary to keep safe in an emergency.

54 How to Teach Weather

TEACHING WEATHER VOCABU- the middle can read his card and the REVIEW LARY EARLY ON IN THE COURSE IS students with the same card should 7 A GOOD IDEA BECAUSE IT IS SOME- remain seated while the other stu- For a review activity, try to in- THING THAT STUDENTS CAN PRAC- dents have to change seats. This way, clude another recent topic, for in- TICE REGULARLY. the word being said should always stance, days of the week into your During your daily warm ups, if you de- change and no one will have to sit weather lesson plan. You can do this cide to ask students questions, you still for long. When making these mini easily by creating an activity about can always ask about the weather weather flashcards, it is important to weather forecasts. Students can work and the vocabulary comes in handy use the same images that you used in pairs where each student has a during other activities too. on the large flashcards if possible be- weekly weather forecast with some cause consistency will help your stu- blanks. Students have to talk to their TEACHING WEATHER: dents memorize the words and asso- partners about the weather on dif- STEP BY STEP GUIDE ciate them with particular images. ferent days to successfully complete their weekly forecast. Students should WARM UP INTRODUCE take turns asking and answering 4 questions. The structure of the ques- 1 Start off with your usual warm up Next ask students “How’s the tion for this activity would be “How’s and try to get students talking about weather?” which automatically intro- the weather on Monday?” while the seasons. Ask students what season duces the structure for the question sentence structure could be “It’s sun- they like best and see if anyone can of this lesson. When students reply ny.” or “On Monday, it’s sunny.” explain why. This could elicit much of “Sunny!” you can say “That’s right! It’s the vocabulary you plan to practice sunny.” thus modeling the sentence WEATHER IS DEFINITELY A TOPIC during the lesson so if certain vocabu- structure you want them to practice. THAT ESL STUDENTS CAN TALK lary words come up, write them on the Use the flashcards to have students ABOUT OFTEN BECAUSE IT AFFECTS board. You can also talk about differ- practice the model sentence using dif- THEM ON A DAILY BASIS. ent activities students like to do during ferent words. If you want students to Give them plenty of opportunities particular seasons and why some of say “It’s snowing.” the snow flashcard to use weather related vocabulary them, such as snowboarding, cannot should say snowing on it. You want throughout the course to keep these be done year round. to give students as much practice words fresh in their minds. as possible with the form of the word INTRODUCE they will need for the lesson. 2 Through your warm up activ- PRACTICE ity, you may have been able to build 5 a vocabulary list on the board which Students can use the same is good because it shows that some cards they had earlier or maybe switch students are familiar with these words with a partner for the next activity. Ask and will make the introduction easier. students to walk around the room ask- If you are unable to elicit any weather ing “How’s the weather?” and answer- related vocabulary, you will have to ing the question based on the card spend more time on your introduction they have. Students should try to find and practice sections. Once you have someone to say each weather word completed the warm up, introduce listed on the worksheet and get sig- your weather related vocabulary us- natures from the students they talk to. ing weather flashcards. Some basic words you may want to include are PRODUCE sunny, cloudy, raining, snowing, hot 6 and cold. Drill these new words using Now you are going to want stu- choral repetition first and then call on dents to produce some material on students to say them individually. their own. You can have short writing activities where students talk about PRACTICE their favorite and least favorite weath- er. You can also ask them to say what 3 After students have had some they like to do when it’s sunny, cloudy, practice pronouncing these words, or raining for instance. This will give conduct a short activity to give them students a bit of writing practice and some further practice. You can do this at the end of the activity you can have by giving each student a small version volunteers read their responses to the of one of the flashcards. Have stu- class for more speaking practice. dents arrange their chairs in a circle and remove one chair. The student in

55 Ice, Ice, Baby

WHETHER IT IS WINTER AND THE ICE TO EAT zip lock bags, place one of the granu- SNOW AND ICE ARE ALL AROUND 2 lated materials. Use salt in one, soil in OR WHETHER IT IS SUMMER AND Making ice cream is an easy another, sand in a third, and a fourth YOU AND YOUR STUDENTS WOULD cooking project for your class to do, material in the last such as bread- RELISH SOME WAY TO COOL OFF A and it does not require any special crumbs, ground spices or baby pow- BIT, ICE IS ALWAYS CLOSE AT HAND. equipment. In a small, heavyweight der. After sprinkling cubes two through The thematic unit that follows explores zip lock bag, add ½ c. milk, ½ tea- five with the granulated substances, ice in four significantly different ways. spoon vanilla and 1 ½ Tablespoons place each of the five ice cubes on a sugar (or to taste). Seal the bag tightly. desk and have your students observe You can do all of these activities or In a large, heavyweight zip lock bag, which ice cubes melt the fastest and just choose those that tie in to what put 6 Tablespoons of salt with a lot of which take the longest. Your students your class is already studying. Either ice. Place the smaller bag (the one should take notes and measure the way, your students will be shivering with the milk mixture) into the larger amount of time each cube takes to with excitement. bag (the one with the ice and salt) and melt. Then have your students com- shake it about ten minutes until the pare the actual results to their predic- HOW TO TEACH A ice cream thickens. It is a very simple tions. Were they right? What was the THEMATIC ESL UNIT process that almost anyone can do. order that the cubes melted in? If you ABOUT ICE like, have them write a report that One way to integrate this activ- discusses their predictions and the BREAK THE ICE ity into an ESL class would be to actual results of the experiment. orally give the directions for mak- 1 An icebreaker is a fun activity ing the ice cream to your students ICE SPORTS to do with your class. Here is one and have each of them follow those 4 you can do with either a new class directions to make his own bag of ice Ice hockey is a sport popular in or a group that has been together cream. If your goal is a speaking ac- different areas of the world, but that for a longer time, the more students tivity rather than listening, make one is not the only icy sport colder weath- in the group the better. Make a list batch of ice cream for the class. Ask er has to offer. Give your students of twenty to thirty questions for your a discussion question, and whoever some independent research time to students to ask one another. They is shaking the ice cream is the only learn more about one of the following can be Present Perfect questions like one allowed to speak. After she has icy sports: ice hockey, ice surfing, “Have you ever ridden a motor- answered, have her pass the bag to ice-skating, curling, ice climbing, cycle? Have you ever been to Eu- another student who will then answer broomball, and bobsledding. Then rope? Have you ever taken a spin the question. Either way, once your have them present the information class?” The more your class knows ice cream has thickened enjoy it to- they have learned to the class. Each each other, the more specific or un- gether as a class. person should take notes on their usual your questions should be. Then classmates’ presentations in prepara- give each student a blank bingo board Just one note of warning: make tion for an ice sport quiz. After the (five by five empty grid) with boxes sure no one in your class has a presentations, you should compile a big enough to write the questions in. milk allergy before attempting this list of ten to fifteen true/false ques- Ask each student to write some of activity. tions about ice sports and see how the questions in random order on the well your students listened and how bingo board. They can also make up much they understood. their own questions and use them in ICE EXPERIMENTATION the blanks. Then tell your students to 3 If you are responsible for adding If it is winter and the ground is snow exchange their boards with someone science activities into your curriculum, covered, you can take your students else in the classroom. All at one time, this activity will do just that. Stage an outside for an Easter egg style hunt. send your students to mingle among experiment to examine the speed at For an easier game, the day before the class to ask one another the which ice will melt. You will need five you play, freeze water tinted with questions. When someone answers ice cubes, some plastic bags, salt and food coloring in ice trays. Then the in the affirmative, the student can other granulated materials. In this ac- day of the hunt, hide the ice cubes in mark that square. If a student marks tivity, your students will make predic- the snow for your students to find. To five squares in a row, up and down, tions about which ice cube with melt make a more challenging game, hide across or diagonally, he should shout, the fastest. The control cube will be raw white eggs among the snow and “Bingo!” and he wins that round. unaltered and placed on a desk to see how many your students can find. Play as many rounds as you like melt. Each of the other four cubes will Be careful to get them all before you changing the cards that students use have a granulated substance applied go inside or you’ll have a mess once and/or changing the questions in the to it. Students should predict which the snow melts. squares. Your class will learn many ice cubes will melt the fastest. You fun and interesting facts about each can have your students discuss their ICE CAN BE FUN FOR YOUR CLASS other while practicing their speaking predictions in pairs or have them write ANY TIME OF THE YEAR. skills. the predictions down. In each of four

56 New Ideas for Teaching Weather

expected high and low temperatures? You can choose your cities in a cou- ON OCTOBER 1, 1890, THE U.S. What time is sunset? You should vary ple of different ways. One way is to CONGRESS CREATED THE WEATHER your questions based on the informa- have each student select a city from BUREAU. IN 1970, ITS NAME WAS tion that the newscaster presents. his native country and then do a daily CHANGED TO THE NATIONAL check of the weather in that location. WEATHER SERVICE. Another way to choose cities for your In honor of the organization that pro- SEVERE WEATHER students would be to compile a large vides so much essential information 2 You hope that it is not too of- list of cities that they think might have to the U.S. on a daily basis, take some ten, but there are times when se- interesting weather. If you put each time out of your normal ESL activities vere weather threatens your location. city on a small slip of paper, have your to do some new activities with the Make sure your students understand students draw a city from the slips of weather. what “severe weather” means, and paper, and that city will be his assign- then as a class brainstorm a list of ment for the remainder of the month. HOW TO TEACH the possible conditions that may be THE WEATHER: NEW considered severe weather. Your list Every day, for one month, each stu- IDEAS FOR YOUR ESL should include hurricanes, tropical dent should record the weather con- CLASSROOM storms, tornadoes, blizzards, hail, tsu- ditions of his city. You should require nami, freezing rain and strong winds. measurements on temperature, rain- YOUR WEATHER UP NEXT To go with your list of severe weather fall, wind and sky conditions. If you terms, have your students list what 1 Studying the weather offers a like, you can challenge your students the effects of this type of weather can unique opportunity for reading prac- for additional information like allergen have on the area it hits. They should tice. By giving your students a copy levels, dew points or wind chill. When include dangers to people in the area of a weather map available in a na- the month is up, have your students as well as potential damages to sur- tional newspaper (like USA today), compile their information in some type roundings. they can get an idea of the weather of graph. Then, give each student an in a large area. Before they can un- opportunity to share some of his infor- Using the list of severe weather condi- derstand the map, though, you will mation with the class. tions you have compiled, have each need to review the different symbols student select one type of severe that are used there. Depending on While each student is tracking the weather to research. She should the age of your students, they may weather for his individual city, your gather information to include in a bro- or may not be familiar with the terms class should track the weather for the chure on how to behave in that par- warm front, cold front, high-pressure city in which you live. Again, at the end ticular type of severe weather. Your area and low-pressure area and the of the month tabulate the data. You students should write out the warning symbols which represent them on the can then have your students compare signs of their particular weather, what map. Give your students some back- and contrast the weather in your city to do if that weather hits, how to pre- ground on the words and the symbols, with the city they tracked throughout pare in advance for that weather, and and then challenge their reading skills the month. Is there a city they would which areas of the country are most by asking information that they can prefer to their own because of the likely to be affected and when. Then only find on the weather map. You weather? she should compile that information can also find national weather maps into a brochure. Copy each brochure on weather.com and other web sites. and then send it home with each of STUDYING THE WEATHER CAN BE You may want to have your students your students. Encourage your stu- MORE THAN JUST SUNNY DAYS AND compare the data presented on maps dents to talk with their families about RAINY SONGS. from different sources and see if the Take your weather studies to the next severe weather conditions that they data match. If not, why do they think level this month in honor of the Na- might experience and to make a fam- there are discrepancies? tional Weather Service’s birthday on ily plan in case of an emergency. October 1st with these not so typical FEMA has a useful template available Your students can get some listen- weather activities! on their website that you may want to ing practice with the local weather as send home with each of your students well. Either during the news broad- to use with their families. cast or later on the channel’s web site, play the weather segment for your students, and then ask some MORE THAN JUST LOCAL comprehension questions to see how 3 Tracking weather does not have much they understood. For lower to be a local only activity. In today’s level students you may want to keep world, communication is easier than your comprehension questions sim- ever, and the globe has never seemed ple. What weather is expected? How smaller. Have your class take a global should you dress for this weather? For approach to the weather by tracking more advanced students, ask more the conditions in another world city. advanced questions. What are the

