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Table of Contents
Introduction........................................................................................................ 3
General Teaching Skills ....................................................................................... 6
Pair and Group Work Activities for Increasing Students Involvement in Large Classes ..................................... 7
Cooperative Learning Techniques ................................................................................................................... 13
How to Design Measurable Lesson Objectives ................................................................................................ 22
Using Warmers, Icebreakers and Lead-ins During a Lesson ............................................................................. 31
Using Pair and Group Work to Increase Student Involvement ......................................................................... 37
Using Scaffolding in EFL ................................................................................................................................... 41
Speaking ........................................................................................................... 47
Ways to Use Short Videos to Integrate Developing Speaking Skills and Civics ................................................. 48
Integrating Speaking Fluency through Civics ................................................................................................... 52
Teaching Fluency in Speaking through Argumentation and Debates ............................................................... 55
Developing Speaking Skills by Using Games with Teenagers ........................................................................... 62
Creating Speaking Opportunities in the Intermediate English Classroom ........................................................ 72
Controlled Practice Communication Games for Young Learners ...................................................................... 75
Using Dictogloss as a Means of Improving Speaking and Writing Skills ........................................................... 89
Developing Speaking Skills through Class Activities ......................................................................................... 95
Reading........................................................................................................... 126
Reading for Gist Tasks ................................................................................................................................... 127
Pre-reading strategies with young learners (9-10 years old) .......................................................................... 135
Teaching Reading Skills: Scanning ................................................................................................................. 141
Developing Young Learners Thinking Skills through Storytelling .................................................................. 149
Developing Reading Skills Based on Group Work .......................................................................................... 153
Developing Reading Skills through Civic Education........................................................................................ 159
Vocabulary...................................................................................................... 274
Teaching Vocabulary to Young Learners ........................................................................................................ 275
Making Vocabulary Memorable .................................................................................................................... 280
Teaching Vocabulary to High School Students (Polysemy Approach) ............................................................ 289
3
Introduction
Background
This handbook contains a collection of teacher training session plans developed by 22 Georgian
teachers as a capstone activity at the end of their training as teacher trainers under the US
Embassy funded Training of Trainers Summer Institute 2016 (TOTSI 2016) program. The
TOTSI 2016 program was implemented by PH International while their partner organization
World Learning-SIT Graduate Institute carried out the Teacher Trainer Development component
of the program. All program activities took place during 2016 and 2017.
During the TOTSI 2016 program, the teachers who contributed training session plans to this
handbook participated in a number of distinct training activities: intensive instruction and
experience in training techniques, cultural explorations and leadership skills in the USA,
personalized feedback on training session plans and online post-session reflections, in-country
observations of training sessions by peers and by World Learning-SIT trainers, and presentation
of their training sessions at the program capstone conference in Tbilisi, during March and April
2017.
A Work In Progress
This handbook does not set out to present a set of perfect training plans. It is a collection of plans
developed by newly trained teacher trainers and is presented as a work in progress. The manual
will serve as a template for experimentation for the trainers who developed the plans, and who
will continue to amend them over time as they deliver them and learn from their experiences and
from the feedback their training participants will provide. For all other current or future teacher
trainers who will access this handbook and borrow, amend and deliver some of the training
activities elaborated here, the contents will be a useful starting point from which to build a
personal portfolio of training session plans.
The training plans contained in this handbook were developed to this point by the trainers
themselves, with support from World Learning-SIT trainers and with the input of a cohort of
peers. The training sessions were delivered by the teacher trainers during training events in their
own schools or regions and observed by their cohort members and by members of the World
Learning training team.
Following feedback from World Learning-SIT trainers, the teacher trainers made extensive
changes to session plans which were then posted again within their online groups. Further
amendments in some cases were necessary to ensure that the plans were of a sufficient standard
to be implemented and limited enough in scope to be covered in the 45 and 60-minutes time
4
limits which for logistical reasons needed to be adhered to. When this stage of the work had
been completed, many of the authors of the plans continued to propose further additions and
amendments to their plans. This speaks well for the enthusiasm of the new teacher-trainers and
for their future work with Georgian teachers. Most of these plans will be capable of being used
on their own as material for short teacher training sessions, possibly in the teacher trainers own
schools. We also envision them being used later, either as components of longer training
workshops or, in an expanded form, as 90 or 120-minute training sessions. We feel certain that
these teacher trainers will have lots of creative ideas about how best to use their work in the
coming months and years.
Many of the session plans follow a particular model, based on a version of the Experiential
Learning Cycle, which allows the workshop participants to actually experience the technique as
students, then step back and describe what happened, analyze the teaching practices it contained
and then create a plan for using the ideas in their own teaching. This method was experienced by
the teacher trainers during their training in the USA. It is a relatively easy framework for new
teacher trainers to implement and provides a helpful starting point for trainers who will later
move on to develop a more personal style of training and presentation.
Several of the session plans in the handbook show signs of creativity, imagination, fun and
excellent teacher trainer potential which will, we hope, be of enormous benefit to future
generations of Georgian teachers, as these newly trained teacher trainers disseminate their skills
and knowledge among their colleagues.
One goal of this program was to support the development of trainers who would bring new ideas
and methodologies back to their regions to share with their colleagues. The greatest advantage to
using local trainers is that they would have a depth of knowledge about their local context and
needs that a foreign specialist would not. The session plans contained within this handbook are a
good example of this. There are plans geared towards teaching speaking and communicative
activities meant to motivate, engage and inspire learners to use their English in meaningful ways;
grammar sessions that move away from teacher-centered lectures towards context-derived or
reflexive methodologies; writing sessions in which the students are writing for an audience,
usually each other; grouping techniques to keep classes fresh; ice-breakers and warmers to set
students at ease and to create a warm, supportive learning atmosphere; activities and sessions
devoted to ideas for grouping students effectively. The fact that the session topics were so well
chosen reflects the hard work and sense of responsibility that these education professionals feel
towards their teaching peers and their local students across Georgia.
5
We are proud of the work produced by the new teacher trainers and have every confidence that
they will continue to develop their training expertise and contribute in many meaningful ways to
the development of English language education in Georgia. We are pleased to return their work
to them in this manual for future use.
We would also hope that when using these plans, you add further components that will
strengthen the sessions and provide handouts or additional activities and exercises that teachers
can bring directly back to their classrooms, as well as web links to let teachers continue
researching on their own.
Pair and Group Work Activities for Increasing Students Involvement in Large
Classes
Ia Manjgaladze
The audience of this session is ETAG members from Kvemo Kartli Region. I have chosen this topic
because very often I hear from my colleagues about the difficulties working with large classes. They
mention that a limited number of students regularly work and that there is usually too much noise
during the lesson. After reading the book Maximizing learning in large classes written by the British
Council, I decided to try some activities in my classes of 28-30 students and then share my experience
with my colleagues through this workshop.
Session Pair and group work activities for increasing students involvement in large classes
title
Time 60 min
Session By the end of the session, the participants will be able to analyze the reasons why there
objectives may be lack of student involvement in large classes and examine ways of increasing
student involvement and independent learning in large classes using pair and group work
activities.
Session outline
The trainer asks the following Reflection Pair and group Handout #1
questions for reflection: What did work
we do? Why? How can you change
the activity for different levels?
Would you like to try them out?
Why do you think the activity
might be helpful for large classes?
What skills does the activity
develop?
Text
2. Activity #2: Teaching To teach reading (handout
reading skills with limited using limited #2)
resources resources and to Board
A) Students form groups involve students in
of no more than 6. a collaborative
B) Each group receives an reading activity; to
envelope containing the engage all students
contents of the entire in an active reading
passage, neatly cut up into task.
paragraphs. Each
paragraph is numbered.
C) Each student in the
group receives a
paragraph.
D) Students take turns
reading aloud the
paragraphs they have
received.
E) Students then discuss
the content and arrange
them in what they think is
the correct order. They
10
References
How to remember names. (2017, April 23). Retrieved from:
https://www.edutopia.org/pdfs/blogs/edutopia-finley-remembering-names.pdf
http://www.biography.com
11
Handouts
Handout #1
(This text will be cut up and distributed to the participants during the second activity)
12
Handout #2
2. Why?
Handout #3
2. Why?
6. Why do you think the trainer used the text about large class sizes for this activity?
13
Cooperation is a way of sharing, interacting and learning that encourages and requires for students to
work together as a team. Through cooperative learning, students work with both individual and team
responsibilities. During this workshop session, participants will experience and reflect on different
techniques for using cooperative learning in the ESOL classroom.
Time 60 min
Session By the end of this session, participants will be able to use cooperative learning
objectives techniques in terms of providing equal opportunity for the students and analyze how to
incorporate them in their classes.
Session outline
Experiential activity
To engage all
Demonstration of the technique Silent the students
Card Shuffle (Demo lesson) and categorize
the cards
1) The teacher distributes envelopes according to
with cards in it. The students task is to the parts of
classify the cards into 7 categories speech.
without talking.
2) When finished team members may Students
talk and make changes. reinforce the
usage of the
14
The trainer introduces the steps of the To develop Team work Handouts
following jigsaw: team building poster
skills
1) The trainer divides the participants
into groups. To raise
2) The trainer divides the content into awareness of
chunks. cooperative
3) The trainer assigns one chunk of learning and 5
content to each member of the group. basic elements
4) Each participant reads and studies of cooperative
independently. learning
5) Participants with the same chunks
gather in expert groups and prepare
the presentation/ poster for their
original jigsaw groups.
References
Orr, J. K. (2006). Growing up with English. Washington: Office of English Language Programs. United
States Department of State.
The essential 5: A starting point for Kagan Cooperative learning. (2017, April 28). Retrieved from:
https://www.kaganonline.com/free_articles/research_and_rationale/330/The-Essential-5-A-Starting-
Point-for-Kagan-Cooperative-Learning
Five basic elements of cooperative learning. (2017, April 28). Retrieved from:
http://tutorials.istudy.psu.edu/cooperativelearning/cooperativelearning4.html
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Handouts
-ly IN a cup
THE judge WHO
says so?
Cooperative Structures
Think-pair-share. Give students a question or a problem and have them think quietly of an
answer or solution. Have them discuss their response with a student sitting close by, and then
have them share with the entire class. A time limit of one or two minutes should be used for the
pair exchange. This is a good technique for breaking up a presentation, as well as an assessment
of student understanding.
Three Step Interview. Students form pairs and one-partner interviews the other on a
predetermined topic (What are some of the most significant health issues facing humankind
today?) for two or three minutes; partners switch roles. Then pairs combine to form groups of
four. Each group member introduces his or her partner, sharing the information from the original
interview. This is a great icebreaker activity and also fosters active listening.
Jigsaw. Each member of a "base group" is assigned a mini-topic to research. Students then meet
in "expert groups" with others assigned the same mini-topic to discuss and refine their
understanding. Base groups reform, and members teach their mini-topics to each other. You can
give a brief oral or written quiz to the group, representative, or each member of the team to
assess mastery of the material.
Numbered heads together. Each member of a team of four is assigned a number. Pose a thought
question, a problem and allow a few minutes for discussion with the groups. Call out a number
after randomly selecting a numbered card from a deck. The person whose number is called stands
and represents the group. Call on selected students who are standing.
Talking Chips. This is a method to ensure equal participation in discussion groups. Each member
receives the same number of chips (or index cards, pencils, pens, etc.). Each time a member
wishes to speak, he or she tosses chip into the center of the table. Once individuals have used
up their chips, they can no longer speak. The discussion proceeds until all members have
exhausted their chips.
Co-op cards. Each partner in a pair prepares a set of flashcards with a question or a problem on
the front and correct answer(s) on the back. One partner quizzes the other until the latter
answers all the questions or problems in the set correctly. Then they switch roles and use the
other set of flashcards. A great technique to help students memorize information and review.
Inside/Outside Circles. This discussion technique gives students the opportunity to respond to
questions and/or discuss information with a variety of peers in a structured manner. Students
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form two concentric circles and exchange information with a partner until the teacher signals
the outer circle to move in one direction, giving each student a new peer to talk to
How to Use
1. Split the Class
Decide which half of the students will form the inside circle and which half will form the outside circle.
2. Question
Put a question or statement on the board. Give students at least ten seconds to think of an answer on
their own.
3. Share
Ask students in the inside circle to share their response with the classmate facing them in the outside
circle. When they have done this, ask them to say "pass, at which point their partners in the outside
circle will share their responses.
4. Rotate
On your signal, have the outside circle move one step to the left or right and discuss the same question
with the new partner. Option: post a new question or give the new partners a different discussion point.
