Workshop2014final no internet what to do?
- 2. PPP with Fun Celina dos Anjos Liliane Basile União Cultural Brasil – Estados Unidos
- 3. Making use of a series of activities compiled from workshops and talks and implemented a good number of times with diverse groups, the participants will actively "join in" a variety of games and warm-ups which will help students consolidate grammar points and vocabulary.
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- 5. Learning Styles • Logical/Mathematical • Musical/Rhythmic • Visual/Spatial • Interpersonal • Body/Kinesthetic • Intrapersonal • Verbal/Linguistic
- 7. Presentation • “Chinese Whispers” “I think I’ve seen a cat”
- 8. Practice • Lap – Shoulders – Hands up • Past participle Bingo
- 9. practice, practice and practice Controlled to less controlled activities. • Magic board • Relay race • Tic-tac-toe • Game board
- 10. Production • Relay Race - Divide the class in 2 groups. Show verb cards. One student from each group should run to the board and write a sentence using the Present Perfect structure.Use prompts for affirmative, negative or question. Gets a point the student who finishes first the correct structure. • Truth or Lie? -Speaking practice focusing present perfect for past experiences.
- 11. Truth or Lie? • Put questions such as the following on cards or pieces of paper. • Put students in groups of 4-6. Students in each group take turns doing the following • Student #1 draws a card and asks another student in the group the question on the card. • The student answering the question must answer ‘Yes I have’ regardless of the actual truth. • One by one, students in the group ask questions to determine if the student is telling the truth or lying. You can place a time limit on the questions or a limit on the number of questions that each person in the group can ask. • At the end of the question period, each person votes “truth” or “lie”.The student who answered the questions then reveals the answer.
- 12. Truth or Lie? Have you ever... spoken to a famous person? danced on a table in a public place? been trapped in a lift? swum naked in the sea? sung karaoke? appeared on television? left a bar or restaurant without paying?
- 13. Truth or Lie? Have you ever... written graffiti on a wall? appeared in a photograph in a newspaper? done a very dangerous sport? won a medal or trophy? missed a flight? stayed in a five-star hotel? broken an arm?
- 14. My neighbor’s cat Draw a cat on the board telling students that it is your neighbor’s cat , a cat filled with qualities, good and bad. Students can work in small groups or pairs. For every letter of the alphabet, students should come up with an adjective. The group that finishes the task first, wins. Alternatively, you can define which letters to give students, instead of making them complete the alphabet, which might be too difficult or time- consuming.
- 15. Beans • Ask 6 Ss to stand and pair them up. Give to each one 3 beans. Explain that one row will ask questions and the other will answer them. When answering, Ss are not allowed to say “yes”, “no”, “hum”, “shake heads” or “nod”. If they do it, they lose a bean. Demonstrate. Remind them to use yes/no questions and to keep pace to distract the partner. Give some time for questions and then invert rows. Next, one row steps to the side, so we can have new pairs. The winner is the one who is holding more beans at the end of the time set.
- 16. 3. My bonnie Write the words of the song on the board. Practice singing with the group. Arrange chairs in a semi-circle. First student stands up, second sits. Third ups, fourth sits etcetera. The group starts singing. Everytime the word “bring” appears, who is standing up, sits; who is sitting, stands up. The same with the word “back”. After practicing – and having fun – for a while, substitute on the board “bring back” for different phrasal verbs.
- 17. My bonnie - lyrics My bonnie lies over the ocean My bonnie lies over the sea My bonnie lies over the ocean Oh bring back my bonnie to me Bring back, bring back Oh bring back my bonnie to me, to me Bring back, bring back Oh bring back my bonnie to me
- 18. My bonnie lies over the ocean My bonnie lies over the sea My bonnie lies over the ocean Oh carry on my bonnie with me Carry on, carry on Oh carry on my bonnie with me, with me Carry on, carry on Oh carry on my bonnie with me
- 19. My bonnie lies over the ocean My bonnie lies over the sea My bonnie lies over the ocean Oh don’t give up my bonnie on me Don’t give up, don’t give up Oh don’t give up my bonnie on me, on me don’t give up, don’t give up Oh don’t give up my bonnie on me
- 20. My bonnie • Suggestions of phrasal verbs: Carry on Count on Go after (Don’t) Give up Start (it) over (with me) Cater to ...etcetera
- 21. Yarn • Demonstrate. Give some information about yourself to the group. Hold the end of the yarn and throw it to a student. He/she now gives some personal information. Holds a piece and throws it to another student. Remind them to pay attention to each others sentences. At the end, go backwards. Students try to remember their peers answers reporting to the class. Good for 3rd person singular, past tense, conditionals, etc... • Demonstrate. Provide students with threads of yarn of different sizes. Each student gets one. With thumbs one after another he/she has to come up with sentences. Good for adverbs, past tense, past continuous, etc...