57 When It Rains, It Pours: A Cross- Curricular Unit on the Weather ers start to bloom, many areas have an out differences in the weather in differ- WEATHER IS ONE OF THE STANDARD increase in rain, and the temperatures ent areas of the country. Then, using THEMATIC UNITS THAT ESL CLASSES begin to rise. Summer brings even hot- that map, challenge students to write two INCLUDE. IT MAY APPEAR MOST OFTEN ter temperatures and a bounty of plant paragraphs explaining how the weather IN VOCABULARY CLASS, BUT WEATHER growth. Autumn arrives in September affected the people living in two differ- ACTIVITIES FOR ESL STUDENTS CAN with changing leaves, cooler tempera- ent regions. Students should start with SPAN THE ENTIRE CURRICULUM. tures and windy weather. Depending on the weather where they live, explain- The next time the weather comes up in the home country of your students, your ing how it affected them and their lives your ESL classroom, try some of these class may experience the four seasons – what they wore, what they did during activities that have to do with sun and for the first time when studying English the day and how they may have spent sky. You can use these activities as they in the U.S., or you may teach overseas their evenings. Then, have your students stand, or use them for inspiration for where your students have only two sea- write a second paragraph about a per- your own cross-curricular weather as- sons. In either case, the seasons are a son in another area of the country where signments. great way to incorporate speaking and the weather was different. In the para- conversation into your ESL unit on the graph, each student should answer the HOW TO TEACH A weather. same questions and touch on the same CROSS-CURRICULAR ideas as when they described their own UNIT ON WEATHER Divide your class into groups of three experiences. This is also a good time to or four and ask them to discuss the review the concept of parallel structure LISTENING weather that a person often experiences between paragraphs with your class. 1 during each of the four seasons. If your Weather reports are a regular fea- students have never experienced snow GRAMMAR ture on the daily news, and those reports or another element of seasonal weather, are a perfect tie in to the listening facet of ask them to imagine what that season’s 5 You can use weather as a tie in to your ESL unit on the weather. Whether weather might be like. If your students the conditional tense during grammar you show your class a weather report are old enough to understand the con- class. First, review the conditional tense from the area in which you are located cept, you can also ask each group to as it relates to the present. In the if clause, or another area of the country or world, explain why the northern hemisphere students should use “were” to describe choose a weather segment (hundreds experiences weather opposite of the the weather that differs from the weather are available online) and play it for your southern hemisphere and why weather at the moment. For example, if it is rain- class. If possible, use that weather seg- near the equator remains relatively con- ing, students would start with “If it were ment to do a cloze exercise with your stu- sistent all year long. sunny...” If it is sunny outside, encourage dents. To prepare the activity, start with a students to start their statements with “If transcript of the report, and replace ev- READING it were raining...” Then challenge stu- ery fifth word with a blank space. When dents to complete the sentence with an your class views the weather report, give 3 Having sufficient English reading activity they would do under the fictional the modified transcript to your students, skills means more than reading pros weather conditions using “would” as the and challenge them to fill in the blanks texts. Your students should also be able helping verb. For example, “I would go as they listen to the report. The cloze to read charts, tables and maps. Weath- to the beach.” Or “I would carry an um- activity will test your students’ general er maps can provide a great opportunity brella.” In pairs, have your students go grammatical knowledge as well as lis- for your students to read non-text docu- though every possible weather condition tening skills. Another strategy, which is ments. Start by collecting several weath- they can think of and create a condi- more weather intensive, is to replace all er maps that span several days. You may tional statement for each. Suggest that the specific weather vocabulary words want to save them from the newspaper they use their weather vocabulary list to with a blank and challenge your stu- or print maps that are available online. come up with as many possibilities as dents to complete the transcript as they Give each pair of students a different they can. You may also want each per- listen. Before you do this with your class, weather map, and then ask them to plan son to write out several statements after though, be sure you have reviewed the the activities they will do as the weather they have practiced with their partner. weather vocabulary with them. allows. If possible, give them additional weather maps from locations around the WEATHER IS SUCH A VERSATILE SPEAKING world and challenge them to make plans TOPIC FOR ESL STUDENTS IT SHOULD 2 for those areas as well. NEVER BE LIMITED SIMPLY TO VO- Generally speaking, most areas CABULARY CLASS. Use these activities of the United States experience four WRITING with your class or use them as inspira- separate seasons each year. In Janu- tion for your own class activities and your ary, we start with winter, which often 4 Start your writing lesson by show- students will have a firm understanding includes snow and cold temperatures. ing your class yesterday’s weather map of weather vocabulary while furthering a When spring rolls around in March, flow- of the country. Ask your students to point well-rounded ESL class. 58 Weather Caster for a Day

weather. As a class, brainstorm dif- NO MATTER WHERE YOU LIVE, WRITE ABOUT IT ferent types of weather and decide NO MATTER WHERE YOU ARE on graphics to use for each type. You 3 Before giving the presentation, FROM, EVERYONE KNOWS do not have to use the same ones that each student should write out some of ABOUT WEATHER. MOST PEOPLE they use in the videos. In fact, keep- the things she would like to say. She EVEN HAVE FAVORITE TYPES OF ing a simple representation for differ- can use the feedback she got from WEATHER. ent types of weather will be better for her group earlier to write out the best Some people like the hot sunny days your students. If you have calendar weather forecast that she can. If pos- of summer. Others like the cool crisp time every day, your existing set may sible, make others resources avail- air of autumn. Still others love the already have a set of symbols for dif- able to your students such as maps adventurous possibilities that come ferent types of weather that you can and computers so they can research with the year’s first snowfall. What- use with your class. the weather accurately. Also, point out ever type of weather your students that weather forecasters are generally are fond of, they will enjoy acting as upbeat and pleasant, even when the weather forecaster for a day in this fun TALK ABOUT IT weather is less than ideal. filled weather themed unit. 2 Have your Now that your students are fa- students write out their weather re- miliar with weather forecasters, ex- ports in this friendly and informa- HOW TO USE WEATHER plain to them that each of them will tive style and then get ready for a IN YOUR CLASSROOM make a weather report similar to the presentation in front of the class. ones you watched as a class. Have THINK ABOUT IT each person first decide what type of PRESENT IT weather he or she would like to pres- 1 Get your students thinking about ent. 4 the weather in different ways. You The time has finally come for may want to share some books that your students to give their weather Then group your students by those talk about the weather such as What presentations. Give each student types of weather: put all the sunny Will the Weather Be? by Lynda De- some time in front of the class with his weather students together, all the witt or How’s the Weather? by Mel- backdrop to talk about the weather. students together, etc. vin Berger. Your students may have rainy weather Record each presentation to use later. In these groups, ask your students to other books they like that mention After everyone in class has present- think about different words they know or discuss weather conditions. En- ed, ask the class which report was that talk about this kind of weather. most informative. Which was most courage them to share these books Give each group some weather books entertaining? Which was most and why they like them. As you finish and newspapers to use as references original? reading about weather, drop a little for additional words. Have each group tune on the same subject. Kids like to make a list, and you may want to offer Next time you have an opportunity to sing, and there are songs about the some additional words as well. talk with your students one on one, weather that they probably already show each person his broadcast and know. They might enjoy singing “It’s This is also a good time to introduce discuss areas he needs to improve Raining, It’s Pouring” or “You Are your class to the thesaurus. By look- and what strengths he showed in the My Sunshine.” You can even make ing up one weather word, the group presentation. up simple songs about the weather by will find similar words that they may taking a common melody (like “Mary also be able to use in each of their Had a Little Lamb” or “Row, Row, forecasts. Then give each student an GIVING EACH OF YOUR STUDENTS Row Your Boat”) and writing a sim- opportunity to share with his group AN OPPORTUNITY TO GIVE HIS OR ple set of new lyrics. Your students some things that he might say in his HER OWN WEATHER FORECAST may even take to the challenge if you presentation. The other students in WILL BE A GREAT CHANCE TO WORK explain the concept to them. the group should give him some feed- ON PUBLIC SPEAKING WHILE ALSO back and then take their turns. LEARNING ABOUT THE WEATHER. After reading and singing, show YOU CAN FOLLOW THIS ACTIV- your class some clips of weather In preparation for the presentation, ITY WITH A SCIENCE UNIT ON THE forecasters giving their daily mes- each student should draw a picture of WEATHER AS WELL. sage. You will want to have a variety the weather he or she will present. If of newscasters, and make sure you you have butcher paper or any other have both males and females for your Weather is a topic that everyone can large sheets available, have your stu- class to see. Discuss with your stu- relate to which makes it a good sub- dents draw on these and then use dents the similarities and differences ject for use as a class presentation. them as a backdrop for the presenta- between the people. Ask your stu- Your students will have fun with their tion. Allow each student to create his dents what they liked about the news- presentations while having many op- own backdrop for the presentation, cast and what they would change. portunities to practice their speaking and encourage him to use some of Then take some time to talk about the skills. the symbols that your class decided different symbols they used in the pro- upon for weather symbols. grams to represent different types of