19
Positive interdependence
Individual and group accountability
Interpersonal and small group skills
Face-to-face interaction
Group processing
Positive Interdependence
Positive interdependence means team members need each other to complete the task. So everyone
knows they sink or swim together. The efforts of each person benefit not only the individual, but also
everyone else in the group. Teachers may structure positive interdependence by establishing mutual
goals (learn and make sure all other group members learn), joint rewards (if all group members achieve
above the criteria, each will receive bonus points), shared resources (one paper for each group or each
member receives part of the required information), and assigned roles (summarizer, encourager of
participation, elaborator).
The group is accountable for achieving its goals, and each member must be accountable for contributing
a fair share of the work toward the group goal. Everyone must learn the information, so everyone can
contribute to the project. Teams succeed when every member has learnt the material and every
member has helped to complete the task.
Interpersonal and small group skills are required to function as part of a group. These are basic
teamwork skills. Groups cannot function effectively if students do not have and use the needed social
skills. Collaborative skills include leadership, decision-making, trust-building, communication, and
conflict-management skills.
Face-to-Face Interaction
This means that students promote each other's success by sharing resources. They help, support,
encourage, explain and praise each other's efforts to learn. Team members sit facing each other and
having an eye contact and thinking about what they are saying.
Group Processing
Groups need specific time to discuss how well they are achieving their goals and maintaining effective
working relationships among members. Teacher should give students the time and the procedures to
analyze how well their teams are functioning with: learning task, social skills and self-assessment.
20
Dr. Spencer Kagan is world renowned author and keynote speaker in the field of education and
psychology. He was a clinical psychologist and full-time professor of psychology and education at
the University of California Berkley. Kagan established Kagan Publishing and Professional
Development and has provided workshops and keynotes in over thirty countries. His main belief
about behavior is that it should be established by using structures in order to prevent
misbehavior. Spencer Kagan has developed more than 100 structures to incorporate the basic
principles of cooperative learning. He developed the popular brain-based, cooperative learning,
and multiple intelligence structures like "Numbered Heads Together" and "Timed Pair Share,"
which are used in classrooms worldwide. Kagan's research focuses on establishing harmonious
classrooms, promoting responsible behavior, improving students' social skills, character qualities,
and academic achievement.
Numbered head together developed first by Spencer Kagan (1993) to involve more student in
learning material which consist in a lesson and to know their knowledge about the material given.
The purpose of this cooperative structure is:
Students are placed in groups and each person is given a number. The teacher poses a question
and students put their heads together to figure out the answer. The teacher calls a specific
number to respond as spokesperson to the group. By having students work together in a group,
this strategy ensures that each member knows the answer to problems or questions asked by
the teacher. Because no one knows which number will be called, all team members must be
prepared.
Here are several steps in implementing Number Head Together, they are:
Divide the students into group of four and give each one a number from one to four
Asks the groups either a very specific of broad question depending on the subject matter.
Have students gather to think about the question and to make sure everyone in their group
understands and can give an answer
Ask the question and call out a number randomly
The students with that number raise their hands, and when called on, the students share (answer
orally or write) their answers with the entire class.
21
Not all group learning is considered as cooperative learning. Group members argue, one member
doesnt work, while the others talk about sport. A more talented member may come up with all the
answers, work separately, ignoring other group members. But in cooperative learning students work
together on a structured activity. They are individually accountable for their work, and the work of the
group as a whole. Cooperative groups work face-to-face and learn to work as a team. Team members
are responsible for their own individual learning as well as for their teammates learning. Teams are
made up of high, medium and low academic achieving students. Team members contribute their
knowledge, experience, skills and resources to the group. Team members acquire new skills and
knowledge. Teams differ from groups because they include the following basic elements of cooperative
learning:
2. Ensure that all the members of the group learn the assigned material. There are two types of
assessment: individual and group. Individual assessment is more frequent than group assessment.
In order to create an environment in which cooperative learning can take place, three things are
necessary. First, students need to feel safe, but also challenged. Second, groups need to be small
enough that everyone can contribute. Third, the task that the students work together on must be clearly
defined.
22
Writing a learning goal is a fundamental aspect of lesson planning, and many teachers struggle to
write goals that are specific and measurable. In this session, Participants will look at how the acronym
SMART can help in the process of writing learning goals.
Time 1 hour.
Session By the end of this session participants will be able to describe the characteristics of a
objectives well-defined, measurable lesson goal.
Session outline
5 min. Participants work individually to fill out To analyze where Individual Handout
Entry Tickets (Handout 1) which are on the teachers are. 1
each table upside down. Teacher collects
the tickets.
5 min. Participants work in small groups and try To encourage Small PPT slide
to find connection between the picture group work. groups 2
provided and the learning process. Picture
To make
predictions about
the session.
23
9 min. Participants look at two objectives on the To identify Pair work PPT slides
slides. Trainer asks participants to explain characteristics of 14-15
how those objectives are SMART. SMART goals. Handout
(Extra activity handout 2) 2
5 min. Participants work in groups to read To link the Group work Textbook
through a lesson and write down a lesson content of a sample
goal. lesson with an page
Trainer asks participants to check that appropriate
the goal is SMART. objective.
6 min. Participants look at the sample lesson To connect Group work Textbook
and discuss the goals for each activity. activity goals to sample
the lesson goal. page
9 min. Participants work in groups to analyze To collaborate in Group work Handout
cases and write a measurable goal for the writing a goal. 3
activities on handout. After having
discussed in small groups, participants
present it to the whole group using
flipcharts.
5 min. Participants fill out exit ticket. To reflect on Individually Handout
Participants self-evaluate their what was 4
knowledge and awareness of SMART learned.
learning goals.
References
Spenser, D. (2011) Gateway A2. MacMillan
Handouts
Handout #1
Entry Ticket
Entry Ticket
Handout #2
Example 1
By the end of the lesson 90% of the students will be able to analyze the importance of word
stress in English though 5 activities done at the lesson.
Who: --------------------------------------------------------------------------------------------------------------------
-------
What: -------------------------------------------------------------------------------------------------------------------
-------
When: -------------------------------------------------------------------------------------------------------------------
------
-------
-------
26
Example 2
Fill in the form:
By February 2017, 10th grade students of Akhaltsikhe Public School N1 will conduct a survey
on Environmental Protection in the community and interview at least 10 people each.
Who: --------------------------------------------------------------------------------------------------------------------
-------
What: -------------------------------------------------------------------------------------------------------------------
-------
When: -------------------------------------------------------------------------------------------------------------------
------
-------
-------
27
Handout #3
Case 1
Please find your groups and sit together. Each group will receive a set of vocabulary with the
definitions. Try to match the word with its definition and write down your own sentence using the
words
Case 2
I am going to read a text. Its a story. You have to listen carefully for the first time, dont write
anything. When I read for the second time you should write down any verbs that you hear which
are written in past simple tense.
Case 3
Please work individually to fill out entry tickets that are on your table.
28
Handout #4
Exit Ticket
Exit Ticket
Picture
30
Lesson beginnings and transitions can be a great opportunity to get students thinking or to get them
to be even more motivated throughout the lesson. This session explores examples of activities as well
as a discussion on the reasons why these activities are important.
Time 60 min
Session By the end of the session, participants will have experienced different types of warmers,
objectives coolers, lead-ins and icebreakers and will discuss their differences and opportunities to
use them.
Session outline
To give an
example of an ice
breaking activity
15-20 Discussion: To discuss and Trainer- PPT
min Trainer tells Participants that the student share experience Participants
experience has ended. on importance of Paper
Take student caps off. using warmers, Pair work and pen
Trainer asks Participants to look through ice breakers and
handout 2 to remember the procedure of lead-ins in their Whole class
each activity. lessons.
Trainer asks Participants to discuss the
following reflection questions:
-Which from the above was an icebreaker, a
warmer or a lead-in activity?
-When is it preferable to use each one?
When and why?
-What are some advantages and
disadvantages of doing these activities in
the lesson?
(Trainer shows PPT slides to sum up the
discussions.)
-What are some variations or changes a
teacher can do depending on the aim or
need of the class?
-Why is it a good or bad idea to use at least
one of this kind of activities during a lesson?
References
Telephone: Grammar Introductions. (2017). Retrieved from http://busyteacher.org/12730-telephone-
grammar-introductions.html
Ur, P. and Andrew Wright. (1992). Five Minute Activities. Cambridge: Cambridge University Press
35
Handouts
Handout #1
2. What are the advantages of using this kind of activities with students? What are the advantages
for teachers? What could be some disadvantages?
3. Recall the activities we did. Look through handout 2 and identify which activity is a warmer, an
ice breaker or a lead-in activity. Write your answers below.
4. Interview your Partner: Describe one warmer, lead-in or icebreaker you use in your classroom.
Write your interview notes below.
36
Handout #2
Activity 1
Draw an animal
Activity aim: Help learners get to know each other better from a different perspective
Teacher distributes pieces of paper and asks the participants to take a minute to think of an animal, a
bird or a plant they associate themselves with draw it on the paper. Students can write if they do not
feel comfortable drawing. When they are finished, students turn to their partners and tell them about
the animal they chose and explain why they chose that animal.
Optional: Have volunteers present their drawings and explanations in front of the whole class.
Activity 2
Finish the quote
Teacher prepares flipchart (or PPT slide) with the quotes of famous people written on it. The quotes are
incomplete. Students take some time to think about how to complete the quotes. Several pairs share
what they think is the part that is missing. Pairs compare, and the one that is closest to the original is
kept.
Activity 3
Miming Adverbs
Activity aim: Recap on the previous lesson and/or promote relaxation and fun
Teacher writes manner adverbs on the board checks understanding (e.g. quickly, angrily, happily, calmly,
sadly etc.). Then she writes a short sentence like Come here! One student comes to the board.
Teacher whispers one of the adverbs written on the board to the student, and the student has to say
this word in accordance with the manner adverb she/he was told. The rest of the class guess what the
adverb is.
Activity 4:
Two truths and a Lie
Activity aim: Let students check if they know each other well
A volunteer comes to the front says three statements about him or herself. (They could be written on
the board also). Two of the statements are true about the student. One of the three statements is a lie.
The rest of the class guess which one is a lie. This same activity can be done in groups of three or four
students.
37
Pair and small group work is essential in the language learning classroom. It helps maximize student
participation and speaking time. During this workshop session, participants will be able to experience
and analyze several different small group configurations in order to increase student involvement.
Time 60 min
Session By the end of the session, participants will be able to analyze several grouping techniques and
objectives describe how they might be used in their own classrooms.
Session outline
Warm-up To activate
5 min students prior Pair share
The trainer shows participants pictures knowledge and
on the screen and asks them to work in previous
pairs and try to connect the picture with
experiences
activities they might do in their
classrooms.
Scaffolding is a concept derived from Cognitive Psychology that can be sometimes hard to implement
concretely in the classroom. This session explores concrete ways to put scaffolding into practice as well
as brainstorm ways in which scaffolding can be used further.
Time 60 minutes
Session By the end of the session, Participants will brainstorm ways in which scaffolding can
objectives be used in a language lesson.
Session outline
15 min Trainer tells Participants that the Demo is To identify Pair work Handout 1
over and that they will now think about scaffolding
the lesson as teachers. techniques
in a lesson.
Trainer asks Participants to get together in
pairs. Trainer gives each pair a copy of the To identify
lesson outline and asks them to add other where
things they saw or things that could have teachers
been done in the lesson to help students. could use
scaffolding
Trainer elicits responses from Participants. in a lesson.
7 min Participants are given a list of scaffolding To describe Pair work Handout 4
tools on a handout. Each pair is assigned ways in PPT
with one of the scaffolding strategies and which
say for which skill it could be used and scaffolding
how. can be used
when Trainer-
Wrap-up: teaching Participants
Participants are shown a picture of different
construction scaffolds and asks language
Participants how this is related to skills.
scaffolding in language learning. Unlike
scaffolding in construction, in language
teaching scaffolding is removed step by
step as students internalize the skill.
Handouts
Handout #1
Lesson Outline
Objective: Students will be able to talk about traditions for New Years Eve from around the world.
1. Pre-reading: Brainstorming holidays. Teacher has a talk with Students about New Year
celebrations in different countries. Students speak about New Year traditions in Georgia.
(Scaffolding: Activating prior knowledge, checking how much vocabulary students have
regarding the new topic, connecting to the topic)
2. Reading: Students read a text about New Year celebrations around the world. Based on the text
students speak about New Year traditions around the world. (Scaffolding: Students read the text
at least twice. The first time they skim, the second time they read at their own pace.)
3. Post-reading: Teacher divides the class into pairs sitting in two onion circle rows. T shows how to
fill out the table and each pair fill out the table with information about one of the countries
assigned to them. (Scaffolding: Talking about the content and revisiting the text will clarify ideas
and will emphasize important information from the text.)
After that the outer circle change their partners by moving right and do information gap activity.
