Tools, techniques, and activities

Tools, techniques, and activities

1. FLASHCARDS

   • It is an ELT jargon for pictures or diagrams that can be shown to students.
   • They are useful for handing out as part of various activities.
   • Thye are useful teaching aid, especially in early years of teaching.
   • Choose lage pitures that will be clearly visible from the back of the classroom.
   • It is importan t to make cards longer-lasting.
   • WHAT CAN WE DO WITH THEM?
     • Show the meaning of a lexical item.
     • To tell a story.
     • As prompts to remind students of a specific grammar point.
     • As seeds for students-based storytelling ctivities.

2. PICTURE STORIES

   • They can be in a book or drawn on the board.
   • Ideal for starting writing exercises.
   • Accuracy to fluency
     • Prepares students for an opportunity to use language more fluently in speaking activities.
     • Applicable the writing activity so that students get familiar with the grammar and lexis.
   • Fluencyto accuracy
     • Starting with a fluency activity and only focus in on accurate use of the language at a later stage.

3. STORYTELLYNG

   • It is an interesting route intro grammar lessons.
   • Tell stories for pleasure; not stories to then carry out different activities.
   • It is a useful short activity for the end of a lesson.
   • Basic technioque
     • Prepare your sory beforehand.
     • Give a clear instruction about the activity.
     • Tell your story.
     • When it is over, let them talk about if they want to.
     • Leave it and go on to something else.

4. SONGS AND MUSIC

   • Tend to get relegated to the "Friday afternoon".
   • It is also used as a filler.
   • Can be used in many of the same ways that you might use an ordinary speech recording.
   • Ideas for using songs in class
     • Gapped text: Complete the blanks
     • Song jumble: Students try to work out the original order.
     • Matching pictures: Pictures to be connected with the song.
     • Reading or listening comprehension
     • Dictaction: Dictacte the chorus or the whole song.
     • Listen and discuss: Reactions, interpretations, and predictions.
     • Compose: Write the lyrics.
     • Action movements: Students invent a mimed action for each line of the song.

5. FILLERS

   • Used with the reamining minutes in each class.
   • Applicable when teachers have run out of other material.
   • Are also useful at the beginning of each class as a warm-up.
   • Are useful as a chance to recycle lexis from earlier lessons.
   • Some common fillers
     • Revision dictaction: Dictate words/sentenes and studnets must write them, down with correct spelling.
     • Yes and No Questions: Quick story puzzles.
     • The hotel receptionist game: miming sentences that guests would say to their hotel recepcionist.
     • Kim's game: Prepare a tray with about 25-30 small objects; students must remember the objects.
     • Ordering: Get students in a different order such as according birthday dates, age, distance lived from school, etc.
     • Students provide the filler: ask students to create an activity and then put them into practice.

6. LEXICAL GAMES

   • Many word games can be used as fillers.
   • Used as integrated practice activities.
   • Examples of lexical games
     • Back to the board: One student must be facing the class and try to guess the word on the board.
     • Category list: use vocabulary related to one area or place (kitchen work, school,etc.).
     • Word seeds: Provide studnwts differente words so that they create story with those words in order.
     • Words dominoes: Give students pictures and they must order them by relating an aspect between them.
     • I went into the town: They must find words in alphabetical order.
     • Woord jubles: Give studets sets of letters and they must form the word they have learned.
       • DENNIS JOEL CHIMBO PINE 5_P1

7. DICTATION

   • Some examples of good dictaction activities
     • Keywords dictation: Dictate 20 or 25 words of a story. They must create a new story using those words.
     • Collocation dictation: Use two-word collocations.
     • Wall dictation: There must be a runner and a writer, the runner dictates the text and the writer writes.
     • The "bad cold" dictation: Complete with other words when teacher sneezes or coughs.
     • Living type recorder: Draw tape recorder buttons on the board and students press them to stop, rewind, replay, etc; until they have written the text.

8. SOUND-EFFECTS RECORDINGS

   • It is about recordings that don't have any words.
   • It contaiuns a sequence of noises such as bcrashes, bumps, bangs, etc.
   • This is an example sound sequence
     • -Someone says shhhhhh¡ -Noisy footsteps. -Something breaking. -Someone saying Oh¡ -Someone running
   • This is used for activities like:
     • Storybuilding
     • What is wrong with my story?
     • Pictures from noises
     • Verb hunting
     • Wacky ideas
     • Tense focus

9. POETRY

   • It stimulates and wakes us to see things in new ways.
   • It can create a confident environment.
   • It is not an appropiate activity for every class.
   • Writing poems
     • Finish it: A complete poem with gapped parts to complete.
     • Form to poem: Give or elicit specific aspects of a poetic form.
     • Alterations: Students must have a poem, with altered words.
     • Found poems: It involves adding line breaks in a poem.
     • Cut-ups: They order lines from magazines, brochures to make a poem.

10. DRAMA

    • There are 6 types of drama
      • Roleplay: Students act out small scenes using their own ideas.
      • Simulation: Its purpose is to create a much more complex, complex "world".
      • Drama games: Involves movement and imagination
      • Guided improvisation: You improvise a scene and studnets join.
      • Acting play scripts: Shoirt written sketches or scenes.
      • Prepared improvised drama.
    • Examples of drama games
      • Interesting situations: Students call out any interesting or difficult situation involving 2 people.
      • Strange meetings: Call out a subject and students must agree and make a frozen "tableau" of that scene.
      • Making apicture: Students must create a scene or picture with their bodies.

11. PROJECTS

    • They are one useful way of providing an ongoing thread to classroom work.
    • They are task-orientes rather than language-oriented
    • They involve learners in decisions about precisely what is done and how to do it.
    • Ideas for specific projects
      • Write a tourist guide.
      • Preparte a web page for people in other countried about your everyday life.
      • Keep a diary.
      • Put on a live performance of a comedy sketch.
      • Invent a new country with your imagination applying your rules.
      • Research and look for ideas to solve specific local problems (crime, environment issues, etc.).

12. GETTING TO KNOW A NEW CLASS

    • Ativitisto knoiw about yous tudents
      • People bingo: Students draw a large three-by-three grid and slowly read through all the names on the register.
      • The small difference: Eachnstudents round the room then says their name and everyone else writes it down.
      • Anagrams: Students have to write an anagram of their own name.
      • Spy: Use a set of small cards, one for each student. Half cards have "True" (students say true answers) and half have "False" (students lie).

13. TV, DVD, AND VIDEO

    • It helps teachers to exploit video material in more useful ways to help students to learn.
    • It offers new possibilities of for using videofilms and clips in class.
    • Using video recordings in class
      • Preview activities: Whatyou do before you watch a section of recording
      • Viewing activities: What you do while you watch.
      • Follow up activities: What you do after watching
      • other ideas
        • Don't let students mentally switch off.
        • Switch off the sound.
        • Use the "pause" botton to freeze images.
        • Divide the class in two, on separate sides of the room. Only one half can see the screen.
        • Films studnets doing something else and play back later for focus on pronunciation, grammar, effective communication, etc.