59 Cash and Carry: Money Fun for the ESL Classroom

5. What is the largest denomination a partner or in a written response what SOME PEOPLE HAVE GOT TO HAVE in U.S. bills? ($100,000 though they would do if they found they had IT. SOME PEOPLE REALLY NEED IT. they were only minted for less received a counterfeit $100 bill. Ask SOME PEOPLE LOVE IT, AND SOME than one month between 1934 volunteers to share their response PEOPLE HATE IT. and 1935 and were not circulated with the class. It is lost and gained and wasted and among the public.) earned every single day. It is money, WHAT A BARGAIN and it is a part of everyone’s life in TWO DOLLARS, PLEASE some way or another. Not only that, 4 In many cultures, it is appropri- money is a topic worth discussing in 2 Have your students ever seen a ate to bargain with a merchant before the ESL classroom. The following ac- two-dollar bill? Many of them may not purchasing his products. If any of your tivities can help your students learn have since there are so fewer in cir- students come from cultures where more about the U.S. monetary system culation than other denominations of bargaining is typical, ask them to share as well as what people do with money U.S. bills. Ask for a two-dollar bill the some tips on how to bargain with a in other countries. Why not give them next time you are in your local bank, merchant (certain phrases he should a try? They’re free! and bring it in for your students to ex- use, maintaining a friendly attitude, amine. This may be the first time they etc.) As a large scale classroom role- HOW TO HAVE FUN have ever seen one. Ask your stu- play, you can create your own market WITH MONEY IN YOUR dents to do a little research about the in which your students will bargain for ESL CLASSROOM two-dollar bill (or another denomina- the things that they need. Have each tion of their choice) and create a bro- person think of something he uses on FOREIGN DOLLARS chure which gives information about a daily basis that he would like to sell 1 the paper money. Each person or in the classroom market. Then give Part of the challenge for many group should research the history of everyone in class $20 in play money students who travel overseas is get- their bill and share it in the brochure. to use in the market. Have half of the ting used to the monetary system in They should also include a picture of class be shoppers and the other half their host country. Not only do inter- both sides of the bill and information merchants and role-play, encourag- nationals have to think about the ex- on when and why it was created. If ing each person in class to get all the change rates when they make pur- you like, have each person make an items he or she would need for a day. chases, they often have to work with additional brochure featuring a piece Then change rolls and let the shop- a new system of money with differ- of money used in his home country. pers be the sellers and vice versa. ent units and different breakdowns You can then make the brochures Finish by giving everyone an opportu- of those units. How familiar are your available to your students during inde- nity to shop again, at the same time, students with U.S. money? They may pendent reading periods so they can and see how many people choose to not know as much as they think. You learn a little more about their class- shop and how many choose to sell. can give them these simple questions mates’ native countries. When the activity is over, see who to discuss in groups as you start your has all the items they would need to money activities. COUNTERFEIT BILLS go through a day and see who has the 1. Does the U.S. feature any states most money. Which is more important on its money? (Yes, each state 3 Ask your class if anyone can ex- to each person? has a quarter designed to feature plain the meaning of the word ‘coun- it.) terfeit’. There are several lengths to 2. Is there anyone portrayed on a bill which the U.S. government goes to MOST PEOPLE USE MONEY ON that is not a president? (Yes, Alex- prevent counterfeiting. If you have A DAILY BASIS, AND TRAVELERS ander Hamilton is pictured on the computers available in your class- TO FOREIGN COUNTRIES FACE A $10 bill and, Benjamin Franklin is room, send your students to the In- LEARNING CURVE WHEN IT COMES pictured on the $100 bill, Salmon ternet to read about how to detect TO USING AN UNFAMILIAR MONE- Chase is pictures on the $10,000 counterfeit bills. This survival guide TARY SYSTEM. bill.) mentions nine different things to look With these activities, you can not only 3. What is the next denomination af- for when testing a bill’s authenticity. help your students learn more about ter the $1 bill? (The $2 bill) Have your students work in pairs to U.S. money, you can also help them 4. What U.S. coins can you name read the article and then list the nine become more knowledgeable con- and what amounts are they tips for detecting counterfeit bills. You sumers as they trade and sell in a worth? ($.01 penny, $.05 nickel, may want to encourage your students class market! $.10 dime, $.25 quarter, $.50 half to look at an authentic piece of money dollar, $1 dollar coin) as they read. To follow up the activity, ask your students to share either with 60 5 Out of This World Ideas for Teaching About Space Are you looking for some stellar activities or something more original? Tell your stu- as to whether or not life exists on other you can do with your ESL class while you dents that they are going to write post- planets. Do your students have opinions teach about space? cards to three people from outer space. on the subject? If there is anyone who Obviously they will not actually go into has a relatively strong belief on each space, but they must imagine them- side, divide your class for a debate. Give HOW TO TEACH ABOUT selves there when they write the post students some time to research and SPACE cards. Give your students some pieces present a supported argument either for of card stock that are four inches by six or against the proposition that there is IMAGINE THAT inches, the size of a typical post card. life on other planets. If you have a class 1 Then have each student write three post of at least twelve, put four students on What is it like in outer space? Your cards to people, imagining that they are each side of the debate. For the remain- students will have to use their imagina- writing from space. Your students should ing four, have them act as judges in the tions to answer that question, even if they also either draw or paste a picture onto debate. When the rest of the class has have already learned extensive content the front of the card just as an actual post presented its arguments and had an op- about the universe beyond. Unless they card would have. You can have your stu- portunity for rebuttal, it is time for the fi- have actually taken a rocket into orbit, dents drop their post cards into a class- nal four to determine which side has pre- your students will have to speculate what room mailbox. Then post the cards on sented a better argument. If you desire, those outer regions are like. Divide your a bulletin board so the rest of the class have the judges work together to write an students into groups of four to talk about can enjoy what their peers have written. opinion, similar to those a judge would what they imagine outer space to be like. You should post some cards with the write, stating which side of the debate During their discussions, your students message facing out and others with the was more convincing and had stronger should try to use sensory descriptions pictures facing out. Once you take down support. when sharing their ideas. You can ask your class’ post cards, encourage them them questions like the following. What to send the post cards to the people they TAKE A SURVEY does it feel like in space? What can you wrote to, but make sure they explain the see? Do you hear anything? What? Can purpose of the class project when they 5 Have you ever challenged your you smell anything? What does it smell do. class to write a survey and then go out like? Is there any taste in the air? What and talk to participants? If not, the topic will you eat while you are there? Giv- SOMEDAY, SOMEDAY SOON of life on other planets is a great topic to ing students some informational books begin with. Divide your class into groups about space may help them put detail in 3 For many years, people have of four or five and have each group write their descriptions. Encourage your stu- dreamt of the day that human beings a survey on life on other planets. Then dents to be creative and use their imagi- would live in outer space. Whether it was have your groups go out into the public nations in this activity. They may say they the moon, another planet or a man made and ask the people they meet for a mo- can smell green cheese when they are space station, people have imagined ment to answer a few questions. This near the moon. They may see bits of ash themselves living in outer space for gen- activity will give your students practice floating by that have come loose from the erations. There are plenty of movies and speaking with native speakers as well sun. Because your students are using television shows to prove it, too. Encour- as give them a cross section of opin- their imaginations, there are no wrong age your students to think about the fu- ions. After your students have gotten answers here as long as they can give ture. Can they picture themselves living enough participants in their surveys, good explanations for their ideas. somewhere other than planet earth? Pair have them come back to class and dis- your students with one another and give cuss the results. Were they surprised at WISH YOU WERE HERE them time to discuss what it might be like what people believe? Did most people 2 to live some place other than earth. Each share their own opinions? What can Do you ever send post cards when pair should work together to think about, they learn from the opinions of others? you are on vacation? Have your students discuss and describe what it would be ever sent a postcard to someone from like to live in this other place. The pair WHEN TEACHING ABOUT SPACE, the U.S.? Have available for your class should draw a picture of their farfetched THERE IS NO LIMIT TO WHAT THE a collection of postcards from as many home and then present to the class the IMAGINATION CAN DO. THESE OUTER places as you can find. They are even details about this place. Give each pair SPACE ACTIVITIES WILL GET YOUR more useful if they have a message writ- a chance to work on their public speak- STUDENTS PRACTICING THEIR LISTEN- ten on them. Then give your class some ing, and then ask your class to vote on ING, SPEAKING AND WRITING SKILLS time to look at the post cards and read which scenario they think is most realistic ALL WITH THEIR IMAGINATIONS EN- the messages that the senders have writ- or most likely to come true. GAGED. You can wrap up your space unit ten. Ask your students what they would with one of many movies that portray life want to say to their friends and family if IS THERE LIFE ON OTHER in outer space as you and your students they were to send a post card from outer PLANETS come back down to earth for the next space. Would they use the usual, “Hav- 4 class unit. Have a great trip, and don’t ing a great time. Wish you were here,” Some people have very strong opinions forget to write! 61 How To Teach a Lesson with the Guinness Book of World Records