They ask their partners questions about another country and fill out the corresponding part of
the table.
Students change their partners in the same way as before and play a guessing game. They
describe New Year celebrations in one of the countries and his partner is to guess the name of
the country.
Students change their partners and share with them in which country they would like to see the
New Year in and why. Volunteers share with the whole group.
44
Handout #2
In England people often have parties on New Years Eve. People who live in London go to Trafalgar Square
and wait for midnight. At midnight, people in the square listen to the bells of Big Ben. After midnight,
people hold hands and sing a special song. People open bottles of champagne and say Happy New Year
to each other.
New Years Day is a special holiday in the USA. The celebration starts on December 31. Horns, whistles
and other noisemakers are very popular. This is an old tradition. People made loud noises to scare away
evil spirits. People throw paper confetti, call out Happy New Year and raise their drinks in a toast to the
future. In New York, people gather in Times Square to celebrate. They look at the
Ball drop there.
The Chinese celebrate the start of the Chinese New Year in January or February and it is the longest, the
noisiest and the most exciting holiday of the year. On New Years Eve all the children wear new clothes
and everyone eats special food. New Year celebrations last 15 days. There are dragon parades and lion
dances in the streets.
In Brazil, people wear white clothes on New Years Eve (31 December) because it brings good luck. At
midnight people go to the beach and jump over the waves seven times. Then they throw flowers into the
sea and make wishes for the New Year. Some people light candles and there are lots of parties.
In Japan, most people celebrate New Year with their family. They eat special noodles on 31 December and
at midnight they listen to the bells, which ring 108 times. On New Years Day people drink sake, traditional
Japanese rice wine and eat a special kind of soup. Children get envelopes with money and everyone sends
New Year greeting cards.
Italy celebrates the arrival of the New Year with fireworks. On New Years Eve everyone eats lentils at a
large meal that starts late in the evening. Some people also put lentils into their purse or wear red clothes
for good luck. Another tradition is to put a candle in the window for every member of the family.
45
Handout #3
Handout #4
Scaffolding strategies.
Speaking
48
Ways to Use Short Videos to Integrate Developing Speaking Skills and Civics
Lela Tsagareishvili
Developing Speaking can be greatly supported by internet-based materials such as short videos as
well as reinforce connections with other subject-areas, such as Civics. In this session, participants
explore a short demo lesson and discuss how they can adapt the activities to their own context.
Time 60 minutes
Session Participants will experience a short demonstration of using short videos to support the
objectives development of speaking skills and Civics Education.
Session outline
32 min. Trainer tells the participants that now To experience a Trainer - Handout
they are going to explore how using lesson as a participants 2
internet based materials (a short video) student.
will encourage their students to speak Pair Work Projector,
and share ideas on one of the civic speakers,
education topics. Trainer asks the laptop,
participants to imagine themselves as internet
students of the 9th grade.
Trainer takes the role of a teacher and
teaches the lesson Silent night.
49
References
tolerance. (n.d.). Dictionary.com Unabridged. Retrieved April 28, 2017 from Dictionary.com
website http://www.dictionary.com/browse/tolerance
Handouts
Handout #1
Handout #2
Grade: IX
Lesson duration: 30 minutes
Lesson Objective: students will be able to predict and discuss the events happening in the movie, in a
conversation.
Civic education objective: Students will discuss diversity and tolerance.
Stage of the lesson Activity Time
Activity 1 Teacher diversity and tolerance scrambled on the 2 -3 m
board. Teacher asks the students to guess what the topic of
the lesson is.
Activity 2 pre- After guessing, Teacher asks the students to explain what 2 -3 m
watching these two words mean. Teacher asks two students to look
up the definition to check if predictions were correct.
Activity 3 Then the teacher tells the Ss they are going to 10-12 m
While-watching watch a short silent movie, which will be stopped
several times to ask for predictions and/or
summarize the episode watched, (the movie is
called Notte Sento, please see the link below:
https://www.youtube.com/watch?v=NsAhqEDFhb4
Civics and cultural differences can be used as an opportunity to not only talk about values from each
country, but also to help learners develop speaking skills in the target language. In this session,
participants will experience a speaking activity related to culture and will also discuss how this idea
can be adapted to teachers own contexts.
Time 60 minutes
Session By the end of the session participants will discuss ways to integrate civics as a way to
objectives develop fluency in speaking.
Session outline
References
culture. (n.d.). Dictionary.com Unabridged. Retrieved April 24, 2017 from Dictionary.com website
http://www.dictionary.com/browse/culture
diversity. (n.d.). Dictionary.com Unabridged. Retrieved April 24, 2017 from Dictionary.com website
http://www.dictionary.com/browse/diversity
etiquette. (n.d.). Dictionary.com Unabridged. Retrieved April 24, 2017 from Dictionary.com website
http://www.dictionary.com/browse/etiquette
55
Speaking is one of the most important and challenging skills to practice when learning a new
language. Students need and want to practice their fluency abilities when speaking. During this
session, participants will have an opportunity to experience ways of teaching fluency in speaking
through argumentation and debates.
Time 60 minutes
Session By the end of the session, participants will have experienced, analyzed and reflected
objectives on strategies for developing fluency skills in speaking through argumentation and
debates.
Session outline
Experiential activity
Wrap-up
Handouts
Handout #1
Choose one of the opinions that you agree or disagree with and discuss your opinion with your partner
using the expressions below.
Expressions to Agree
Expressions to Disagree
Handout #2
TPS: Think, Pair, Share
Think about these questions and then share your opinions in pairs:
Handout #3
Positive effects of playing computer games on children
Many games require abstract and high level thinking in order to win, skills that may not be
taught at school.
Games can inspire kids to think about the broader world, and help them discover other
interests.
Many games are based on real facts so children can learn about ancient Egypt or baseball
while playing.
In the game kids make their own decisions and strive to meet challenges that they themselves
have chosen.
It can teach people more about life. Virtual pet games, for example, can help teach people
about what is involved in raising a pet.
Puzzle, adventure and word games can help improve problem solving and logic skills.
Children playing educational games learn more because they do not realize that they are
learning.
They are fun.
Negative effects of playing computer games on children
Handout #4
In my opinion
If you ask me
As far as I am concerned
Expressing agreement
I agree with
I think
Yes, thats right.
You are absolutely right.
I couldnt agree more.
Interruptions
Adding ideas
In addition to
Whats more
One more idea
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Games are fun, engaging and teenagers love playing them in the classroom. They are also a great way
to get students using and practicing the language. During this workshop session, you will be able to
explore and analyze ways to use a variety of games to help students work on their speaking skills.
Session Developing speaking skills by using games with teenagers (8-9 grades)
title
Time 60 min
Session At the end of the session, participants will be able to experience and analyze different
objectives games that can help teenagers develop their speaking skills.
Session outline
References
Lander, E. (2017, April 22). 10 Best games for ESL teacher abroad. Retrieved from:
https://www.gooverseas.com/blog/10-best-games-esl-teachers
12 Fun speaking games for language learners. (2017, April 22). Retrieved from:
https://www.edutopia.org/discussion/12-fun-speaking-games-language-learners
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Handouts
Handout A
The teacher divides the students into two groups (Group-A and Group-B) and encourages them to play a
game Taboo. The teacher has created a PowerPoint presentation with each slide containing a noun.
She/he has one student from Group-A come to the front of the room and sit with her/his back to the
PowerPoint. The students in Group-A should take turns describing the words for the student in front of
the room to guess. The more words she/he guesses, the more scores the group has. Then the student
from Group-B comes to the front of the room and the task is the same. Timing is very important. Each
group has 5 minutes to do the task. The winner is the group with more words.
The teacher asks CCQs and participants start the game.
Group-A Group-B
1. Cap 1. Christmas Tree
2. Coat 2. Butter
3. Slippers 3. Sugar
4. Scarf 4. Clown
5. Policeman 5. Boxer
6. Tractor 6. Socks
7. Computer 7. House
8. Newspaper 8. Sea
9. Fridge 9. ticket
10. TV 10. Bread
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Handout B
The teacher encourages the class to play a game Whats My Problem? The teacher writes problems
related to lessons on post-it notes on each students back. The teacher asks students to mingle, ask for
advice from other students and ask for advice to solve their problem. Students should be able to guess
their problem based on the advice they get from their peers. Afterwards, they should be able to tell the
class what the problem is. Timing is very important. The teacher gives student 7 minutes to do the task.
The teacher asks participants CCQs and then they start the game.
1. Shy student
2. The student who falls asleep
3. The student who lies
4. The student who swears
5. The tease
6. The gum chewer
7. The forgetful student
8. The chatter
9. The student who cheats
10. The troublemaker
11. The class clown
12. Messy student
13. The noise maker
14. Lazy student
15. Reserved student
16. The bully
17. Impatient student
18. Too curious student
19. Unmotivated student
20. The student who calls out
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Handout C
Activity #3: Making Sentences (group-work)
The teacher encourages the class to play a game called Make Sentences. The teacher divides the
students into groups. Then, she/he shows them a PowerPoint presentation with 60 words (the teacher
can also use a flipchart with words), ensuring the participants have a balance of parts of speech and
gives them 7 minutes to create one sentence with three words, one sentence with four words, one
sentence with five words etc. The winner is the group with more sentences.
The teacher asks participants CCQs and then they start the game.
69
SPAIN SAILS IN ON TO
Handout D
The teacher asks each student to write three facts about her/his hobbies on a piece of paper. Two of
the facts should be true and one should be a lie. Students read out the facts and give the other
students a chance to question them and decide which statement is a lie. The teacher gives students 8
minutes for the task, asks CCQs to lead them to the topic and shows a model sentence.
Handout E
Evaluation Form
Date:
Title:
Trainer:
1 2 3 4 5
Strongly agree Agree Neutral Disagree Strongly disagree
________________ Well-organized
____________________ Motivating
Speaking is one of the most challenging, exciting and important skills to practice when learning a new
language. During this workshop session, participants will be able to experience and discuss about a
few different strategies for promoting for speaking interaction in the classroom.
Time 60 min
Session By the end of the session, participants will be able to analyze and discuss different
objectives strategies to help students improve their speaking skills.
Session outline
Gallery walk
Wrap-up
References
Chapman and King. (2009). Creating opportunities for students to take ownership of their learning.
Students love learning and practicing the language through fun and engaging games. During this
session, you will learn more about the advantages and disadvantages of controlled practice within
communication games for elementary students.
Time 60 min
Session By the end of the session, participants will experience, analyze and discuss key benefits and
objectives disadvantages of controlled practice activities for communication games designed for
elementary students.
Session outline
5min Reflection on the 2 truths and a lie Lead-in to the TPS Handout:
activity: topic Communicat
What kind of activity is it? ion games
What is the aim? reflection
What is the language focus? chart
How can it be adapted to better fit your
teaching context?
10min The trainer shares some challenges she Introduce the Whole
has faced when helping students develop topic group check
communication skills. Participants share
their experiences as well.
Handout:
Participants analyze the activity according Small Controlled
to the characteristics of controlled and groups and free
freer practice. practice
10 min Experiencing the activities Handouts:
Sets of
The trainer divides the group into two. Giving Group work activities
participants free
choice
References
Activities to promote interaction and communication. (2017, April 22). Retrieved from:
http://cal.org/caela/tools/program_development/elltoolkit/Part2-41Interaction&Communication.pdf
From controlled practice to communicative activities. (2017, April 22). Retrieved from:
http://caite.fed.cuhk.edu.hk/projects/english-flipped/module_content.php?m=4
Garber, P. (2008). 50 Communications activities, ice breakers, and exercises. Amherst, MA, HRD Press.
Hadfield, J. (1984). Elementary communication games: a collection of games and activities for
elementary students of English. Walton-on-Thames: Nelson.
Which are the advantages and disadvantages of using games to develop oral communicative skills?
(2017, April 22). Retrieved from: https://www.quora.com/Which-are-the-advantages-and-
disadvantages-of-using-games-to-develop-oral-communicative-skills
78
Handouts
Communication Games
Activity chart
4
79
Read this set of activities and choose one to present to the other groups.
The teacher asks students to make a list of activities done yesterday or planned to be done tomorrow.
Students make a day schedule, indicating times and give it to the teacher. The teacher mixes the cards
and distributes them randomly. Students have to mingle and ask questions to find the author of the list.
Students are divided in A and B, each student has different pictures. The lost objects are shown on the
picture given to the other partner. Students ask questions and try to draw the things found in their
picture and vice versa.
Students are given the chart and they have to search for information and fill in the gaps by moving
around and asking questions. Each student has different information. They have to find all the
information for each person.
Read this set of the activities, choose one and present it to the other groups
The teacher divides the students in small groups and puts situation cards on the table. They take one at
a time and give suggestions about what to do. Once they agree, they move to the next situation.