- 24. Woman • 2 groups – with A, B, C • A’s sit with their backs to the projector. • B’s describe the image in details to A’s. A’s take notes of sentences. • C’s are out of the class. • C’s enter. A’s try to reconstruct image using C’s as model. Class decides which one is the best model. • Show the image. Groups get together and interpret it. They come up with 2 sentences each, using “Maybe” and “What if” • Open for discussion.
- 25. Park picture present continuous Project a picture (or provide copies) where several people are doing different things. In small groups or pairs, students are to make sentences, orally or in written, using the Present Continuous or any other structure you want them to practice, such as the Present Simple with frequency adverbs, the Simple Past or even the Present Perfect.
- 26. Simple Present X Present Continuous • Before playing the game, go to the board and elicit the correct box for adverbs and time expressions. Remind students that the present continuous is used for activities happening now or a plan for the future. • He’s studying English now. • He’s studying English this semester.
- 27. Simple Present X Present Continuous • Tuesdays • once a week • three times a month • on weekends • never • sometimes • every day • now • tomorrow • next Monday • this weekend • in the evening • tomorrow afternoon • next month • tonight
- 28. Matching (conditional sentences) • Give each group of 2-4 students a set of cards with the first part of a conditional sentence (numbered 1-10) and a set of cards with their second part (letters a-j). Ask students to match them. • After they have finished, they should try to create their own endings for each first part of the conditional sentence.
- 29. Story Starters 1 . Work in pairs. 2 . Choose a “story starter” that interests each of you (there will be two stories). 3 . Write a middle for your story. 4. Exchange papers and write an ending for your partner’s story. 5. Ask your partner to help check your work. For this, read it out loud. 6. As a follow up activity, you can work with correction. Ask students to illustrate their work and hang them on the wall.
- 30. Sentences discussion (2nd Conditional) • In small groups or pairs, students discuss the following questions. Make sure they make complete sentences! If you could be a superhero, which one would you be? If you could be another person for a day, who would you be? If you could be invisible for a day, what would you do? Why? What if your cell phone fell in the toilet, what would you do? If you had 25-hour days, what would you do with the extra time?
- 31. Song • 1. Play the song and ask students to write down all the adjectives they can hear. • 2. Elicit and write them on the board. • 3. Play the DVD and give the lyrics. Ask students to fill in the blanks with words ending in __al. • Check the words and then students match the definitions.
- 32. What a question! Prepare the cards with the tough questions provided. Put students in groups of 4-5 and give each a set of cards. Each one takes a card and answers the question. After about two or three rows, ask students to report what their groupmates would do in the situations they have discussed.
- 33. How long...? • Divide the class in 2 groups. • Write sentences on the board using Tic-tac-toe. • Students are supposed to ask questions using “How long” + Present Perfect or Simple Past. • I teach English. • I live in São Paulo. • I lived in Maceió. • I studied French. • I worked as a DJ. • I work at UCBEU. • I have a Honda. • I had a Monza. • I know Sabrina Sato.
- 34. Verbs or Nouns? Choose four students and have them sit two by two, facing each other. Give each student a card written “NOUN” and a card written “VERB”. Tell them you will say a word and they have to raise the card showing if it is a verb or a noun. There are verbs and nouns with the same spelling, but with different stress (first syllable is stressed in nouns, but last syllable is stressed in verbs). Example: preSENT (verb) / PREsent (noun)
- 35. Verbs or Nouns? • Suggested pairs of verbs and nouns: Verbs Nouns conDUCT CONduct deSERT DEsert reCORD REcord proDUCE PROduce perMIT PERmit preSENT PREsent proGRESS PROgress conTRACT CONtract subJECT SUBject
- 36. Prepositions with hands Mimic day one Vocabulary voice pitch I’m up in my room