she was yesterday. However, when the their opinions. Then have each group PEOPLE ARE FASCINATED BY adjective is three or more syllables, in- present to the class what they agreed EXTREMES, AND THERE IS NO BETTER stead of using the suffix –er, your stu- was most important or where their opin- PLACE TO SEE THE EXTREME BEHAV- dents should use the word “more” with ions differed. After the discussion, ask IOR OF HUMANS THAN THE GUINNESS the base form of the adjective. That each of your students to share with the BOOK OF WORLD RECORDS. woman is more beautiful than a movie class what they would do to set a record Within its pages are short, easily under- star. Albert Einstein was more intelli- for the Guinness Book of World Re- stood articles that describe the outra- gent than John Wayne. cords. Make sure each student explains geous things that people do. Take your whether this achievement would be be- class on an in house adventure that in- Review this structure with your students cause of talent, skill, trickery or luck. clude a range of language games with and then brainstorm a list of about twen- these fun-filled activities based on this ty adjectives. Then give your students WRITING fascinating book, and expect your stu- five to ten minutes to write comparative 4 dents to be amazed. statements about themselves and their As a final activity with the book, classmates. Follow with an opportunity have your students each choose one HOW TO PROCEED for them to share their creative compari- person who holds a record in the book. sons with the class. Tell your students to imagine that they READING could have a conversation with this Superlative adjectives follow a pattern person, and explain that an interview 1 Make a few copies of the Guin- similar to comparative adjectives. Rath- is a conversation where one person ness Book of World Records available er than –er as a suffix, superlative ad- asks questions and the other person to your students to peruse. Ask them jectives take the suffix –est. Instead of answers them. Many people give inter- what their impressions are, and then using the word “more,” superlative ad- views including movie stars, politicians present them with the following ques- jectives use “most.” As you are review- and sports figures. Ask your students to tions as well as any others that come ing these forms, make sure your stu- write a ten-question interview that they to your mind. dents are clear that while a comparative would like to give to the record holder. How is the book organized? adjective compares two or more items, a They can ask questions like, “Why did What types of things do people hold superlative adjective is used to describe you want to break this record? What do records for? the one object that surpasses all others. people think about you because of it? Which articles do you see that seem For example, rather than saying Jack Has your life changed at all since you outrageous? is smarter than Jill (comparing the two made it into the book?” If you have ad- Which ones impress you most? children) a superlative adjective would vanced students, you may want to chal- Are there any records that you might be used to say that Jack is the smartest lenge their listening as well as interview want to attempt to break? boy in the world. In this case, there are skills by playing a segment from Katie Is it positive or negative to compile no others in the world who rate above Couric on how to conduct a good inter- these records in one place? Why do Jack in intelligence. Give your students view, available on YouTube. Check their you feel that way? a chance to practice using superlative comprehension skills by reviewing the What changes would you make to adjectives by making superlative state- points that Couric says make a good in- the book? ments about the students in your class terviewer. If you like, you can have your Give your students some time to dis- using the list of adjectives you already students partner and role-play the inter- cuss these questions in groups, and generated. Again, give them a chance view that they have written in front of the then open the discussion to the class as to share with the class. class – one student asking the questions a whole. Ask your students if there are and another pretending to be the record similar publications in their native coun- SPEAKING holder and answering the questions. tries and what they know about them. 3 After your students have had WHETHER YOU HAVE A CLASS FULL GRAMMAR some time to become familiar with the OF FUTURE RECORD HOLDERS OR book, ask them why they think these NOT, YOUR STUDENTS ARE SURE 2 Talking about world records is an people were able to set these records. TO FIND THE INFORMATION PRE- opportune time to review comparative Was it because of a special skill? Was SENTED IN THE GUINNESS BOOK OF and superlative adjectives. Compara- it luck? Were any of the records simple WORLD RECORDS FASCINATING, ES- tive adjectives are those that compare trickery? On the board, write the words PECIALLY IF THEY HAVE NEVER AC- two or more items, stating that one is talent, skill, trick and luck. Review the TUALLY LOOKED INSIDE ITS PAGES. superior or inferior to the other(s) men- meaning of these words if necessary, While your students are imagining their tioned. Generally, these adjectives are then have your students discuss in fantasy record placements, they will be formed by adding the suffix –er to the small groups which of these four quali- practicing their language skills and be- end of the adjective. He is bigger than ties is most important. Make sure your coming better students of English with- his brother. She is happier today than students are able to give support for out even knowing it.

62 Award Worthy ESL Activities

What is it that makes someone or thank others for their support or to give dents and have made an impact! something award worthy? What criteria credit to others who assisted the win- should individuals or committees use ner in his success. Others add personal EMPLOYEE OF THE MONTH when doling out awards? Who should comments, humor or other elements to decide what awards should be given the short speeches. The limit for each 3 Not all awards have to be large and who should receive them? What is of these speeches during the ceremony scale. Many employers offer an em- an appropriate prize for an award win- is forty-five seconds. Challenge your ployee of the month award on a steady ner? All these questions are ones which students to write their own acceptance basis. This award is a way to recognize your students will ask and hopefully an- speech that fits within that forty-five sec- and affirm regular people doing regular swer as they explore the idea of awards. ond time limit. If your students are un- jobs. When awards are for the aver- In the process, they will have fun and sure what they would like to say, they age person, though, the criteria for the acquire award-winning language skills can find inspiration from speeches that winner will be very different from those in English! others have given. Then have your own that we have already discussed. Break award ceremony in class and have each your class into groups and introduce person give his speech. If you like, you them to the concept of employee of the TRY THESE AWARD can design your own awards and give month (if they are not already famil- WORTHY ESL them to your students before each per- iar with it). Ask each group to imagine ACTIVITIES son gives his speech. Encourage your that it is the management of a particular class to clap and cheer and generally business. Your students can decide for THE ACADEMY AWARDS have a good time. On an additional themselves what business they want to imagine themselves as. Then, keeping 1 How much do your students al- note, these speeches would also be a the fictional work environment in mind, ready know about the academy awards? good opportunity to video tape your stu- ask each group to compile a list of crite- Start class with a discussion in which dents so you can review their speaking ria they might use to determine who the you encourage your students to share in one on one conferences. employee of the month is. They should what they already know about these keep in mind what skills and attitudes awards. Has anyone ever watched the THE TEACHER OF THE YEAR they are looking for in an employee and awards before? Does anyone know AWARD 2 then weight those items in a checklist. what the categories are? Can anyone Then have each group determine what name a winner of an academy award? Talking about the teacher of the year an appropriate prize would be for the Once students have shared, take a award with your ESL class is a good way winner. few minutes to show a video clip from to bring an award into their lives in a real a previous award ceremony. Ask your and tangible way. Though the criteria You can follow up this activity by dis- students to pay particular attention to differ from state to state, students who cussing with your class what makes a the speeches given by the winners of nominate their teachers for teacher of model student in your ESL class. You the awards. Though watching the video the year often write letters of nomination can express your expectations and should increase your students’ familiar- to the award committees. Though you articulate the criteria you use as you ity with the awards, you may want to di- should not ask your students to write a evaluate them. If you like, start award- rect your students to research more in- letter nominating you for the award, you ing a student of the month award based formation either online or through library can use this idea to practice their formal on the criteria you communicate to research. They will likely discover that letter writing skills. Ask each of your stu- your class. In addition, you can main- these awards are given to profession- dents to think of a previous teacher who tain a bulletin board throughout the als in the film industry. A person can win had a great impact on him or her. En- year displaying each student of the one of these awards in many categories. courage your class to make some notes month until the final semester. You can The categories cover many different ar- about what made that teacher special. also use the award as an opportunity eas of film production including direct- Did he teach his subject in an interest- for your students to give a short ac- ing, writing and acting. After your class ing or unusual way? Did she make a ceptance speech in front of the class. has more knowledge of the awards, give great impact on the lives of her students your students a list of all the active cat- and their families? What was it about egories in which awards are given, and that teacher that was most memorable? EVERYONE LIKES TO BE RECOG- ask each person to select a category in After the brainstorming session, have NIZED FOR HIS ACCOMPLISHMENTS. which he or she would like to receive an each person organize his thoughts into WHEN THAT HAPPENS, IT IS GOOD award. a formal letter of recommendation. You TO BE ABLE TO EXPRESS ONESELF can use this opportunity to review with IN AN ORGANIZED AND STRAIGHT- Though most of your Now that your students have a general your students how to write a formal let- FORWARD WAY. students may not win national or inter- understanding of the academy awards ter and what type of language is appro- national awards in their futures, though and each person has chosen his or her priate in formal writing. When the letters some might, they will benefit from talk- award category, ask your class to write are completed, encourage each person ing about what makes someone award their own acceptance speeches, mod- to write a personal letter to their teacher worthy. Besides, who knows? Someone eled after the ones you saw earlier in explaining the class activity and attach- in your class may need to give an ac- the lesson. You can point out that many ing a copy to the personal letter. The ceptance speech in the future, and you people use their acceptance speech to teachers will be encouraged to hear how they have impacted the lives of their stu- might just get a mention! 63 Batter Up! Fun Ways to Bring Baseball into Your Classroom

players as it did in Mudville. Chal- one who watches the news knows SPRING IS IN THE AIR, AND BATTERS lenge your students to think of a time that these celebrities make as many ARE AT THE PLATE. WHEN THE when they were emotionally affected bad decisions as any other person. DAYS GET LONGER, THE SUN SHINES by sports, particularly as a spectator Does a sports figure have a greater BRIGHTER AND THE THERMOM- then put them in discussion groups to responsibility to act in a more honest ETER STARTS TO RISE, MANY OF talk about it. How did they feel? Why? and respectable way because chil- OUR THOUGHTS GO TOWARD THE What made them feel connected to dren do look to him as a hero? If they WORLDWIDE SPORTS SENSATION, the team? Ask your students to exam- are role models, do they have an ob- BASEBALL. ine the crowd’s reaction in Thayer’s ligation to the fans and kids to act like Though considered the great Ameri- poem and ask your students to note one? Ask your class these questions can national past time, baseball is how the crowds were affected by the and let each person weigh in on the popular in many of your students’ game they were watching. topic. You may want to bring up ex- home countries as well. These base- amples such as Pete Rose and Barry ball themed activities will be the per- Some sports spectators may become Bonds and let your students do some fect combination of language learning too involved when it comes to the research into their specific missteps and springtime fun for you and your players that they love. Show your stu- before making their final decisions. students. dents this article on a football fan who Then separate your class into two suffered a heart attack at a pivotal groups, each in support of one side HOW TO BRING moment in his favorite team’s game. of the issue, and ask each group to BASEBALL INTO YOUR How do your students feel about this articulate the reasons which support CLASSROOM dedicated sports fan? What would their opinion. Finish by having each they ask him if they could talk to him person write a reaction in which he or CASEY AT THE BAT in person? What advice would they she explains why he takes the posi- 1 give? Have your discussion groups tion that he does on the issue. One of the most famous of all come up with some advice to give this baseball poems is “Casey at the Bat” dedicated fan. by Earnest Thayer. First published in A GRAND SLAM 1888 in The San Francisco Examiner, BEYOND THE DIAMOND 5 To celebrate the close of your the poem has become a part of the baseball unit, take a movie day and American pop culture. You may want 3 Many baseball terms have watch A League of Their Own, the clas- to initially present the poem to your worked their way into American cul- sic movie that portrays the woman’s students with one of the videos on ture in non-sports related ways. Give baseball league creation and close. YouTube. Disney’s 1946 version of your students some of these baseball Do your students think they made the the cartoon animation of the classic idioms used in English and challenge right decision to dissolve the league? will give your students some context them to guess their meanings. Then, Should women be allowed to play pro- for the poem and, perhaps, elicit a see if anyone in your class can give fessionally with men? You may want few smiles! Follow that with a printed an example of a baseball term or to have an informal conversation with text of the poem. As you read through other sports term that is used in ev- your class. the poem with your class, point out eryday language in their home coun- any baseball lingo or idiomatic ex- tries. They may not be able to. You Alternately, you may want to take pressions and review their meanings. may want to have your students read your students to a live baseball game! Make sure your students have an this article from USA Today, which ex- Many minor league teams offer tick- overall understanding of the situation plores baseball jargon used in busi- ets at prices even teachers can afford, and the actions of the characters be- ness context. Then as a class, brain- or make the game an optional social fore moving on to the extension activi- storm as many sports terms used in event for students in your program. ties. non-sports contexts as you can. Once They will have fun watching a live the list is finished, have your students game and experiencing all the festivi- WHO REALLY WINS work in groups to write a skit that in- ties that the stadium has to offer. 2 AND LOSES cludes as many of these idioms as possible, and then have each group Of course, playing a game outside This classic baseball poem brings up perform their skit for the class. with your students is sure to score big an interesting question. Who is affect- with your class as well provided you ed by the success or failure of a sports HEROES AMONG US have the weather and the facilities team? Most people would assume that make it possible. the players are those most affected, 4 Many people, children in par- but the outcome of sports games can ticular, look up to sports figures and affect the spectators as well as the consider them heroes. However, any- 64 Hold Linguistic Olympic Games: 10 ESL Activities for the Olympics