The teacher gives roles to the students, landladies and tenants. First, they make a set of rules to obey
and tenants make a list of things they want to be allowed to do. Next, they come to the landladies and
ask questions to find out where to live.
3. Computer dating
Students write down their likes and dislikes (5 per each). Then, they mingle and try to find the best
partner based on who they have most in common with.
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82
83
84
85
86
87
88
89
Speaking and writing are productive skills that require lots of practice from students to develop these
essential linguistic skills. During this workshop session, participants will explore and analyze the use of
dictogloss as a strategy for helping students practice and improve their writing and speaking skills.
Time 60 minutes
Session By the end of the session, participants will be able to use dictogloss to help improve their
objectives students speaking and writing skills.
Session outline
References
5 fun ways to use a Dictogloss in the EFL class. (2017, April 26). Retrieved from:
http://eslcarissa.blogspot.com/2012/09/5-fun-ways-to-use-dictagloss-in-efl.html
Thornbury, S., & Harmer, J. (2013). How to teach grammar. Harlow: Pearson education.
92
Handouts
Handout #1
DICTOGLOSS
NOTICING LANGUAGE
TEXT RECONSTRUCTION
93
Handout #2
and reads a short text on the sea to the class, who just
listen.
Handout #3
Reflection Sheet
List the type of error you Indicate how the specified error Indicate your knowledge of
committed and give an was detected (check as many as the error (check one)
example you want)
2.
3.
95
For students to improve their speaking skills, they need to practice using the language orally in
meaningful ways and consistently. As teachers, it is our responsibility to vary these activities as much
as possible to help students stay engaged. During this workshop session, participants will experience
and reflect on different activities to help students develop their speaking skills.
Time 60 min
Session By the end of the session, participants will be able to experience, analyze and reflect on
objectives a variety of speaking activities and main considerations when working with a speaking
skills lesson.
Session outline
References
Kayi, H. (2006). Teaching Speaking: Activities to promote speaking in a second language. The Internet
TESL Journal, 12 (11).
Handouts
Handout #1
Work in groups. Discuss the following statements. Do you agree or disagree with them? Give reasons.
Why did you put these statements in each column? Explain why.
100
Handout #2
Activity #2: A cup of conversation
Pick a slip of paper from the coffee cup. Talk to your partner about the topic you get for one minute
without stopping. Then, switch and have your partner do the same.
6. Tell us
about your 5. Where do
closes friend? 2. What do you you think you
like about the will go on
place where you holiday this
were brought up?
1. What kind of year?
music do you
enjoy listening 3. What subject
to? 4. What do you did you enjoy
think you will more at school?
be doing in the
five years time?
101
Handout #3
Activity #3: Role-play
102
Handout #4
Handout #5
The trainer asks participants to discuss the following questions in small groups:
a) Is it practical? Consider how easy the activity is to set up and manage. For example, does it need any
materials? Do the learners need time to prepare?
b) Is it purposeful? Do the learners have a purpose for doing the activity? Is there an outcome?
c) Is it productive? How much speaking will it generate?
d) Is it predictable? How easy is it to predict the language that the learners will need in order to do the
activity? For example, what vocabulary and grammar are they likely to need?
e) Is it adaptable? How versatile is the activity type? For example, could you adapt it for a higher or
lower level?
Is it practical Is it practical Is it Is it Is it
productive? predictable? predictable?
Opinion dictation
A cup of
conversation
Role play
Guessing game
104
Listening
105
Developing listening skills requires more than just listening to songs and watching movies. Structured
practice of listening skills through a Pre-During-Post framework can help students develop listening
skills effectively.
Session By the end of the session, participants will be able to brainstorm appropriate activities for
objective each stage of a listening lesson.
Session outline
Timing Procedure Aim of the Interaction Material
activity
Lead-in: Think-Pair-Share To T-Ps
introduce
3 min Trainer asks Participants: the topic of
-Do you often do listening lessons? the session.
-What activities do you use for each stage? To meet the
teachers
where they
are.
References
Taupin, B. (1973, March 26) Daniel. [Recorded by Elton John]. On Dont Shoot Me-Im Only the Piano
Player[Vinyl Record 7]. MCA.
Freudenthaler, P and Volker Hinkel (1994) Yellow Lemon Tree [Recorded by Fools Garden]. On Dish of
the Day [CD single]. Intercord.
107
Handouts
Handout 1
108
109
Handout 2
A. _____ Give students the title of the song and ask them to predict words and phrases that they
expect to hear.
B. _____ Students listen to a song and make a note of 6 or 8 words that they hear. Then they use
these words as the basic vocabulary for composing a poem in pairs.
C. _____ Students look for specific information.
D. _____ Dictate a list of words which appear in the song - in a random order and add one extra
word which doesn't appear. Students write the words then listen to the song, ticking off the
words as they hear them. They should end up with one word.
E. _____ Students listen and delete extra words which they do not hear. (You will need to prepare
a song page with extra words.)
F. _____ Show the picture to the students and ask them to describe it.
G. _____ Put the pictures in order.
H. _____ Students brainstorm all of the words that they have heard and then listen again and
check to see how many are correct.
I. _____ Students listen and fill gaps (open cloze or multiple choice)
J. _____ Fill in the blanks, cloze test using the vocabulary acquired in the listening.
K. _____ Role plays
L. _____ Students answer True\False sentences.
M. _____ Students listen again and order the lines or verses of the song.
N. _____ Discuss what they liked / didn't like about the song.
Answer Key:
Listening is a receptive skill that students need to practice and work on continuously to improve their
comprehension skill and become better listeners. PDP serves as a useful framework that helps prepare
and guide learners in their understanding of specific listening texts.
Time 60
Session By the end of the session, participants will be able to analyze and reflect on the
objectives effectiveness of PDP as a framework for teaching listening.
Session outline
2 min The trainer introduces title and topic of To introduce the TT-Ts
the session topic and the aim
of the session.
111
References
A framework for planning a listening skills lesson. (2017, April 26). Retrieved from:
https://www.teachingenglish.org.uk/article/a-framework-planning-a-listening-skills-lesson
114
Handouts
Merylin Monro once sang (a) .. for the American president John
Kennedy.
Civics and values permeate content across subject areas. As such, it can be used as a springboard to
develop language skills such as listening as well as encouraging the development of strong values. In
this session, integrating civics and listening skills will be discussed.
Time 60 minutes
Session At the end of the sessions Participants will be able to discuss how civics can aid in the
objectives development of listening as well as provide opportunities to talk about values.
Session outline
4 min Trainer gives handouts to Participants To get the gist of Individual handouts
and asks them to guess that the song will the song
be about. Participants have to choose the
correct answer.
Trainer-
Participants
Pair Work
Group
Work
Whole class
11 min WHILE LISTENING To listen for key Trainer- Paper
Trainer gives Participants strips of paper words. Participants strips
of lines in the song (gaps are included in To check
each). Trainer asks Participants to read understanding of Pair Work
them and put them in the right order. the song.
Trainer tells Participants to listen to the Group
song and fill in the gaps with the correct Work
word. Participants listen to the song and
check their answers in pairs and then as a
whole class.
3 min WHILE LISTENING To check if they Pair work
Trainer tells Participants to sing the song. can listen and get Whole class
They all sing together. correct
POST LISTENING information
PRODUCTION
Trainer speaks briefly about America in
13 min the 1960s and tells Participants to think Posters
about the problems in the song why the Markers
author was singing about them. Trainer
tells Participants to write about the To Share ideas.
problems in their community and
describe how to make their community Group work
and the world a better place to live.
Trainer divides Participants into groups
according to colored papers and asks
117
References
Dylan, B. (1962). Blowin in the Wind. [Recorded by Columbia Recording Studios]. On The Freewheelin
Bob Dylan [7 single]. New York City, New York. Columbia
118
Handouts
Handout #1
BLOWING
CANNON
BANNED
DOVE
DEATH
119
120
121
122
a. John Lennon
b. Bob Dylan
c. Robert Burns
123
Handout #2
How many roads must a man walk down before you can call him a man?
How many seas must a white ..sail. Before she sleeps in the sand?
Yes, and how many times must the.. balls fly. Before theyre forever?
The answer, my friend, is blowin in the wind. The answer is blowin in the wind.
Yes, and how many years can a mountain .. Before it is washed to the sea?
Yes, and how many years can some people exist. Before they are allowed to be free?
Yes, and how many times can a man turn his head. And that he just doesnt see?
The answer, my friend, is.. in the wind. The answer is blowin in the wind
Yes, and how many times must a man look up. Before he can see the sky?
Yes, and how many ears must one person have. Before he really hears people cry?
Yes, and how many. will it take til he knows. That too many people have died?
The answer, my friend, is blowin in the wind. The answer, is blowin in the wind.
124
Handout #3
How many roads must a man walk down .Before you can call him a man?
How many seas must a white dove sail. Before she sleeps in the sand?
Yes, and how many times must the cannon balls fly. Before theyre forever banned?
The answer, my friend, is blowin in the wind .The answer is blowin in the wind.
Yes, and how many years can a mountain exist .Before it is washed to the sea?
Yes, and how many years can some people exist. Before they are allowed to be free?
Yes, and how many times can a man turn his head. And pretend that he just doesnt see?
The answer, my friend, is blowin in the wind. The answer is blowin in the wind
Yes, and how many times must a man look up. Before he really see the sky?
Yes,and how many ears must one person have. Before he can hear people cry?
Yes, and how many deaths will it take til he knows. That too many people have died?
The answer, my friend, is blowin in the wind. The answer, is blowin in the wind.
125
Handout #4
Reading
127
Reading for gist is a helpful skill for language learners to develop because it can help them find the
main ideas and overall meaning of important texts. During this workshop session, participants will be
able to experience different skimming strategies for reading for gist and reflect on how they could
adapt these to better fit their teaching contexts.
Time 60 min.
Session By the end of the session, participants will be able to analyze the importance of reading
objectives activities for gist and how to adapt them for their own teaching contexts.
Session outline
References
Harmer, J. (2013). The practice of English language teaching. Harlow: Longman.
Handouts
131
132
When one needs to know the overall sense or the main ideas of a text.
When there are large amounts of reading and limited time to review it in detail.
When one is seeking specific information rather than reading for comprehension or pleasure.
When it is necessary to find out if it is a book that should be read at all or in more detail.
Read the title, subtitles and subheading to find out what the text is about.
Look at the illustrations to give you further information about the topic.
Don't read every word or every sentence. Let your eyes skim over the text, taking in key words.
Was this a good way to introduce the skimming activities? Why? Why not?
How could you adapt or change to make it better serve your learners in your teaching context?
134
Pre-reading activities can be a useful scaffold for students to successfully develop reading
comprehension. This session gives participants the opportunity to explore a variety of pre-reading
activities and their usefulness to set students up for reading tasks.
Time 60 minutes
References
Slattery, M. and Jane Willis. (2001) English for Primary Teachers. Oxford University Press.
Scott, W.A. and Ytreberg, Lisbeth H. (1995) Teaching English to Children. Addison and Wesley.
7 Pre-reading Strategies That Will Increase Comprehension. (2010, September). Retrieved from
http://www.thereligionteacher.com/pre-reading-strategies-that-increase-comprehension/
139
Handouts
Handout #1
1. Brainstorming
In this pre-reading activity, teachers ask students to examine the title of the passage they are about to
read. Students can work in pairs or groups to list everything that comes to mind from reading the title.
The teacher will list all or some of the information students brainstorm on the board.
3. Picture walk
This strategy uses pictures in a text to guide students to make predictions about the content of a text.
4. Pre-teaching vocabulary
Using this strategy, the teacher provides students with target vocabulary to help them make predictions
about the content of a passage and prepares them for deeper level comprehension of it.
5. Class discussion
This activity serves as a technique to find out what knowledge about the topic students have prior to
reading. Teachers can use this to get a clear idea of what their students know or time needed to build
background information.
6. KWL
This strategy provides a structure for organizing information students know about a topic, what students
want to know, and listing what theyve learned.
7. Possible sentences
Using this strategy the teacher provides students with a list of key terms and phrases from a reading
passage. Additionally, students create possible sentences they might come across while reading the
passage.
8. Visual Aids
These materials can activate students prior knowledge. A simple picture may be useful to help students
recall background information.
140
Handout #2
Task: Write either Nurse or Pilot next to sentences.
Developing reading skills can be done through simple and engaging tasks. This session explores
examples of activities to promote the development of scanning as a reading skill.
Time 60 minutes
Session By the end of the session, participants will be able to select age-appropriate scanning
objectives activities for a reading lesson.