phrases and sentences. Give a timed can only add one letter. For example, IS YOUR CLASS EXCITED ABOUT THE exercise for the official score and if you called the word home, the first NEXT OLYMPIC GAMES? You can award medals accordingly. student would run up and write h on take advantage of that excitement by the board. Then run back. The second holding your own Olympics, a Linguistic SWIMMING student would then run up, write o, and Olympics that will test your students’ run back. The teams continue one per- language skills and allow them to 4 The key to success as a swim- son and one letter at a time until one have fun in the process. Here’s how. mer is being able to cut through the team spells the word correctly. Every- thick context of the water as you swim one on the winning team gets the gold. TRY THESE 10 ESL across the pool. Give your students ACTIVITIES FOR THE their own cut to the quick exercise SOCCER/FOOTBALL OLYMPICS with a reading comprehension activ- ity. Make it a race and see how quickly 7 Soccer players must work as a MEDALS your students can cut through the en- team, relying on their teammates’ skills 1 tirety of a reading text to the essential and abilities to score as many points Everyone who watches the information. Try hosting a newspaper possible each game. Challenge your Olympics wants to follow the winners scavenger hunt (have students scan students to make letters work together from their country. Start your linguistic the paper for answers to specific ques- as a team with this simple word gen- Olympics by setting up a scoreboard tions) and see who is most fleet of eration game. Put a long word on the with a section for each country repre- mind. The speediest players who also board, one that has at least ten letters. sented in your room or each student in get the answers right will bring home Review the definition and then show your class. This is where you will keep the gold (or silver or bronze). your students how you can use the track of how many medals each per- letters within that word to make other, son wins. You can use a bulletin board, ARCHERY smaller word. For example, from the a large white board, or a large piece word example your students would be of paper. When each person or coun- 5 Archery zeros in on one essen- able to make map, leap, ax, etc. Give try wins a gold, silver or bronze medal, tial element. Athletes are trying to hit your students one or two minutes to put one in the right spot on the score- the specific mark. Give your students form as many words as they can from board. Use photocopies or printouts of a cloze exercise where they need to the letters that make up the word on medals and staple or tape them to the find an exact word that completes a the board. Whoever comes up with the scoreboard. text both grammatically and contextu- highest number of words wins the gold ally. To create a cloze activity, take any medal. THE MARATHON text and replace every fifth word with a blank. See how close your students 2 The key to success in a marathon SYNCHRONIZED can come to the original answer, but SWIMMING is having the strength and capabilities take any other answers that complete 8 to last for the long haul. Participants in the text logically. Everyone with 100% Can your students word together a Spelling B need a similar long-range earns a gold. seamlessly, matching their meaning outlook. In honor of the marathon, host as synchronized swimmers match the a Spelling B in your class, using vocab- THE RELAY movement of their bodies? Test them ulary words you have studied through- to find out. Assign your students to out the year, and see who can last the 6 As runners race in a relay, they pairs, and give each pair a blindfold, longest. The three participants who depend on one another for the team’s which one player will wear during the last longest are your medal winners. overall success. You can challenge activity. Line your pairs across a gym teams of your students to relay on wall, the blindfolded person in front, FENCING each other in a similar way with a spell- the other behind, and put an object ing relay race. Using vocabulary words somewhere in the room. The person 3 Fencing is a delicate and careful you have already studied in class, the without the blindfold will have to shout sport that necessitates elegance. Like- longer the words the better, put stu- directions to his partner as that person wise, diagramming sentences accord- dents into teams of five or six, and line slowly races to the object. The first ing to syntactic rules is a delicate and them up facing the board. To start the person to capture the goal object is particular process. Give your students race, call out one of the vocabulary the winner. Note, if you have a large some experience with the linguistic words. Each team should race to put class or a small room, consider playing challenge and help them understand the word on the board, but each player in rounds and having winners advance the underlying rules of English gram- can only put up one letter. If someone to the finals. mar as they practice identifying noun made a mistake, the current player can phrases, verb phrases, prepositional erase any or all of the word, but they 65 WRESTLING

9 Your students will have to wres- tle with their minds and vocabulary in this challenging game. Have your stu- dents write the letters a through z on a piece of paper. In this activity, you will write a category on the board and they will have a limited amount of time to think of one member of the catego- ry that begins with each letter of the alphabet. If you were to put sports up as the category, your students would be looking for answers like archery, basketball, canoeing, dodge ball, etc. The person with the most correct an- swers takes home the winning medal.

THE AWARDS 10CEREMONY During the Olympic presentation of medals after each event, pride swells in the citizens of the winning nation as they hear the familiar melody of their national anthem. Your students may have similar feelings about their own national anthem, even if it does not come with a gold medal. As you and your class close your linguistic Olym- pic games, give each of your students a chance to share his or her national anthem with the class. You should let the class listen, and then ask each person to share what he knows about the anthem and how it came to be. If you want presentations that are more formal and contain more information, give your students some time to re- search their national anthems before the presentation.

IF YOU HAD A TORCH LIT IN YOUR CLASSROOM, IT WOULD BE TIME TO SNUFF IT OUT. The Olympics are over, but that does not mean language learning stops. Continue to encourage your students toward fluency and competence in English, and everyone will be a win- ner.

66 It’s All in How You Play the Game: Fun Activities With a Sports Theme

“Defense!” You may want to have your playing a role in a business or large THOUGH NOT EVERY PERSON CAN BE students do some listening research by company. Set your students on a little re- CLASSIFIED AS A JOCK, SPORTS PLAY A watching some popular sports films that search project on a sport of their choice PART IN THE LIFE OF EVERY STUDENT. show fans cheering for their team. Once from the list you brainstormed in the fist If your school requires physical educa- your list is adequately large, have your activity or from a list you provide. Your tion classes, sports may be a part of your students make crowd signs to support students should look up the different po- students’ daily life. If your adult students their team. If you have a school team for sitions that an athlete might play on a are beyond the age of that requirement, a seasonal sport, make signs that your team for that sport and summarize the sports still factor into adult lives through students can use at the next game. If responsibility and strategy he should fol- hobbies, spectator occasions, children’s not, have your students choose a pro- low when playing that position. To share activities, or national pride at global fessional team to support and then dis- this information with the class, have your competitions like the Olympics. No mat- play the signs around the classroom. students make a diagram which shows ter how sports fit into your students’ each of the different positions a player lives, you can include sports in their ESL WHAT CAN I SAY? might hold and list bullet points of his re- classes with some fun, themed lessons. sponsibilities in that position. Ask each 3 Even bystanders at sporting events student to react to another’s information- TRY THESE FUN ESL feel some degree of victory or loss after al diagram by saying which of the posi- ACTIVITIES WITH A the game is over. Sometimes the ten- tions he would choose to play if it were SPORTS THEME! sion is high with a score in the final sec- up to him and why he would choose that onds of the game bringing home the win. position. A SPORT Other times, it is clear from early in the 1 WITH ANY OTHER NAME… game which team will be victorious. One example of such a game occurred in WHETHER A PERSON LIKES IT OR NOT, The word ‘sports’ is used to describe 1916 with the worst defeat in football his- SPORTS ARE A PART OF LIFE. WHY NOT a seemingly limitless number of activi- tory. Georgia Tech triumphed over Cum- GIVE YOUR STUDENTS SOME TOOLS TO ties. How many sports can you and your berland University with a score of 222 HANDLE SPORTY SITUATIONS BY DIS- students list? Brainstorm as a class to to 0. With such a clear victory/defeat, CUSSING WHAT A SPORT IS AND HOW make as extensive a list as possible, the crowd was surely filled with intense TO BE A GOOD SPORT? and then ask your students how they emotions. Divide your class into two You can close out your activities by giv- would define the word sport. Are there “teams” to represent the students from ing your students a chance to be part of certain activities that should be classi- each of these universities who attended a team, at least on paper. So get ready, fied as sports that they would say should that historical game. Assign each team get set and get going on these sports re- not be? Are there any activities not clas- a school, and then pair each student lated language activities. Go team! sified as sports that should be? Once with someone supporting the opposing your students have discussed this ques- team. Have your students role play a tion on their own, have them read Is conversation which may have happened Cheerleading Really a Sport (cheer- after the game. Will your students offer leading.about.com/od/skillsandabilities/ condolences, congratulate the opposite a/031002a.htm) and offer their opinions team on a good game, or revel in their in small group discussions. After the own victory? Ask volunteers to perform groups have had ample time, ask each the role-play in front of the class. Then group to write a position on the question change up the conversation by pairing of whether cheerleading is really a sport students with a person supporting their giving reasons to support their opinions. own team. What types of things would they say to a fellow winner or loser? Af- SUPPORT YOUR TEAM ter the role-plays, discuss with your stu- 2 dents what it means to be a good sport At some point, your students will and list some comments that would be probably end up showing support for a appropriate after a game in which your particular team. They may find them- team was victorious or suffered defeat. selves cheering for a high school team or a city’s professional players or even PLAY YOUR PART national competitors in the Olympics. With your class, brainstorm some ex- 4 In sports like in life, each person pressions they might use to show their must play a role in a larger organism. teams their support. You should be look- Sometimes that means playing a role ing for phrases such as “Go team!” and in a family, while sometimes that means 67 Ready, Set, Go! - ESL Activities about the Olympics