Session outline
10 min. Trainer asks Participants to say what To lead the Pairs Projector
kind of activity they think it was. Participants to Whole group
(speaking, reading, listening or the session Board or flip
writing) topic. chart paper
15 min Trainer divides Participants into To build prior Small groups Handout 2
groups of three according to the knowledge if Whole group
colors posted on the back of theirs needed. Projector
chairs.
To engage
The groups are given Handout 2. Participants in
They are to read the sentences and the discussion.
identify which of them are steps of
scanning.
References
Bowen, L. and Liz Hocking. (2014) English World 3. Retrieved from https://student.unsw.edu.au/reading-
strategies
Handouts
Handout #1
Handout #2
* Keep in mind all the time what it is you are searching for.
* Try to anticipate in what form the information is likely to appear numbers, proper nouns, etc.
* When you find the sentence that has the information you seek, read the entire sentence.
* Use headings and any other aids that will help you identify which sections might contain the
information you are looking for.
* If there are headings and sub-headings, read each one, looking for relationship among them.
Handout #3
Amys Birthday
It was Sunday, May 15. Amy was excited because it was her birthday. She always
loved this day as she got many presents.
Mum baked a big cake for her. Sam wrote Happy Birthday to you Amy with
colorful crayons and hung the words on the wall. Amy helped Mum to lay the table.
At 5 oclock Amys friends came to congratulate her. They gave her nice present
saying Happy Birthday.
They all had a good holiday dinner. Mother brought a cake with 11 candles on it.
When Amy blew all the candles out her friend shouted hooray and clapped hands.
During their gay party, they sang songs, danced, made jokes and played games.
Amys friends were having such a great time that they stayed till night.
Amy enjoyed her birthday party very much. It was one of the best days for her.
147
Handout #4
148
Handout #5
Teaching young learners, especially 10-12 year olds, requires the consideration of certain teaching
techniques and strategies such as activities that involve movements and the senses. Storytelling is a
great way to include this. When telling stories to young learners, language can be adapted to fit
students level, physical movement is included, students can get involved in the characters and plot of
the story, students anxiety levels are lowered, and thinking skills for remembering, understanding,
applying, analysing, evaluating, and designing are developed.
Session Developing Young Learners Thinking Skills through Storytelling (10-12 year olds)
title
Time 60 minutes
Session By the end of the session, Participants will have experienced and discussed how
objectives storytelling can help students develop thinking skills.
Session outline
15 min. Trainer chunks the text into parts, reads To develop Trainer- Handout
each one, and asks questions to the different levels of Participants 1
Participants: thinking
1. Whom did the tree love? What did the To motivate and
tree give to the boy? Was the tree engage students.
happy?
2. Why did the boy come back to the
tree? What did the tree give to him? Was
the tree happy? What about the boy?
5 min. Trainer tells the Participants that the To check where Trainer-
lesson part of the session is over. They the teachers are. Participants
will now go back to assuming teachers
roles.
Trainer makes overall comments on
thinking skills. Trainer also points out that
this particular topic can be connected to
the civic education (as the tree gives
everything to the boy, the earth gives us
everything). Trainer asks Participants
about strategies and activity types that
promote the development of thinking
skills.
151
References
Cowling, T. (2012) The Giving Tree: A Lesson Plan for Pre-school Children. Retrieved from
http://www.brighthubeducation.com/preschool-lesson-plans/66174-the-giving-tree-literature-activities-
and-lesson/
Wartenberg, T. (2017) Teaching Children Philosophy: The Giving Tree. Guidelines for Philosophical
Discussion. Retrieved from http://www.teachingchildrenphilosophy.org/BookModule/TheGivingTree
152
Handouts
Handout #1
Once there was a tree. And she loved little boy. And every day the boy would come
And he would gather her leaves. And make them into crowns and play king of the forest.
He would climb up her trunk. And swing from her branches. And when he was tired, he would sleep in
her shade.
And the boy loved the tree Very much. And the tree was happy.
But time went by, and the boy grew older. And the tree was often alone. Then one day the boy came to
the tree and the tree said:
"Come, Boy, come and climb up my trunk and swing from my branches and eat apples and play in my
shade and be happy."
"I am too big to climb and play," said the boy. "I want to buy things and have fun. I want some money.
Can you give me some money?"
"I'm sorry," said the tree, "but I have no money. I have only leaves and apples. Take my apples, Boy, and
sell them in the city. Then you will have money, and you'll be happy"
And so the boy climbed up the tree and gathered her apples and carried them away. And the tree was
happy...
But the boy stayed away for a long time and the tree was sad.
And then one day the boy came back and the tree shook with joy, and she said:
-"Come, Boy come and climb up my trunk and swing from my branches and eat apples and play in my
shade and be happy"
153
Developing effective reading skills for detailed comprehension of texts in English is something many
language learners struggle with in the ESOL classroom. During this session, participants will
experience different reading strategies that will help teachers better guide their learners in working
on comprehension skills in a more cooperative way.
Time 60 minutes
Session By the end of the session, participants will experience and analyze 2-3 different ways to
objectives help develop students reading skills for detailed comprehension through cooperative
learning and reading circles.
Session outline
Handouts
QUESTIONNAIRE
ROLES
1. Leader: makes sure the group remains on task.
3. Presenter: shares the information gained from his/her group to other students.
158
159
Practicing reading skills are essential to students ability to improve their reading comprehension.
During this workshop, participants will experience a sample PDP reading lesson to explore different
reading strategies through civic education.
Session Developing reading skills through civic education (Civic education topic: Healthy
title lifestyle / Lesson topic: Vegetarianism)
Time 60 minutes
Session By the end of the session, participants will become aware of how to develop students
objectives reading skills for detailed comprehension of a text through civic education.
Session outline
5 min. While reading: Students read the text To read for the TSs Hand-out
about reasons of vegetarianism and try gist. #1 (text)
to give it a title. To become
aware of the
reasons of
vegetarianism.
5 min. While reading: The teacher asks To work on TSs Strips of
students to read the text again and vocabulary. SsSs paper with
match the underlined words with definitions
definitions. Students check their answers on them
in pairs. The teacher checks the (handout
matching results in the whole group. #2)
5 min. While reading: The teacher gives To define true TSs Hand-out
students some statements from the text and false #3 (T/F
and asks them to define whether they statements. statements)
are true or false. The teacher checks this
exercise in the whole group.
Handouts
Handout #1
1. Religious beliefs:
Some religions have dietary restrictions. Many religious texts promote vegetarianism.
2. Personal Preference:
People, who dont like the taste of meat, choose vegetarianism. Those who eat seafood are not true
vegetarians.
3. Environmental reasons:
Some vegetarians think that land should be used for crops. In this way, it can help feed more people
than to raise cows.
4. Cost:
In many countries, people cant afford to eat meat. You can save a lot of money on a vegetarian diet.
5. Health problems:
Some people have problems with digesting meat. Red meat can be very difficult to digest.
6. Animal rights:
Vegetarians are often animal lovers. They disagree with the use of animals for food and complain about
it.
7. Peer pressure:
Many people become vegetarians in their teens. Pear pressure can cause a boyfriend to choose
vegetarianism to please his girlfriend, or vice versa.
8. Family:
Some people are born in vegetarian families.
9. Weight concerns:
Vegetarians are less likely to be overweight. Fruit and vegetables have fewer calories than meat.
163
Handout #2
English definitions
1. It is used to say that the opposite of a situation you have just described is also true.
2. To change food that you have just eaten into substances that your body can use.
Handout #3
True or False?
Writing
166
In Middle School, students are often asked to write a descriptive paragraph. This is challenging for
most students, and many of them have no enthusiasm for carrying on with this task. Teaching
students to write more descriptively will improve their writing, will make it more interesting and
engaging for readers, and at the same time, it will boost students creative thinking skills.
Time 60 min
Session By the end of this session, participants will be able to analyze a descriptive
objectives paragraph writing lesson that they experienced in order to adapt it for
their own classroom situations.
Session outline
3 min. Trainer tells the trainees that they will To reflect on the Trainer-
now switch points of view back to experience. Participants
being teachers.
Trainer tells Participants about the
possible outcome of the lesson. In this
lesson, students would be shown the
picture related to the text, students
would write a descriptive paragraph,
they then would display their work on
the walls and through a gallery walk,
have the chance to stand up and read
other students papers. They can
choose their favorite one.
168
References
Descriptive Writing. (2017) Retrieved from
http://www.readingrockets.org/strategies/descriptive_writing
Zemach, D. and Liza A. Rumisek. (2005). Academic Writing: from Paragraph to Essay. MacMillan.
169
Handouts
Handout A
To start with, the beach smells fresh like a new ocean air freshener.
The sand is so hot that when you walk on it as you leave water, you feel like you walk on a
burning grill.
Not far from the shore, you can see the palm trees.
In the distance, there is a beautiful house by the water, so you can see the navy blue ocean
every day.
People are laughing and playing on the burning sand, and others are relaxing on the beach
sunbathing.
At nights, you can only hear the waves of the ocean and the light wind, which comes from the
huge palm trees.
To sum it up, this beach is an amazing place for a perfect summer holiday.
170
Handout B
Topic: __________________________________
Opinion: _______________________________
Relevant details: __________________________
People: _________________________________
Location: ________________________________
Sight: ____________________________________
Smell: ____________________________________
Sound: ___________________________________
Taste: ____________________________________
Touch: ___________________________________
Logical order (space, time):_____________________
Conclusion: ____________________________________
171
Handout C
3. What is there in the lesson that supports the development of writing skills?
5. What could have been done differently? What might have hindered the students
understanding?
6. How would you adapt these ideas about descriptive writing to your own teaching?
172
Handout D
Descriptive Writing
The primary purpose of descriptive writing is to describe a person, place or thing in such a way that a
picture is formed in the reader's mind. Capturing an event through descriptive writing involves paying
close attention to the details by using all of your five senses.
-Develop descriptive writing skill through modelling and the sharing of quality literature full of
descriptive writing.
-Call students' attention to interesting, descriptive word choices in classroom writing.
1. Good descriptive writing includes many vivid sensory details that paint a picture and appeals to all of the
reader's senses of sight, hearing, touch, smell and taste when appropriate. Descriptive writing may also
paint pictures of the feelings the person, place or thing invokes in the writer.
2. Good descriptive writing often makes use of figurative language such as analogies, similes and
metaphors to help paint the picture in the reader's mind.
3. Good descriptive writing uses precise language. General adjectives, nouns, and passive verbs do not
have a place in good descriptive writing. Use specific adjectives and nouns and strong action verbs to
give life to the picture you are painting in the reader's mind.
4. Good descriptive writing is organized. Some ways to organize descriptive writing include: chronological
(time), spatial (location), and order of importance. When describing a person, you might begin with a
physical description, followed by how that person thinks, feels and acts.
Writing letters is a skill that learners will be able to use in their roles as students, future professionals,
and in their personal lives. During this workshop session, participants will experience and reflect on a
more collaborative way of guiding students in developing the skill of writing letters.
Session How to make writing letters more collaborative for intermediate students
title
Time 60 min
Session By the end of the session, participants will be able to identify and analyze how to
objectives integrate desk-bound activities with blackboard activities to make writing letters more
collaborative.
Session outline
7 min
The teacher elicits the ideas.
15 min Whole
The teacher divides the students group Handout
into four groups, gives them the 2
second letter and students read it Individually (Gateway
individually and then write an In pairs B1
answer. Two groups write a Workbook
positive reply and two groups write p35 ex. 1)
a negative reply. While students
are writing, the teacher draws two
squares on the board for positive Board
and negative replies. Students go to
the board one by one and write
individual lines of the letters, they
take into consideration the
suggestions made by other
students and the teacher. Then,
they discuss different ways of
writing the phrases and comment
on different ideas. The final
product is two different letters.
References
Best practices in teaching writing. (2017, April 23). Retrieved from:
http://www.learner.org/workshops/middlewriting/images/pdf/HomeBestPrac.pdf
Handouts
Handout #1
Read the letter first individually. Then, discuss with you partner: the content, the structure. Is it formal or
informal? Who is the sender? How are the address and the date written?
6 Smithdown Road,
Oldham,
OL3 8 RG.
Hi Billy,
Thank you for your letter. I thought about you yesterday. Do you remember when you lost your bag?
Well, yesterday I was walking home from school with two of my friends when we found a handbag in
the street. It looked new.
At first we didnt know what to do. Our first idea was to take it to the police but my friend Luke thought
we should open the bag to find out who it belonged to.
So I opened it. Inside there was a mobile phone and money, but no identification. I thought I recognized
the mobile phone but I wasnt sure.
Suddenly my mum appeared at the end of the road. She was looking for something. When she saw me
she ran up to me and said, What are you doing with my bag? I couldnt believe it it was my mums
new bag!!!
Love,
Josh.