For lower level students, reading marking them yourself and then have THE OLYMPICS ARE AN EXCELLENT material will likely have to be heavily students present the polished prod- ESL TOPIC NOT ONLY BECAUSE OF adapted but you can tailor the vocab- uct to groups rather than to the whole THE DIFFERENT WAYS YOU CAN ulary and grammar to best suit your class. When doing speeches in class, ADDRESS IT BUT ALSO BECAUSE students. You can then read the short students should always be required to OF HOW POPULAR THE EVENT IS story or article as a class. If you would give their peers feedback after each AROUND THE WORLD. like to cover a specific teaching point presentation as this encourages ac- Regardless of where you teach, stu- or language skill, you can also draw tive listening and can help students dents will most likely be aware of the students’ attention to it in the passage notice important features of good Olympics and may even be watch- you use, practice it using another task, speeches. The feedback sandwich, ing the events on TV, reading about and then ask students to use it in their that is where a positive comment is them in the paper, or keeping track of own speaking or writing. When read- followed by constructive criticism and them online. Whereas some sporting ing with low level students, images then another positive comment, is a events are popular more with male can significantly aid comprehension common approach to peer feedback or female students, the Olympics ap- and are therefore highly recommend- which eliminates unproductive com- peal to both and are appropriate for ed. If you choose to make flashcards ments. all age levels too. In preparing for an for important new vocabulary words, Olympics themed lesson or lessons, it you can use the same images as the With intermediate and advanced might be a good idea to survey your ones in the story. students, you could facilitate a short students to see how much they al- discussion about athletes in general, ready know and where their interests Just for fun, word searches or cross- have the class listen to an interview lie. The results of the survey can help words can be included on Olympics with an Olympic athlete and answer you decide what types of activities to handouts too (try BusyTeacher’s comprehension questions, and finally do and what topics to focus on. Below FREE Word Search Creator!). These discuss the content of the interview. are some ideas to help you get start- can be especially good for lower level This can really involve all four skills ed with your Olympics lesson plans. learners as a way to introduce or re- and can also be conducted with a view vocabulary related to a particular focus on reading, rather than on lis- TRY THESE topic and can be completed individu- tening, if the interview is transcribed. EXCELLENT ESL ally, in pairs, or in groups. As extra A transcription would make the ac- ACTIVITIES ABOUT sections on worksheets, these types tivities easier for intermediate and THE OLYMPICS of activities also provide students who upper-intermediate students where- finish their work quickly with some- as the listening focus might serve to LOWER LEVELS thing enjoyable, yet academic, to do challenge advanced students. Using 1 while others continue working. Since a transcription and recording together To practice simple sentence students all progress at different pac- would be another possible option and structures you can create an Inter- es, it is always a good idea to have is probably best as students all learn view or Find Someone Who work- small mini tasks available to fall back differently and have various strengths sheet. For both of these, students will on. and weaknesses. mingle repeatedly asking their peers a predetermined question such as HIGHER LEVELS For listening and speaking practice “What’s your favorite sport?” or ques- set up a debate. To do this divide the tions like “Do you like basketball/ 2 Intermediate to advanced stu- class into two large groups or have gymnastics/tennis?” and recording dents could write, edit, and deliver students work in pairs. Topics might responses on their worksheets. Stu- speeches about a favorite sport, a include whether or not international dents should also respond using the famous athlete, the importance of in- sporting events serve an important appropriate structure, in the cases ternational sporting events, or even role in society today or whether or above “I like soccer” or “My favorite a sports related event from their not highly paid athletes deserve the sport is soccer” and “Yes, I do” or “No, childhood. Depending on the age of amount of money they make. You I don’t”, when asked questions by your students, research might be re- could also just choose a highly re- their classmates. This is a beginning quired but this could be done just as spected athlete, it is best when the level activity to practice basic listen- easily without research especially athlete is from the country you are ing and speaking exchanges and is a if students want to focus on their teaching in, and ask students to de- more enjoyable way to drill particular own achievements in sports or hob- bate whether or not that athlete is the structures. You can also make a race bies. If your classes are quite large, best athlete of all time. Other topics out of this activity by rewarding the you could have students peer edit would serve equally well for debates. students who complete the worksheet the speeches in small groups before It is usually best to have several topics quickly or within a particular time limit.

68 available in case one does not gener- tual fieldtrip, you can use an adapted ate conversation as well as you would London map and Olympic venues to have liked. If students have done de- teach such topics as directions. bates in class before, they should be familiar with the format which is really You can host a school wide version ideal for improving speaking fluency of the Olympics with a focus on Eng- and active listening. If students are de- lish by having a speech competition bating in teams or groups just be sure or spelling bee. Representatives from to have students take turns speaking each class could be chosen to com- so that everyone participates. pete at different grade levels and then at a school wide level or there could For more of a focus on reading, be different events for each grade choose an article or adapt one about level. Students could even be encour- the Olympics or a particular sport or aged to select class colors and wear athlete that students can read either them throughout the competition! in class or as homework. An accom- Scores could be delivered in a way panying worksheet with comprehen- similar to Olympic gymnastics events sion and discussion questions can and gold, silver, and bronze medals better prepare students to discuss or could be given to the winners. If co- debate their ideas in class once they operative events are more suitable, have gotten everything worked out on consider a spelling relay where teams paper. Students who are quiet during of students compete rather than just discussions or debates often have just individuals. While a little competition not worked through their opinions or can be a good thing, it is important to what they want to say quickly enough keep these activities fun and enjoy- to contribute so these foundation ac- able for everyone. tivities will help engage more students in these speaking activities. THE OLYMPICS ARE A REALLY INTERESTING TOPIC AND THERE ARE ALL LEVELS TONS OF ESL ACTIVITIES THAT YOU 3 For role plays, students could CAN DO RELATED TO THE OLYMPICS pretend to be an athlete, real or imag- AND SPORTS IN GENERAL. For even more ideas, search Busy ined, and answer interview questions Teacher for related worksheets and asked by peers. This would be espe- materials. Just remember to consider cially productive if some of the ques- your students’ interests when plan- tions are known in advance and if stu- ning these special activities and have dents have also observed interviews fun! given by athletes in the past either in class or at home.

Students could be encouraged to write letters to famous athletes wish- ing them good luck in the upcoming games or explaining how they have inspired others. These letters could be quite short and simple, even tak- ing the form of cards for lower levels, or long and more complex depending on your students and what you want them to achieve through this assign- ment.

Take a virtual fieldtrip either to Olym- pia or to London! If you want to focus on the origin of the Olympics, Olympia is a good place to start. Meanwhile, students, most of whom will likely not be attending the events in person, will love the chance to see what all the hype around London is about too. It is amazing to see what a huge im- pact hosting the Olympics can have on a city which can also be a subject for discussion. Short of taking a vir-

69 Would You Play? Weighing In Opinions on Extreme Sports classroom. Allowing each team free dis- you want them to have more informa- WHAT WOULD IT TAKE TO GET YOU cussion throughout the debate, let each tion on the sport before they decide. If OR YOUR STUDENTS TO JUMP FROM side argue their points and then refute you have the resources, invite a local AN AIRPLANE? TO PUT YOUR LIFE IN the points of the other team. After the football coach or player to come and THE HANDS OF A BUNGEE CORD? TO debate, ask each student to write an explain the game to your students. You RISK CONCUSSION FOR THE SAKE OF opinion either in support or against box- may need to have a diagram or at least a A GAME? ing. Your students should feel free to white board available as he explains the Some sports and popular past times are take middle ground on the debate, they rules of the sport. Also, ask your guest questionable or even irresponsible in the should just make sure they explain their speaker to talk about the safety equip- minds of those who think the dangers position and give evidence to support it. ment that football players wear. Helmets outweigh the experience. Whether you are probably the most obvious piece of would play without a helmet or not, your SKYDIVING safety equipment, but ask your guest to students will have a chance to express talk about the pads, mouth guards and how they feel about these potentially 2 Have you ever jumped from a other items football players use for pro- dangerous but oh so popular sports dur- plane? Have any of your students tection. If you like, you may want to give ing the following activities. jumped from a plane? If anyone in your your students some time to do additional classroom has taken the plunge, ask him research on football after the speaker is HOW TO TALK ABOUT or her to share some details about the finished or show them portions of a foot- EXTREME SPORTS IN experience. The idea of jumping out of a ball game. YOUR ESL CLASSROOM plane and plummeting to the earth may not be everyone’s idea of a good time, Once they have learned enough to make BOXING but there are many people who love the an informed decision, ask your stu- rush that throwing themselves into the dents to write a response to this ques- 1 Whether spectators want to believe atmosphere supplies. Supporters of the tion: Would you play? Their response it or not, and how could they not, boxing sport argue that skydiving can be done should include three paragraphs. The is dangerous to a person’s health. Being safely, though. Take some time with your first paragraph should describe what punched repeatedly can cause count- class to brainstorm what safety precau- they learned about the sport. The sec- less injuries, injuries to the head, body tions someone taking their first skydive ond paragraph should weigh the good and internal organs. In fact, boxing is so should consider. You will want to en- and bad about football, and the third dangerous that in 1983 the American courage your students to think about the paragraph should be their opinion and Medical Association tried to have boxing proper equipment, education and com- why they would or would not play. Once banned because of the negative health pany with whom they might jump. Then the responses are written, post them on effects for the men and woman who par- divide your class into three groups and a bulletin board in your classroom de- ticipated in the sport. Even with such assign one area of preparation to each signed to look like a football field. For strong medical opinion against the sport, group. (If your class came up with pre- responses in which your students say boxing continues. In fact, boxing has re- cautions that do not fit into these three they would play, post their pieces on cently seen an increase in popularity be- categories, define categories that they the field. For students who said they cause it is a good activity for improving do fit into and assign each of them to an would not play, post their responses physical fitness. Some training centers additional group of students.) Keeping in outside the field as though they were limit participants to punching bags and mind the specific precautions for each sitting on bleachers. This display will pads, but others still give trainees some category, challenge its group to present provide a striking visual as to how your time in the ring to fight it out, which also the information to the class in the form of students feel about the game and where means greater potential injuries. a skit. Each person in the group should they stand on the safety of the sport. have some type of speaking role in the With all that said, ask your students skit. You can encourage your students NO MATTER WHERE YOU ARE ON THE whether they think boxing is a good to be creative and have fun while writing GLOBE, SPORTS PROBABLY HAVE sport and useful for physical condition- and performing their skits. SOME IMPACT ON YOUR LIFE. Wheth- ing or whether they think it is too dan- er you are a player or just a spectator, gerous and should be banned. Divide you probably have access to football, your class into two groups based on AMERICAN FOOTBALL soccer, rugby or some other sport on their answer to the question, and then 3 How much do your students know a regular basis. Some sports, though, ask each group to list as many reasons about the sport they probably refer to are questionable when you weigh their in support of their opinion as possible. as American football? Many interna- benefits against their dangers. By en- You can give students some time to do tional students know very little about the couraging your students to think about research and gather statistics about the rules and just view football as a rough a controversial topic such as dangerous injuries as well as the physical benefits and dangerous sport. Tell your students sports, you will give them realistic oppor- that come from boxing. Once everyone that you are going to ask them to write tunities to practice their language skills, has had enough time to complete his an opinion piece about whether or not and they may learn a thing or two about or her research, hold a debate in your they would be willing to play football but the game in the process! 70 Roller Skates: Move Right Along with these Fantastic ESL Activities