178
Handout #2
Read the following letter and think about the answer in terms of positive and negative and formal and
informal responses.
July, 30
Marc,
Congratulations! Todays the big day, isnt it? Youre getting old. Listen, give me a call asap. Ive bought
you a small present (I havent got enough money to buy you a big present sorry). Id like to give you
the present today. When can I see you? Let me know.
Jenny.
Homework:
Write a letter to a friend. Describe what happened to you last weekend. Give marks (0-10) in several
positions:
Handout #3
Stages of the lesson. Put the following steps in order and write an aim/purpose for each stage.
2. Giving homework.___
7. Making suggestions, discussing different ways of writing the phrases, commenting on the
different ideas.___
180
Writing indirect questions is a grammatical skill that students oftentimes find challenging. During this
workshop session, participants will experience sample activities and discover new strategies for
making this skill more accessible for their language learners.
Session How to teach students to write indirect questions in formal letters (14-15 olds)
title
Time 60 min
Session By the end of this session, participants will become aware of how to help students write
objectives indirect questions in formal letters and how to incorporate them in their teaching.
Session outline
References
https://www.youtube.com/watch?v=Ns_Fxn-oz_E
183
Handouts
Handout A
Indirect Speech
Handout B
The examples below illustrate some polite question forms that you could use. Identify one mistake in
each question and check your answers:
1. I would like to know how much would an extra night cost if I arrived on Saturday and the course
started on Monday.
4. I cant find your exact location on google maps, so I would like to know how can I get to your
location in Derbyshire from Manchester airport.
5. I wonder what are the local attractions that I could visit during my stay.
184
Handout C
``
Dear Sir/Madam,
I am writing in order to get some more information about your summer arts course. It
sounds like a wonderful way of spending the summer from the description in the
advertisement I saw so Im really interested in knowing a bit more.
Firstly, to help me plan my trip, I would like to know know how much an extra two nights
would cost if I arrived on a Saturday and the course started on Monday? I have been doing a
bit of research on the Internet but I cannot find your exact location on google maps so I would
like to know how I can get to your location in Derbyshire from Manchester airport. For
example, are there buses or trains?
I know from your advert that accommodation is covered by the price so I would be pleased to
know if meals are also included in the price? If meals are not provided, I would like to
know if there is a kitchen on the site or a reasonably priced restaurant nearby. Please bear in
mind that I am a vegetarian.
Regarding the course itself, I have attended some painting classes before and found that the
best ones have teachers who really know their subject. I would really appreciate it if you
could tell me something about the teachers. Do they have a lot of experience and training?
In addition, would you mind telling me whether I need to bring materials like paintbrushes
and paints? I would not have much space in my luggage as I am planning on spending 3
months in the UK but I could bring a few things if I needed to.
Finally, I have not been able to find much information online about things to do in Derbyshire
so I wonder what the local attractions are that I could visit during my stay.
Yours faithfully,
M.
185
Handout D
Effective written feedback is essential for students to improve their writing skills. During this
workshop session, participants will be able to identify and practice using key aspects when giving
students written feedback on their writing.
Time 60 min
3 min The trainer asks participants to write 1-2 To generate T-Pts Sticky
aspects of good written feedback. Then, ideas about the notes
they share in small groups and create a topic Poster
list of aspects and present to the rest of
187
7 min the class a poster titled: Effective To make Pts feel Whole PPT
feedback should be their ideas are group
10 min Discussion based on participants ideas valued
about feedback and why each aspect is
important.
References
Brookhart, S. M. (2017). How to give effective feedback to your students. Alexandria, VA: ASCD.
Nicol, D. (2017, April 22). Good designs for written feedback for students. Retrieved from
https://score.hva.nl/Bronnen/Nicol,%20Written%20feedback%20(2009).pdf
Wiggins, G. (2012). Seven keys to effective feedback. Feedback for Learning, 70(1), 10-16.
Handouts
Handout A
The environment is one of the most important issues in the world, but governments aren`t
doing enough for it. Do you think that individuals can help to protect the environment?
Pollution of the enviroment is one of the most important problem in our lovely world, there
are many old cars which are poluiuting the air. so living and breathing on the earth is too becoming
difficult, i think people must be very sensitive about this problem.
At first I think we must take some dimensions , goverment should check cars and solve the
problems which they have if not they must be expluated, if they are too harmful for enviroment they must
be fixed or prohibit to use it. At second if they don't foresee this, goverment must heavy fine them.
There are some another ways to claim the problem, we must reduce polluting the air, the ways to do this
aren't simple but goverment should do everythings for it.
At the end, i think individuals can solve this sensitive problem but they can't do everything
without our support, we must think about the future.
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
190
Handout B
1. Look at the sample again. You haven't written a summary. It's not only incoherent but you
included your opinions as well. ----------
2. Your lit review is comprehensive. You brought in all the right studies (including a few I wasn't
aware of--thank you!). But the review is too long. You used too many quotations. --------------
3. I had trouble following your argument as I read your paper. It's not coherent. There aren't any
transitions between your ideas or clues about what you are trying to say. I didn't know what
your point was until I read the last paragraph. ----------------
A. A lot of this is pretty fuzzy and your logic gets tangled. But then I get to your final paragraph and
it's a good summary, and I think, YOU DO KNOW HOW TO WRITE CLEARLY! Would you want to
try that paragraph as your first paragraph? It could provide your reader with a neat outline of
what will come next (and provide you with an organizational plan).
B. In your second paragraph, you did a good job sticking to the main point plus key evidence,
something I hope to see more of in your next summary. In the other paragraphs, you
mixed in your personal opinions (I underlined opinions).
C. In psychology, we usually summarize research findings rather than quote from research reports.
In your revision, try to summarize what you quoted. Your lit review will only be half as long.
Reference: http://manoa.hawaii.edu/mwp/program-research/writing-matters/wm-2
191
Handout C
Written feedback assessment form (insert a tick if your answer is positive)
C
192
Creative writing can be supported through materials that are engaging for students as well as
learning strategies that complement these materials. In this session, Participants will experience a
short demonstration using a video and other strategies to support creative writing.
Time 60 minutes
Session Participants will experience a short demonstration of using short videos to support
objectives creative writing.
Session outline
Link to video:
https://www.youtube.com/watch?v=0uHCMt3wm04
194
Making writing relevant for students is a challenge many English teachers face. In this session,
Participants will explore strategies to make writing relevant for students by tapping
into creative writing.
Time 60 minutes
Session By the end of the session Participants will have experienced and reflected on a model
objectives strategy to approach paragraph writing.
Session outline
References
Scrivener, J. (2005) Learning Teaching. MacMillan
Handouts
Handout #1
Stages of the Writing Process
Handout #2
Look at the following writing sub-skills and match each one to a stage of the writing process.
Pre-writing
Drafting
Editing
Publishing
198
Metaphor is a figure of speech which makes an implicit, implied or hidden comparison between two
things that are unrelated but share some common characteristics.
Simile is a figure of speech in which two unlike things are explicitly compared.
A short, thin man was standing in front of a big box. He was skinny enough to jump through a keyhole. His
big eyes were popping out and his mouth was full of saliva. He was thinking, This is my catch! I will no
longer be hungry, skinny and weak.
Suddenly a large woman appeared from nowhere. She lifted the heavy box as if it were empty, and ran
away with it as fast as the wind. The man was frozen like a statue and before he could say anything, two
policemen came running up behind him and asked, Have you seen a big box anywhere?
He looked at the policemen with speechless eyes and then turned around again, but the woman and the
box had disappeared.
199
Handout #4
___________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________.
201
Grammar
202
Teaching grammar is a challenge. Students need to use grammar structures in different kinds of
meaningful contexts to acquire and be confident in using them. In this session, teachers will take on
the roles of students, practice some of the grammar structures for different levels of students and see
how effective they are for their classrooms. Finally, they will analyze their effectiveness for
their teaching context.
Time 60 minutes
Session By the end of the session, participants will have participated as students in three
objectives different grammar activities and have analyzed how effective thy can be for reviewing 2nd
conditional, present perfect and present continuous forms in their own teaching
contexts.
Session outline
Experiential activity #2
Providing Pair work
15 min Changing Three Real Things practice in
using Present Slide 5
1) Review some of the active vocabulary (I Continuous
think you are wearing, As far as I can and Present
remember, I have forgotten that, etc.) Perfect)
Experiential activity #3 .
Practice in Pair work HOs for
10 min Dream Shop using Second each
Conditional participant
1) Before the activity ask students one or
two simple questions using Second
Conditional: e.g. What would you do if you
could choose your profession? Where would
you go if you had a chance?
Reflection questions
References
Kuprashvili, V, Chkonia, M, Kobakhidze, S, Tkavashvili, E. (1999). Lets Communicate in the Classroom.
Tbilisi, Volume 1.
206
Handouts
207
Too often, grammar activities are left on the textbook page when the content is much better suited for
kinesthetic, tactile or auditory methods of introduction and practice. In this workshop, participants
will engage in four activities that engage the learners in reviewing and practicing prepositions of
place; these activities will take advantage of the natural context provided by the target grammar to
get the students moving around the classroom and doing pair work that should provide greater
cognitive depth to the learning
Session title Reviewing and Practicing Prepositions of Position with Young Learners
Time 60 min
Session By the end of the session participants will have participated as students in different
objectives activities and have analyzed them for effectiveness in their own teaching context.
6-7 Experiential Activity #2: Running and Placing To experience an Realia: toys
min engaging and
T puts objects in different places. grammar review classroom
objects
Class is divided into two groups. activity
Members of each group have to follow
the trainers instructions to find the
object and put it in the assigned place.
Text 2
213
Music is an amazing tool for engaging students and helping them identify and analyze different
grammatical structures. During this workshop session, participants will have an opportunity to
experience a sample lesson and discuss the benefits of using songs in the ESOL classroom for
learning grammar.
Time 60 min.
Session By the end of the session, participants will be able to experience and discuss the benefits
objectives of teaching grammar through songs.
Session outline
Pre-listening task:
Production task:
The teacher asks students in pairs to
create their own lyric lines on a poster Small
using the 2nd Conditional. groups or Poster
pairs paper
Students organise a gallery walk and
compare their lyrics.
References
https://en.islcollective.com/resources/printables/worksheets_doc_docx/if_you_were_a_sailboat_-
_katie_melua/conditionals
Handouts
Focus on Grammar
Match the beginnings to the ends of the sentences
If you
If you.
If I.
I If I.
If we.
221
Was this a good way to introduce the second conditional? Why or why not?
Songs provide multiple encounters with the target structure in a natural way (students
can experience a wide range of accents).
The repetitive quality of songs will help students memorize the pattern more quickly.
Songs provide multiple encounters with the target structure in a natural way (students
can experience a wide range of accents).
The repetitive quality of songs will help students memorize the pattern more quickly.
www.tefltunes.com/grammarsongs
www.esolcourses.com/topics/learn-englishwithsongs
www.languagebysongs.eu/doc.
www.eslsongsforadults
www.songsforteachenglishgrammar
www.tefltunes.com/grammarsongs
www.esolcourses.com/topics/learn-englishwithsongs
Error! Hyperlink reference not valid.
www.languagebysongs.eu/doc.
www.eslsongsforadults
www.songsforteachenglishgrammar
www.tefltunes.com/grammarsongs
www.esolcourses.com/topics/learn-englishwithsongs
Error! Hyperlink reference not valid.
www.languagebysongs.eu/doc.
www.eslsongsforadults
www.songsforteachenglishgrammar
www.tefltunes.com/grammarsongs
www.esolcourses.com/topics/learn-englishwithsongs
Error! Hyperlink reference not valid.
www.languagebysongs.eu/doc.
www.eslsongsforadults
www.songsforteachenglishgrammar
226
Games are amazing resources for engaging students and helping them identify and analyze
grammatical structures. During this workshop session, participants will have an opportunity to
experience and reflect on a sample lesson and discuss the benefits of using games in the ESOL
classroom for the purpose of learning grammar.
Time 60 minutes
Session By the end of the session, participants will be able to experience, analyze and reflect
objectives on a variety of games for the purpose of teaching grammar.
Session outline
References
Advantages and disadvantages of GTM in TEFL. (April 25, 2017). Retrieved from:
http://www.ehow.com/info_8059435_advantages-disadvantages-gtm-tefl.html
Harmer, J., & Thornbury, S. (2011). How to teach grammar. Harlow: Pearson Longman.
Why use games in teaching English? (April 25, 2017) Retrieved from:
http://www.teflgames.com/why.html
230
Handouts
Handout # 1
TPS: Think, Pair, Share
Discuss the questions in pairs:
1. What might be some benefits of grammar games? How can grammar games contribute to
learning?