What is the quickest way to get from the servers who carried out food laden derby is similar to the other sport and here to there? Well, it all depends on trays while on wheels! This, of course, a second paragraph about how roller what those places are. Getting to the happened at drive in restaurants in the derby differs from the other sport. top of a mountain in a short amount of 1950’s and 60’s in the era of the car- time would certainly require a differ- hop. The iconic picture of girls in skirts CONTROVERSIAL WHEELS ent means of travel than getting to the and high ponytails skating out to wait bottom of the sea. Under what circum- on customers in convertibles comes 4 A product that has been the center stances, then, might roller skates be the to mind when thinking about that era. of controversy lately is the combination quickest or best means of travel? Your Many chose skates over shoes because sneaker and roller skate called Heelys. students will explore this question with roller skates made for faster delivery These shoes that become pseudo the following activities that explore what of the food to the customers. Are your skates with just one click of a wheel it means to move on wheels rather than students familiar with this historical phe- in the heel have been hugely popular heels. nomenon? If not, familiarize them with with kids but not so popular with adults. it and then ask them to think of other Many retail establishments and public occupations that might be improved by places have banned the potentially dan- HOW TO TEACH AN ESL wearing roller skates. Break your class gerous shoe. National news programs LESSON ON ROLLER into discussion groups to talk about have addressed the shoes in warning SKATES what work would be like wearing skates video segments. Parents have worried while at work. They can come up with and kids have begged to have a pair of THE BEST SKATE their own occupations to think about, or the unique footwear. With all this con- you can supply each group with a list troversy over the shoes, this is a good 1 Though the inventor of the roll- of typical occupations. Can the groups opportunity for your students to express er skate is unknown, its first recorded think of any jobs that would be easier on their own opinions. Give your class a appearance was in 1743 when a per- skates? Which would be most detrimen- chance to do a little research on line former wore them on stage in London. tal on skates? Challenge each group to about Heelys. They will find advertise- Since then, the roller skate has under- make a list of pros and cons to wearing ments and instructional videos as well gone several transformations and has roller skates in the work place. as articles on the shoes. After gather- fulfilled many different needs. Give your ing information about Heelys, ask each students some time to explore the his- of your students to offer her opinion on tory of the roller skate on Wikipedia.com ROLLER DERBY the product. You can do this either as a which includes some pictures that show 3 If your students have completed a class or in discussion groups. Each per- how the roller skate has changed over unit on sports, did they discuss the roller son should support his or her opinion time. Ask groups of students to articu- derby at all during the unit? The 2009 with facts and examples that prove why late, in their own words, what changes movie Whip It shows the roller derby Heelys should be allowed or why they the roller skate has experienced in the in action, and you may want to share a should be banned. In addition, ask any last two and a half centuries. Then clip from the movie with your students of your students who have worn Heelys challenge each group to take the roller to familiarize them with the sport. They to share about their personal experienc- skate’s development a step further by can also get an informative explanation es. After listening to their classmates, thinking of one or more ways that the of the sport at Wikipedia.com. Once have each person write a letter to the roller skate can be further improved. your students are familiar with the roller editor either in support of or against These improvements can be for func- derby, show them how to use a Venn the shoes. You can bring in the edito- tion or style or any other reason. Have diagram to compare and contrast two rial section of recent papers to give your each group write a description of what different items. A Venn diagram uses students an example of what the letter improvements they would make to the two overlapping circles – one for each should be like. roller skate and then present their ideas item being considered. Qualities that in front of the class. After each presen- both items possess are written in the tation, ask the rest of the class for their overlapping section of the circles. Qual- ROLLER SKATES HAVE EXPERIENCED reactions. Would they support the sug- ities that only one item possesses are A REVOLUTION FROM THEIR FIRST gested changes, or do they think those written in either of the circles outside of APPEARANCE IN 1743 TO THE CON- changes would not be beneficial. En- the overlapping areas. In this case, you TROVERSIAL SHOES IN THE 21ST courage each person to support his an- can compare roller derby with a sport of CENTURY, AND MANY PEOPLE STILL swers with specific reasons. your choice as an entire class, or you HAVE STRONG FEELINGS ABOUT can give your students time individually MOVING THROUGH THEIR DAYS ON WHEELS to compare and contrast roller derby WHEELS. 2 IN THE WORK PLACE with a sport that they choose. Using the Your students will benefit from thinking completed diagram, students should about what it means to move on wheels What do restaurants and roller skates write one paragraph about how roller and how they can improve or damage have in common? Not much other than our daily lives. 71 Play Ball! Bringing Summer Sports into the ESL Classroom

WHEN SUMMER WEATHER IS of each presenter, and step in to an- your class into two teams and encour- STEADILY APPROACHING, IT IS A swer if your student gets stumped. age them to cheer for one another in PERFECT TIME TO USE SPORTS AS Games that might work well would be English. They can use either the ex- A VEHICLE FOR YOUR ESL LESSONS. kick ball, dodge ball, ultimate Frisbee, pressions they learned in class or the Not only will it be fun for you, your stu- Frisbee golf, baseball, badminton, English equivalent of what they would dents will have a ball learning a little bocce and croquet. All of these games say at home. more about American sports culture. can be played as a class though some will be more appropriate for larger If you have more time for outside classes and some for smaller ones. fun, you can also hold a mock sum- ON YOUR MARK mer Olympics with your class. Ask 1 Get your students thinking about Introduce your students to sports cul- each student to bring a simple game sports with a couple of preliminary ac- ture, too, with a few movie clips. Show to class and teach the others how to tivities. Either as a class or on your how a team interacts before, during play. (If you have access to clips from own before class, brainstorm a list of and after the game with movies like the television show Minute to Win all the sports you can think of. Make The Sandlot, The Bad News Bears or It, you will find easy, short and fun sure you include games like cricket, Kicking and Screaming. Alternatively, games that use only common house- ultimate Frisbee, curling, ping-pong, share clips that show crowds cheering hold items.) Then play the games and bowling, field hockey, rugby, water for their teams. You can teach your award points to each winner. Who- polo and any other more obscure students some phrases to cheer with ever has the most points at the end sports that come to mind. Then chal- like “go team!”, “defense!”, “go get wins the gold and bragging rights till lenge your students sort them into ‘em!” and “you’ve got this!”. Ask your the next Olympics. cold weather and warm weather students what they might say if they sports. This will work best as a small were cheering on a team at home. You NO MATTER WHAT SPORTS YOU group activity. See how many they are can make a chart in your classroom of LIKE OR DO NOT LIKE, SUMMER able to get right and then give them sports cheers from around the world. IS THE PERFECT TIME TO ENER- the answers. You can have students discuss in GIZE CLASSROOM LIFE WITH SOME groups or pairs how these cheers are LESSONS ON SPORTS. Another preliminary activity you can similar to and different from cheers in You do not have to be serious or do is give students a matching chal- English. strict: just have a good time with your lenge. How well do they know the students. They will also get practice national sports of countries around You can also introduce your students speaking English and learn new vo- the world? Using the list below, chal- to the food most often associated with cabulary in the process. The sun is lenge students to match each coun- sports. Most stadiums offer their pa- shining. The air is warm. Go outside try with its national sport. Some may trons snacks like hotdogs, peanuts, and have a ball! nachos, popcorn, soda and candy be easier to guess than others, but National Sports: this is a good time to review not only bars. This may be a good opportunity for you to bring some food into class Anguilla / Yacht Racing names of sports but also the names Bahamas / Sloop Sailing of countries, a task that can be more and do a little teaching with cooking. Bermuda / Cricket than challenging. Use a world map if While snacking, ask your students you have one available and allow your what types of food they might have Bhutan / Archery students to pin the games to the ap- while watching a sporting event in Brazil / Association Football propriate countries. their home countries. Again, this is Canada / Lacrosse and Ice Hockey a natural place to discuss the simi- China /Table Tennis (Ping-Pong) larities and differences between other Cuba / Baseball GET SET cultures. 2 Dominican Republic / Baseball Now that your students are India / Field Hockey thinking about sports, it is time to look GO! Jamaica / Cricket at a few in more detail. This is a great 3 opportunity to have your students do Now that you have learned the Korea / Tai Kwon Do some research either in the library or rules for summer sports, learned how Lithuania / Basketball online and then work on presentation to cheer and what kind of food to ex- New Zealand / Rugby Union skills. Assign one sport to each stu- pect at the game, take your class out- Norway / Cross-country Skiing side for a little fun. Kickball is a great dent or let them choose one that in- Scotland / Golf terests them, and ask that student to game to play if you have the space for it. It requires no equipment other Sri Lanka / Volleyball research the rules of the sport. Each Sweden / Football person should then give a presenta- than a ball and some way to mark the Turkey / Wrestling tion to the class on how to play. Allow bases. It is also a short game and not the class to ask clarification questions likely to cause any injuries. Divide United States / Baseball. 72 Invent Something Out of the Ordinary for Your ESL Class

ventions that they can really picture, it the inventor of the winning product ARE YOU LOOKING FOR AN ACTIV- is time to introduce those inventions with a certificate of creativity and/or a ITY TO DO WITH YOUR CLASS THAT to the world. Each student will be re- prize. COMBINES BOTH WRITTEN AND sponsible for creating an advertise- SPOKEN LANGUAGE BUT HAS A ment for his or her invention. Help ANOTHER PERSPECTIVE CREATIVE ELEMENT, TOO? your students get ideas by making If so, try this lesson on invention which old catalogs and magazines avail- 3 To follow up your lesson on in- challenges students to think creatively able to them. They can look through ventions, you can use the Newberry as well as linguistically and just may the magazines for style and content of Award winning book The 21 Balloons improve the world in the process. advertisements and model their own by William Pene Dubois. In this book, advertisements off those in the maga- a balloonist travels around the world HOW TO TEACH AN zines. Once your class is familiar with via a series of original inventions. ESL LESSON ABOUT these ads, have each person create The main character, a retired school- INVENTIONS an ad for his or her invention. The ad teacher, decides to spend one year in should include a picture of the prod- a hot air balloon of his original design. ESSENTIAL INVENTIONS uct, a description of it, the creator’s Though he fails in his attempt, he is 1 name and some information about the rescued to an island whose inhabit- Ask your students think of some- product. Once everyone in class has ants are inventors in their own right. thing they could not live without. After completed his or her invention, com- Your students will enjoy the straight- a minute or two, break your class into pile them into a class catalogue. You forward language and creative inven- groups to share those most important can reproduce a few copies for your tions, some real and some imagined, items. While in those groups, ask your class and then break them into groups presented in this novel. Another follow students to tell the others why they to look at their classmate’s products in up activity would be researching an in- need this item, what they would do the catalogue. ventor who made a significant impact without it, and how they could make on the world. You may want students it better. Your students may say that After the groups have had a chance to research the inventor of that item they could not live without a cell phone to read about their classmates’ inven- they said they could not live without, or laptop computer, but what about tions, explain to your class that they or you may want your students to fo- life’s more basic items? Could they will make a commercial for one of cus on more classic examples such live without a bed? The light bulb? the products. Each group should se- as Thomas Edison. In either case, A refrigerator? We often do not real- lect one product from those created give your students an opportunity to ize how many modern inventions we by its group members. As a group, present their findings to the class. find irreplaceable. Have your groups they should then write a commercial make a list of all the modern conve- for the product. Encourage them to niences they use on a daily basis and be creative and engaging. You may PEOPLE EVERYWHERE EVERYDAY would not want to live without. want to show them classic commer- STRIVE TO MAKE THE WORLD A cials in English like Wendy’s “Where’s BETTER PLACE IN WHICH TO LIVE. Once your students are thinking of the Beef?” or other classic commer- GIVE YOUR STUDENTS A HAND AT those important items in their lives, cial such as Dunkin’ Donut’s “Time to THIS GOAL BY ASKING THEM TO challenge them to think beyond their Make the Donuts” or Coke’s commer- INVENT THEIR OWN CREATION. daily limits. If they could invent any- cial starring Mean Joe Green. Stress You will be surprised at the creativity thing, what would it be? What would that effective commercials appeal to your students show when given the it do? Why would they want it? Give the viewer’s emotion as well as his chance. Who knows, maybe one day your students some time to think and logic. one of their inventions will take the make notes about their invention, and rest of the world by storm. then divide your class into groups to Once the commercials are written, talk about what they would create. En- give your students a chance to per- courage students to ask questions of form their commercials in front of the one another to refine their ideas. You class. Stress to your class that ev- should allow students to take notes on eryone should participate in the com- their classmates’ comments and ideas mercial. Once all the groups have so they can use them later when refin- performed, take a vote in class for ing their inventions. the most popular product. Either by a show of hands or by ballot, have your HISTORY IN THE MAKING class vote for the product they would be most likely to purchase. Recognize 2 Now that your students have in-

73 Inventive Language Ideas for the ESL Classroom

Make sure you have extra marshmal- In groups of three or four, have stu- IMAGINATION IS ONE OF THE MOST lows for groups to snack on during dents invent an original game and REMARKABLE QUALITIES THAT THE their discussions! make a list of the rules of how to play. HUMAN RACE POSSESSES. Then each group should present their Over time, humans have seen needs INVENT A CHARACTER game to the entire class. After all the in all areas of life and have taken the presentations, have the class vote on steps necessary to meet those needs 2 One of the keys to writing en- one game they would like to attempt through invention and innovation. gaging fiction is having interesting to play. Afterward, have everyone Inventions have made day-to-day characters. You can walk your stu- write a short journal entry explaining life easier, have enabled us to com- dents through the character creation whether they liked the game and any municate with people on the other process step by step with this some- suggestions they have to improve it. side of the world, and have saved what silly activity. Give your students lives over and over again. Encour- around thirty seconds to scribble on INVENT A WORD age your students to channel some of a piece of paper. Call time and then their creative energy into making their challenge each person to find five im- 4 Language is a fluid thing. Every- own inventions. The inventions these ages in their scribble. Each person day people use language in new and lessons encourage probably won’t should then look at those images creative ways. With that in mind, chal- change the world, but they are fun and decide on a character to which lenge your students to create their and will give your students a chance one or more of those images relate. own English words based on what to use the language skills they are The image might be a picture of the they already know about the English working to improve! character, something the character language. You may want to take a few owns or likes to do, or any other ob- minutes to review some common word HOW TO PROCEED ject that connects with the character. roots with your students so their words Then have your students write an have a basis in the existing language. INVENT A MACHINE imaginary interview with their charac- For example, review word parts like 1 ters. To do this, as a class, brainstorm -phobia (the fear of something), bene- Human beings use machines for some questions a person might ask (something good), mal- (something all kinds of activities: medical tests, during an interview. They can be seri- bad), bi- (two), mono- (one), etc. Also, food preparation and personal care ous questions or ones that are more take some times to review the pre- just to name a few. If anyone has an frivolous. Once your class is finished, fixes and suffixes that give meaning idea for a machine with value, even- challenge each person to take ten to words, like –tion, re-, un-, -ly, etc. tually mankind will produce that ma- of those questions and answer them Once each person has decided on his chine. Give your students a hands-on from the point of view of the charac- or her original word, have the person creativity outlet to create their own ter they have created. If you like, ask write a definition of his or her word in- machines using marshmallows and each student to use the character cluding the part of speech, its related toothpicks. Start by asking your stu- they have created in a story which words and come up with an original dents to think of a machine that might they write and illustrate. sentence using that word. make life easier. It could be for their daily life, for the fields of medicine INVENT A GAME and science, something to aid in com- INVENTION IS A BEAUTIFUL THING munication or any other idea they can 3 One of the great contributions THAT HAS POTENTIAL TO IMPROVE come up with. Then, challenge each Bill Watterson made to the world was THE HUMAN RACE AS WELL AS person to build the machine he or she Calvinball – a game his characters INDIVIDUAL LIVES. thought of using marshmallows and Calvin and Hobbes played in the com- These silly inventions may not affect toothpicks. By poking the toothpicks ic with the same name. In this game, the rest of the world, but they will cer- into the marshmallows, your stu- Calvin and his stuffed tiger Hobbes tainly make your ESL class a better dents will be able to create all kinds would make up new rules every time place, so encourage your students’ of shapes and designs. If a student they played. In fact, one rule of Calvin- creativity and get their inventive minds is having trouble coming up with an ball is that it could never be played the moving in the right direction. idea for an invention, encourage him same way twice. In the same spirit, or her to start by putting together the challenge your students to come up raw materials and then deciding later with their own games using the mate- what that machine is. Once everyone rials you have available in your class- has had enough time to create their room. The materials might include machines, ask each person to share balls, dice, timers, game pieces and with a discussion group what their index cards along with anything else machine is and what need it meets. you are not using for another activity. 74 Magical Mystery Tour fers Aladdin three wishes. Group your their solutions and then shows them ABRACADABRA! IN JUST AN students together to discuss what how he performs some of his tricks. INSTANT, YOU HAVE TRANSFORMED wishes they would make if they had Then challenge your students to do YOUR ESL CLASS INTO AN AMAZING three wishes. This is a good time to their own magic tricks. Have groups of SPECTACLE. YOU WON’T BELIEVE use the conditional tense. “I would students do some research on magic WHAT IS BEFORE YOUR VERY EYES. wish for riches. I would wish for tricks, and then give each group some Your students will be amazed when fame. I would wish for love.” time to perform in class. They may or they bring a little magic into their own may not reveal the secrets behind lives and English lessons. Once all your students have decided their tricks to the class after their per- on their wishes, ask them this ques- formance. HOW TO BRING SOME tion. What could go wrong with that MAGIC INTO YOUR ESL wish if the genie were a trickster? If you do not have access to a local CLASSROOM Then give them some more discus- magician, you can also use video sion time to talk about the conse- from the well-known magicians INVISIBLE INK quences of having wishes granted Penn and Teller. They have a repu- and see if they would change their tation for explaining magic tricks and 1 wishes at all. What do you get when you taking down the veil of mystery. Sim- combine a science experiment with ply show your students the beginning a speaking activity? Invisible ink, of After students have discussed their where they perform the various magic course. wishes, have them write about those tricks, give your students time for wishes. You may want your students discussion, and then play the rest of This is a simple experiment with just to write a paragraph on each wish or the clip where they explain the trick. a few necessary materials. All you just a few sentences depending on Your students will still get practice need is some lemon juice, water, cot- their age and language level. Either with making predictions and criti- ton swabs and paper. Explain to your way, they should write what their wish cal thinking though Penn and Teller’s students that fruit juices contain car- is, why they would wish for it and what tricks will most likely be far more com- bon compounds (molecules made the results of that wish would be. Are plicated than those of a live magician. with carbon and other elements). they wishing for themselves or some- When those compounds are heat- one else? VISIT HARRY ed, they break down and the carbon separates from the other elements. You can also set up a wishing “wall” 4 The most well known magician When it does, its natural, dark color where your students can post their in the world today just may be Harry comes out. Allow your students to compositions or other wishes they Potter of J.K. Rowling’s books. If you make a mixture of lemon juice and make later. You can keep a supply of have time, view one of the Harry Potter water and use a cotton swab to write sticky notes handy so they can add movies in class or on a field trip. Since a secret message on the paper. It will their wishes as they come up with Harry attends a school for magic, you be invisible. They can then exchange them. You may want to have a student can have your students compare his messages and hold them up to a light read one wish each day and have the educational experiences with their bulb. The heat from the light bulb will class try to determine whose wish it own. Show your students how to cre- break down the carbon compounds, was. ate a Venn diagram to get their ideas and the ink will become darker. They on paper. Then either have them dis- can now read the secret message. A MAGICIAN’S SECRETS cuss the similarities and differences 3 of Harry’s education to theirs or have Group your students together for A lesson on magic is the perfect your students write about them. You some discussion time after the ex- time to have a local magician visit can also have your students compare periment. Have them discuss what your classroom and do some tricks for Harry’s friends to their own or ask they think would happen if they use your students. A professional would them what they would do if they were more water in their ink or more lemon be nice, but even an amateur can be Harry in his dangerous situations. juice in their ink. Allow them to work a good presenter to your ESL class. together to discover the perfect for- Ask the magician to do some tricks MAGIC IS FASCINATING TO PEOPLE mula for invisible ink and then make for your students. As they watch, they FROM ALL OVER THE WORLD. a recommendation to the class as to should try to figure out how the ma- THESE ACTIVITIES MAY NOT HAVE the perfect formula. gician performs his tricks. Have your YOUR STUDENTS SPELLBOUND, BUT students discuss in groups what they SPENDING SOME TIME ON MAGICAL A MAGIC LANTERN think the magician’s secrets are. After LESSONS WILL CERTAINLY GIVE some discussion time, bring the class YOUR STUDENTS SOMETHING TO 2 together to ask the magician if they Do your students know the THINK ABOUT. story of Aladdin and the magic lan- are correct. “Did you already have tern? Start this exercise by reading a rabbit in your hat? Did you put They will have fun practicing their lis- them the story or showing them part the coin between your fingers?” tening, speaking and writing skills as They should listen carefully as the of the popular movie. Make sure you they explore the mysterious world of magician either confirms or denies include the part where the genie of- magic.

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