2. What skills (fluency, accuracy, etc.) do grammar games help students improve?
Handout #2
Game #1
Students sit in a circle. The teacher has got a box with some pictures in it. She/he gives it to the first
student and plays the music. Students pass around the box. The teacher stops playing the music. The
student who is holding the box at that moment opens it, takes out one picture and describes it. Students
should use present continuous to describe the pictures. Then again the music plays and students pass
the box to each other. The game continuous till all the pictures are described.
How can this activity be adapted? What other grammar topics can you teach with this activity?
232
Game #2
The teacher writes about 20-25 verbs on the board. Each verb is worth points (e.g. study: 600 points,
wash: 300, watch: 800, etc.). The class is divided into groups of four or five. The first student throws the
dice. After throwing the dice first time, the number on it shows the subject (1-I, 2-you, 3-he/she, 4-they,
5-his mother, 6-their friends) and by the second time throwing they know what kind of sentence to
make (1, 4-positive, 2, 5-question, 3,6-negative). Students from group 1 choose the verb themselves and
make the sentence. If they make it correctly, they receive points. The teacher sums up the points the
groups receive.
How can this activity be adapted? / What other grammar topics can you teach with this activity?
233
Game #3
The teacher sticks the slips of paper with profession words on students backs. Students walk around the
room, ask each other Yes/No questions (e.g. Do I work at a school?) and find out what their professions
are.
How can this activity be adapted? / What other grammar topics can you teach with this activity?
234
Handout #3
Please think back over the training session, activities that were done, anything in general and take
notes:
Please write three things you liked most of all and might be able to use in your classroom:
Please write two things you would change and do in a different way. Why?
Teaching and Learning Grammar with Fun-Tips for Effective Grammar Acquisition
Mariam Zakariashvili
Learning Grammar is fundamental for language learning, yet many teachers experience challenges
when teaching it. In this session, participants will have the opportunity to reflect on the challenges of
teaching grammar, think of ways to overcome those challenges and explore real activities that can
help make grammar teaching more interactive, meaningful and fun!
Session Teaching and Learning Grammar with Fun - Tips for Effective Grammar Acquisition
title
Time 60 min
Session
objectives Participants will explore and discuss grammar activities with a communicative focus.
Session outline
7 min Trainer divides Participants into two To meet where Group Sticky
groups and gives them colored, sticky teachers are work. notes,
notes. Trainer asks them to write 3 flipchart.
challenges that they and their students
have with grammar. (Note: with a bigger
number of participants, Participants can
write 2 challenges: one for students and
another one for teachers)
After 3 minutes, Trainer takes papers
from each group and swaps them. Trainer
asks Participants to write a solution they
suggest to those challenges. After 3
minutes, Trainer takes the papers and
sticks them on the flipchart.
236
3min Two stars and a wish Reflection Reflect on the Participants Handouts
Activity: content of the
session
237
2 min Evaluation
References
Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education ESL.
Spenser, D.; MacMillan Education (producer). (2017) Grammar is Wanted - Dead or Alive [video
webinar]. Retrieved April 21, 2017 from http://www.macmillan.sk/seminare/94-webinar-david-
spencer/741-webinar-david-spencer-wanted-grammar-dead-or-alive
Handouts
Handout #1
Two significant things from todays session and one aspect about which you would like to know
more.
239
Handout #2
3. Find or design language practice games that will allow your learners to
practice the language while having fun. (See separate handout, pgs. 3-6)
Jeopardy
Bingo
Speed dating
Charades
Stop the bus
Grammar auction
4. Keep in mind the proportions and balance of input and output in your
lesson.
6. Encourage students to work out the rules of a particular grammar point you
are teaching.
Handout #3
Handout #4
Handout #5
Carly Rae Jepsen Call Me Maybe
Complete the following chart.
infinitive Past simple participle gerund
hold
take
throw
come
blow
give
show
know
meet
miss
look
Fill in the blanks with the verbs from the previous exercise. Use Past Simple or Past Continuous
I (1).. a wish in the well, And this is crazy,
Don't ask me, I'll never tell But here's my number,
I (2) to you as it fell, So call me, maybe?
And now you're in my way
And all the other boys,
I'd trade my soul for a wish, Try to chase me,
Pennies and dimes for a kiss But here's my number,
I (3). for this, So call me, maybe?
But now you're in my way
You (8).. your time with the call,
Your stare (4).., I (8).. no time with the fall
Ripped jeans, skin (5).. You (9). me nothing at all,
Hot night, wind (6). But still, you're in my way
Where you think you're going, baby?
I beg, and borrow and steal
Hey, I just (7) you, Have foresight and it's real
And this is crazy, I (10). I would feel it,
But here's my number, But it's in my way
So call me, maybe?
Before you (11).. into my life
It's hard to look right, I (12).. you so bad
At you baby, I (12).. you so bad
But here's my number, I (12).. you so, so bad
So call me, maybe? Before you (11).. into my life
I (12) you so bad
Hey, I just met you, And you should know
243
Handout #6
Speed Dating
This activity is great way to start or end a lesson. It can be easily modified to any levels and any
grammar structure. It is a great activity to encourage speaking as well.
Ask your students to sit/stand in two rows facing each other, so they are in pairs.
Write a grammar structure on the board (e.g. I have ________, but I have never______; if
it_________ I will_________) and ask them to make up sentence and tell each other.
Students move one seat, so they have another partner. This is repeated so that they can
practice with various partners.
This game is good to revise and practice structures in the first conditional.
Charades
This is a perfect activity for vocabulary review or for grammar.
Prepare slips of paper with some action verbs/ sentences written on them.
Divide class into two teams.
Explain that they have to act the verbs/ sentences out without speaking and the other
team has to guess, using the correct structure (this is the structure you chose for that
lesson).
Example sentences:
Grammar Auction
This is a great activity not just for grammar but for reading classes as well.
Put the students into pairs or small groups and give each pair a sheet of sentences and their
money limit.
Ask the students to plan which sentences they are going to bid for.
Establish a fun, auction-like atmosphere.
After all the sentences are sold, get a class vote on which sentences are correct. Confirm the
answers.
Ask them to add up their money. Who has lost money on incorrect sentences?
Ask pairs to decide why the sentences are not correct.
Jeopardy
This is a great way either to practice one aspect or review different grammar points. It also
works really well with reading. For reading, questions should be prepared beforehand.
Divide the class into several groups;
Groups, one by one, choose a category and the point which leads to a question; if they
answer correctly they win the points which were assigned to that question.
Present simple Past simple Present continuous Past continuous Present perfect Past perfect
10 10 10 10 10 10
20 20 20 20 20 20
30 30 30 30 30 30
245
Write up on the board: When did you last go to a restaurant? (or a similar question which best
suits the age and culture of your students, e. g. When did you last go the park? or When did
you last go to the cinema?).
Ask students what other questions you could ask about this event.
Build up a list of as many questions as you can on the board.
Once you have a good number of questions on the board, group students into two or three and
ask them to ask and answer questions together.
Tell them they dont need to write anything as the aim of this activity is speaking practice.
Monitor as the students speak, but dont interrupt.
Focus on students use of the past simple and make a note of any problems or mistakes. As
students ask you for help with vocabulary and phrases write these up on the board in your
vocabulary section.
Bring students back together after about 10 minutes and go through any difficulties that you
picked up with the use and form of the past simple during monitoring.
Move students around to form new pairs or groups of threes and give each group another
When did you last? Question. Again you should choose these to suit your students but they
may include go to the cinema? go on holiday? go shopping? visit a relative?.
Give students a time limit, about 5 or 10 minutes, depending on how easily they can work with
the target language, and ask them to write as many questions as they can think of for the
situation theyve been given. The teacher moves round the groups helping and correcting the
questions. Make sure all students in the group write the questions as they will need them later.
Further semi-controlled speaking practice.
Change students into new groups and tell them to ask their questions and this time to write
down the answers. You can monitor and write up the vocabulary that students need.
246
Other Materials
247
Learning grammar can be a challenging and difficult task for many language learners. Being able to
practice and learn grammar in a more creative and fun one can make the challenge more achievable
and enjoyable. During this workshop session, participants will experience and reflect on different PPU
activities for making grammar more communicative and creative.
Time 60 minutes
Session By the end of the session, participants will become aware of developing, adapting and
objectives using PPU activities for making grammar more communicative and creative.
Session outline
References
Harmer, J., & Thornbury, S. (2011). How to teach grammar. Harlow: Pearson Longman.
Handouts
Handout #1
Poem
And a red hat that definitely wont go and probably wont suit me
And I will spent my pension on brandy and summer gloves and candles
And I will say I might have some money for designer clothes
When I get 70 I will sit down on the pavement when I feel tired
Poem
And a red hat that definitely wont go ----------------------and probably wont suit me
And I will spent my pension on brandy --------------------and summer gloves and candles
And I will say I might spend some money --------------on designer clothes
When I get 70 I will --------------------------------------------sit down on the pavement when I feel tired
Handout #2
When I am old
I probably will.
I probably wont.
I will definitely
I definitely wont
Ill
I might.
I might not.
254
Grammar exercises for modals can be dull and hard to find, but fear not! In this session, participants
will have the chance to explore communicative activities that will get students to practice modals in a
fun and interactive way.
Time 60 min.
Session By the end of the session participants will have experienced different communicative
objectives activities to practice modal verbs in their lessons.
Session outline
8 min. Trainer tells Participants that in the To experience Pair work Handout 1
session they will experience a variety of practicing language
items in a
255
Handouts
Handout #1
can do yoga.
can draw.
can swim.
can knit.
258
Handout #2
Andys Story
(B) Andy didnt follow your advice. Express your disapproval about his actions.
Handout #3
Activity # How did you What steps were Why use it? Other grammar
feel? used? patterns for this
activity
260
Teenagers need to practice grammar through activities that are fun and engaging. They also need to
practice different grammar structures in a more communicative and dynamic way. Grammar without
communication has no true purpose. During this session, participants will learn how to use different
communicative activities to help guide students in practicing grammar structures.
Time 60 min
Session By the end of this session participants will be able to use communicative grammar
objectives activities to teach their students to use the grammar structures appropriately in
meaningful situations.
Participants will also be able to analyze the importance of communicative grammar
activities to engage students in real-life communication.
Session outline
Wrap-up
References
Harmer, J., & Thornbury, S. (2011). How to teach grammar. Harlow: Pearson Longman.
Handouts
In the inductive grammar lesson, we first give students input (examples) of how a grammar point works
and then ask them to figure out the rule based on the examples they have seen. In other words, in this
type of grammar lesson we attempt to teach our students about a grammar structure without directly
explaining the rule in the beginning of the lesson. It is very important to resist temptation to explain
the rule because the whole point of the inductive process is to discover something based on patterns
discerned through experience.
264
The challenge for the teacher is to choose a topic that will naturally expose the students to repeated use
of the structures. For example, if the teacher wanted to expose the students to many examples of the
simple present tense, she/he might come up with a theme like The Habits of Highly Effective People.
The students could listen, read and discuss all the good habits a person possesses, and this would
expose them to the simple present tense.
Giving multiple examples is critical as it gives the students the opportunity to see the patterns. To draw
some attention to the grammatical structure, the teacher might use italics or boldface during the input
stage of the inductive lesson.
In the end, the teacher can ask the students to figure out the rule based on the discussion and all the
examples they have seen or heard during the course of the lesson, referring back to the class materials
as necessary.
In general, the inductive approach is seen as more engaging for students. Creating a good inductive
lesson requires careful planning and thinking.
Remember, the main characteristic of an inductive lesson is that first the teachers provides examples of
the grammar and then guides them in the discovery of the rule.
All grammar points shouldnt be taught inductively. / Some rules have a lot of exceptions.
Step2:
Teacher explains that Andy made no preparations. He didnt take a map. He didnt take water Teacher
asks students to imagine what happened.
Andy got lost
He got very thirsty
Step 3:
Teacher asks: What do you think of Andy?
Eliciting the answers like: He was stupid. He must take a map
Teacher models the sentence: He should have taken a map.
Step 4:
Teacher writes on the board:
265
Step 5:
Student figure out the rule through the examples.
Step 6:
Teacher asks the students to role play the dialogue between the police and Andy, when the police finally
found Andy.
Police: You should have taken a map.
Andy: I know I should. I didnt think
Demo Lesson
What are the differences between your life as a child and your present life?
Your life as a child...
______________________________________
______________________________________
6. Role play
Pairs of students are old friends meeting after a long time. They are supposed to communicate and note
the differences in each using their imagination or the role play clues.
7. Writing
Imagine that you have been asleep from 2016 till 2050. You have just woken up to be shocked about
everything around you. Compare your old and new lives and write your story using used to.
1. Eliciting
2. Providing students with examples
3. Asking CCQs
4. Formulating the rule
5. Personalization
6. Role-play
266
When learning grammar, it is essential that the language is presented and practiced through
contextualized and realistic scenarios. During this workshop session, participants will experience and
reflect on a sample lesson in which the passive voice is taught using an authentic text.
Time 60 min
Session By the end of the session, participants will be able to experience and analyze an
objectives authentic text (an article) for teaching the passive voice structure.
Session outline
Network
The class is divided into groups which
should not have more than 10 students
each. Each group receives a ball of
string. Whoever is speaking on the
topic chosen holds the ball of string.
When the speaker has finished he/she
gives the ball of string to the next
speaker, but holds on to the string. In
this way a web of string develops,
showing who talked.
References
Carter, R., Hughes, R., & McCarthy, M. (2010). Exploring grammar in context: upper-intermediate and
advanced:. Cambridge: Cambridge University Press.
Harmer, J., & Thornbury, S. (2011). How to teach grammar. Harlow: Pearson Longman.
Nettle, M., & Hopkins, D. (2003). Developing grammar in context:. Cambridge: Cambridge University
Press.
Handouts
Handout #1
What are some advantages and disadvantages of using authentic texts?
Advantages Disadvantages
271
Handout # 2
Advantages and disadvantages of using authentic texts
Advantages Disadvantages
They provide co-textual information,
allowing learners to deduce the meaning of The difficulty of the text, especially an
unfamiliar grammatical items from the co- authentic one, may mean that some of the
text. above advantages are lost.
If the texts are authentic they can show how The alternative - to use simplified texts -
the item is used in real communication. may give a misleading impression as to how
As well as grammar input, texts provide the language item is naturally used, again
vocabulary input, skills practice, and
defeating the purpose of using texts.
exposure to features of text organization.
Not all texts will be of equal interest to
Their use in the classroom is good
preparation for independent study. students.
If the texts come from the students Students who want quick answers to simple
themselves, they may be more engaging and questions may consider the use of texts to
their language features therefore more be the 'scenic route' to language awareness,
memorable. and would prefer a quicker, more direct
route instead.
272
Handout # 3
273
Handout #4
Session evaluation
Please select the rating for each section based on the following criteria:
5=excellent 4=good 3=average 2=fair 1=poor
13. What can be improved with regards to the structure, format, and/or materials?
274
Vocabulary
275
Teaching vocabulary to young learners can be challenging. In this session, three effective techniques
to teach vocabulary are presented as well as ways in which these can be adapted for
teachers own contexts.
Reflection questions:
What are three important points of
choral repetition?
How did you feel?
276
Reflection questions:
What did we do?
How did you feel during this activity?
What is the aim of this activity? How
can it help your students?
(Note to trainer: This chant can be used for any
kind of vocabulary lists that use objects).
Group
Final Reflection: work
Trainer asks Participants to discuss the
following questions in pairs. They then share
as a whole class.
References
Arntsen, T. (2017) How to Drill: Drilling Activities for the English Classroom. Retrieved from
http://busyteacher.org/3812-how-to-drill-drilling-activities-for-your-english.html
Introducing New Vocabulary to Young Learners. (2013, Jan 21) Oxford University Press [video] Retrieved
from
https://www.youtube.com/watch?v=JhVVGZ8yy9g&t=5s
278
Handouts
Handout #1
279
Handout #2
Do you like..?
280
Teaching vocabulary in a way that is memorable and engaging for students can be challenging. In this
session, a variety of activities to help make vocabulary learning more memorable for
students are provided.
5-8 min Trainer distributes handouts and asks To generate ideas TPS Handout
Participants to fill out the columns with 1
the activities and strategies they use in
teaching vocabulary. After 3 minutes,
they will share with their partner and
then, with the whole class. Trainer fills
281
5-8 min Trainer distributes diamante poem Practice Pair work Handout
handouts, and asks Participants to write a 2
poem about todays session in pairs.
Pairs share their poems with the whole
group.
Trainer shows list of activities and games Sharing her Trainer- PPT slide
5-7 min that could be used to make vocabulary experience; Participants 10
learning more memorable and Abstract
meaningful. Participants are asked to Conceptualization
282
References
Moberly, C. (2017) Dynamite Diamante Poetry. Retrieved April 21, 2017 from
http://www.readwritethink.org
Pavicic, V. (2011, December 15) Vocabulary and Autonomy. Retrieved April 21, 2017 from
http://www.teachingenglish.org.uk
https://pirhua.udep.edu.pe/bitstream/handle/123456789/1797/MAE_EDUC_091.pdf?sequence=1
https://yappicorp.com.ua/public/user_files/files/taboo-game.pdf
283
Handouts
Handout #1
Involve
Tell Show
284
Handout #2
Noun
Adjective Adjective
Adjective Adjective
Noun
285
Handout #3
Remind
286
Handout #4
Taboo cards
Handout #5
3-2-1
Write 3 things you learned/liked
1)
2)
3)
....
Write 2 things you are going to try out in your teaching
1)
2)
1)
288
Lecture 5%
Reading 10%
Audio-visual 20%
Demonstration 30%
Discussion 50%
Practice by doing 75%
Teach others 90%
289
There is more to vocabulary than knowing the meaning of words. Developing a strong vocabulary in
the Target Language requires going deeper and looking at how words are connected and how they
can change based on certain contexts. This session will explore Polysemy and activities that can help
teachers and learners explore this area of vocabulary.
Time 1 hour
Session Participants will be become familiar with the importance of familiarizing high
objectives school students with word polysemy.
Participants will explore materials and activities that can aid in teaching polysemy,
particularly literal and figurative meaning.
Session outline
Timing Procedure Aim of the Interaction Material
activity
2 min. Trainer introduces herself as well as the To set Whole PPT
goals and objectives of the session. expectations for group Slides 1-2
the session.
7 min. The trainer displays a sentence on the To have Small PPT slide
slide (PPT slide 3), and tells Participants participants groups 3
that this is the sentence that led her to realize the
come up with the idea for this workshop importance of
since this sentence is a real example from teaching word
her students. Trainer asks the meanings.
participants to list possible translations of
the sentence that their students might
come up with.
Discussion question:
Participants discuss in pairs:
-Why do you think your students will
have difficulty in getting the correct
translation of the sentence? (Participants
might say that students do not know the
various meanings of the word fire.)
-How often do you come across the
words with polysemous meanings?
-Do you usually avoid them or do you go
deep in explaining them?
6 min. Each participant has a piece of paper, To lead-in to the Pairs Slips of
face down, on his/her table. Participants session through a Work paper
turn over the paper and follow trainers quick warm-up
instructions. Participants have a sentence activity. Whole class Handout
with a gap. Participants look at a PPT 1
slide with a word bank and complete the
their sentences with the appropriate PPT slides
word. 4-5
Ex: He ... the strangers with suspicion
EYED) (Handout 1).
2 min. Trainer refers to PPT (slide 6) and elicits To distinguish Whole Class PPT slide-
the definition for Word Polysemy and between 6
contrasts it with Homonymy based on Polysemy and
the example of bank. Homonymy.
3 min. Trainer shows the illustrations for the To set the tone Whole Class PPT
words given in the warm-up activity and for the rest of slides 7-
elicits possible answers from the the session. 14
participants.
To help
(1. Can you give me a hand? 2. The head Participants
of beer. 3. The mouth of a well. 4. The anticipate what
heart of a city. 5. The five of hearts. 6. will be talked
The eye of a needle. The eye of cheese. about for the rest
The eye of a potato. 7. The private eye.) of the session.
Reflection
Trainer asks Participants to discuss the
following:
-Did you like the activity? Why? Why not?
-Would your students be able to
participate successfully in this same
activity?
291
8 min. Participants receive a word (related to To set the tone Pair work Handout
part of body). They have to work in pairs for the rest of 2
to list as many definitions of the word as the session. Group work PPT 15-
possible. 17
(Handout 2) Some pairs get the same To help
word. Participants
After eliciting the number of definitions anticipate what
and a few example sentences, the trainer will be talked
displays the actual number of definitions about for the rest
of each word. Trainer tells participants of the session.
about how this source can help their
students look for the number of
definitions in a dictionary.
Discussion Questions:
Trainer asks Participants to discuss:
-How possible is it to teach all the
meanings to our students? What is the
solution? How can we teach them?
(Trainer brings up the idea that the
solution could lie in showing the real
connection between the core and the
derived meanings, how they are
connected, and that there are different
ways of connecting them the
resemblance of shape/function.
This leads to mini-lecture.)
10 min. Trainer explains that Polysemy is a broad To realize the Small PPT
topic and that they will just cover difference groups Slides 21-
figurative and literal meanings of 5 words between 23
through this session. Figurative and
Trainer asks Participants about the Literal meanings. Handout
difference between the literal and 4
figurative meanings
Handout
Participants work in pairs to practice the 5
use of head with its figurative and
literal meanings handout 4
(If time allows, Participants can work on
Handout 5.)
For the lesson on Head, see Handout 6.
5 min. Participants work in pairs to come up To experience an Pair work PPT slide
with their own examples of words they activity with 24
have: one figurative meaning of the word figurative and
and one literal meaning. literal meanings.
2 min. Exit Tickets Participants fill out exit To reflect on Individual Handout
tickets (Handout 6) session. 6
References
Makni, F. (2013) Teaching Polysemous Words To Arab Learners:A
Cognitive Linguistics Approach. PhD, University of the West of England.
Handouts
Handout #1
Complete the sentences using the words given on the slide.
Handout #2
HEAD
EYE
MOUTH
HEART
HAND
296
Handout #3
3.means of
14.one of e measurement
number,
6. Freedom
herd, group
15.unit of 2. intellect,
24.antlers animals mind
of a deer
10. a
person,
21.hairdo wise head
20. hair
4.
hangove
r
5.life
HEAD
18.projecting
point of a
coast 27.the
obverse of a
coin
7. position
or place of 11. 13. the part 16.upper
leadership summit or of a or higher
8. leader or
upper end weapon end
chief
9.leading
position as in
dancing 30.the source
22.foam at
of a river 17.opposite the top
12.First in stream of the foot
rank
23.cream
28.main
on standing
division of 19. milk
a subject, culminating
topic point
297
Handout #4
Discuss the sentences with your partner. Check F for Figurative meaning or L for Literal
meaning for the words in bold. You may check both letters.
Example sentences F L
Head
1. She lifted up her head and looked at him.
2. Tom made a quick calculation in his head.
3. Tom, Mary and John all shook their heads.
4. He's the head of the marketing department.
5. Father took his place at head of the table.
6. The cow gave birth to a calf with two heads.
7. I can't make heads or tails of what you said.
8. The dog was covered in mud from head to foot.
9. In our head office, we have two meeting rooms.
10. He likes to watch the birds fly above his head.
298
Handout #5
Work with a partner. Circle the best answer for the given sentences.
10 As she walked the red carpet, her dress made a lot of heads turn.
a. Make people angry.
b. Draw attention.
(Key: 1 b, 2 a, 3 b, 4 b, 5 b, 6 a, 7 a, 8 a, 9 a, 10 b).
299
Handout #6
Exit Ticket
Tick the box that reflects your learning from the session.
Handout #7
Lesson Plan
Objective: Familiarizing students with the notions of literal and metaphorical meanings
Time 45 minutes
1. Step 1: (Warm-up) Students individually write down a sentence containing the word HEAD.
(Some students might think of different meanings rather than a core meaning. This can help
lead into the next activity.)
Step 2: Teacher elicits answers.
2. Teacher writes up the word HEAD in the center of a board and asks students to work in pairs to
brainstorm the meanings of head.
How many meanings of Head can you think of?
head
3. After eliciting some examples students look the word up in the dictionary and write down main
meanings that are numbered. (add any arrows if needed).
How many meanings could you find?
4. Students work in pairs to give examples of different part of speech. (head v, head n)
Noun Verb
1.. 1.
2.. 2.
3.. 3.
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5. Students go back to the dictionary to write down any meanings that have the resemblance to
the form of Head.
Resemblance to a Head Resemblance in Function
1 Ex: The head of a cabbage. The head of an office
2
3
4
5
6
6. Students try to divide the following sentences according the literal and figurative meanings of
Head.
Write L for Literal and F for Figurative for the meaning of the word head in each sentence.
7. Students work in small groups and play charades one group presents a figurative meaning of
the target word head. Other students have to guess the expression (e.g. the head of the house)
and then come up with a sentence in which they would use this word.
8. Ask students to write the expressions /collocations they remember on a piece of paper, collect
the papers and ask group representatives to take 3-4 pieces. Students prepare and act out a
dialogue in which they will have to use these expressions.
9. Homework: Look up the definitions for hand for the next lesson. Write them down in their
notebooks. This will serve as a Dictionary page.