Class Materials

E N G L I S H O P E N S D O O R S P R O G R A M

Curriculum and Evaluation Unit – Ministry of Education – Government of Chile

Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile

Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl

Class Materials

English Opens Doors Program

National Volunteer Center





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“To teach is to touch lives forever.” Anonymous

Chilean English Teachers and English Opens Doors Volunteers:

“Class Materials” is a comprehensive, practical teaching resource. This document was

created to compliment the English Open Doors Program‟s “Teaching Guide.” While the

“Teaching Guide” gives strategies for Teaching English as a Foreign Language, “Class

Materials” contains detailed activities and ideas for planning fun, effective lessons for English

language learners. With Chilean students in mind, these activities were developed to

encourage authentic speech, increase vocabulary acquisition, and motivate English language

learning in your classroom.

This resource packet can serve as an everyday “teaching buddy” to assist you in lesson

planning throughout the school year. We recommend that you skim the sections of the

packet and highlight the ideas you would like to incorporate into your classroom. You can

reconstruct activities for your students, imagine yourself teaching and your students

performing the activities as you read. Lastly, modify the activities as necessary.

We wish you a successful English classroom. Happy Teaching!

“Class Materials” was written and compiled by former Volunteer Corissa Wandmacher Other contributions were made by former English Opens Doors Volunteers Sara Athanas, Jason Flynn, Lindsay Horgan, Lisa Knox, Lia Meikle and Christine Tran.





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CLASS MATERIALS

Table of Contents

1. Classroom Resources 4

2. Daily Routines 6

3. Vocabulary 8

4. Listening Activities 15

5. Speaking Activities 20

6. Reading Activities 24

7. Writing Activities 26

8. Supplemental Activities 28

9. Closing Activities 61

10. Time Fillers 62

11. Emergency Lesson Plan 63

12. English Debates 65

14. Extracurricular English Club and Activity Ideas 67

15. Internet Resources 68





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Classroom Resources

The effective use of materials can engage students and add variety to your lessons. The

classroom resources section includes visuals, the materials you will need to create or bring, and

the supplies the students will need to have to complete the lesson. Think ahead! Be realistic

about your materials because your school may have limited resources. The lesson plan

template found in the Teaching Guide includes a convenient place to record the different

materials you will need for each class.

Authentic Materials for the Classroom

Pocket calendars, free newspapers: great for visual aids

Travel brochures: good for tourism, lessons on travel, and cross cultural topics

Postcards: useful for lessons on culture, talking about travel, and creating dialogues

Coupons, menus, recipes: good for lessons on food

Catalogs and advertisements: great for clothing, colors, description, or shopping

activities

Horoscopes: great for working with the future tense

Magazines: can be useful for the pictures

Comics: can white out what the characters are saying and allow students to create the

dialogue

Creative “Make Your Own” Materials

Laundry line: used to hang pictures, verb charts, student work

Poster board: can be covered in clear packing tape to create your own white board or

cut up to make student white boards

Packing tape: to cover and preserve paper note cards, pictures, etc. (homemade

lamination technique)

Photo albums: to protect pictures, note cards, question cards, or thematic vocabulary

books

Paper bags: to make puppets or as a mystery bag that contains questions, objects, or

prizes

Boxes: can be used as a mystery box or box of questions, it can be used as a self-

access box filled with activities or worksheets that your students can do when finished

with their work, or for art projects

Hangers: used as story mobiles, to hang work or common phrases from the ceiling,

etc.

Self-recorded dialogues: used for listening comprehension. Record with another

volunteer!

Clean food wrappers: use food boxes, French fry holders, and candy wrappers to

teach food units (or anything else considered trash that you can use for other themes)

Business cards: can be used by students to role-play the person on the card

Classroom Supplies

Dry erase markers or chalk: to write on the board or for students to use on

homemade boards

Poster boards and markers: to create visuals to teach vocabulary and to hang on

your wall

Sheet protectors: used to protect “class sets” of papers you create, such as printed up

dialogue sheets or song sheets used in class

Masking tape or “sticky tack”: to hang up vocabulary pictures, wall hangings, class

work, etc.

White paper or note cards: to design your own vocabulary flashcards with pictures





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Envelopes, file folders, or Ziploc bags: to organize little slips of paper, documents,

etc.

Example Classroom Materials

Vocabulary Picture Flashcards (make them big!):

Word Wall: (you can have drawings or pictures too!)





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Daily Routines

Daily routines create the framework for a consistent classroom and gain your students

attention before you begin with the lesson‟s main activity. The introduction consists of

greeting your students, checking for attendance, and leading the daily routine. Prepare a

daily routine question related to the theme of your activity. You can find ideas for the daily

routine questions on the following page.

After you greet your students and go over what you will be teaching that day, proceed to the

daily routine.

Daily Routine Example:

1. Have the phrases “How are you?” and “I‟m fine” written on the board. Allow the

students to guess what the question is asking. After they have guessed, tell them

that “How are you?” is “¿Cómo estás?” and “I‟m fine” is “Estoy bien” in Spanish.

2. Say “How are you?” a few times and have the entire class repeat after you. Then

say, “I’m fine” a few times and have the entire class repeat after you.

3. Ask each row, “How are you?” (Use your hands to show you are talking to a

particular row). Have each row answer, “I’m fine. How are you?”

4. Go around the room and ask students at random, “How are you?” And the student

will answer “I’m fine.”

5. Tell the students to get with a partner and ask, “How are you?” (Use your hands to

show that they will get with a partner)

Then, proceed to the activity dealing with greetings…

*To vary responses you can add “I‟m great” or “I‟m alright”. To vary which groups

you select to respond, try boys, girls, left side, right side, etc.

Daily Routine Ideas

What is your name?

How are you?

How old are you?

Where are you from?

Where do you live?

What is the date/day of the week?





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When is your birthday?

How many people are in your family? Who is in your family?

What is this/that?

What color is the…?

What is he/she like?

What is the weather like?

What is your favorite sport/subject/food/holiday etc?

What is your address?

What do you usually eat for breakfast? Lunch? Dinner?

What is your hobby?

What does your father/mother do?

What classes do you have?

What time do you get up?

What are you wearing?

Who is your favorite singer/actor?

Who is sitting behind/opposite/next to/etc in class?

How many brothers or sisters do you have?

How do you spell your last name?

How tall are you?

How much does this cost?

Where is the…?

Where do you go for the holidays?

Where were you born?

Do you like …?

Do you have a pet?

Do you watch TV?

Do you play (instruments, games…)?

When are you going to …?

What did you do yesterday?

Where did you go last week?

What are you going to do this weekend?

What would you do if…?

What would you like?

Have you got…?

Can you …?





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Vocabulary

Students will need to be introduced to the necessary vocabulary to complete any speaking,

listening, reading, or writing activity. Vocabulary can be presented and reviewed in many

different ways. Mix up the methods so that you meet the various learning styles of your

students through drawing, writing, acting-out, grouping words, etc. Recycling the

vocabulary will help your students remember more words! Also, try not to teach more than

15 vocabulary words at a time.

Vocabulary Activity Ideas:

Vocabulary pre-teaching: pass out slips of paper and have students in pairs try to

match the word and the definition

Traditional methods: match words with synonyms or antonyms, fill in the blank

with the appropriate word, or complete a phrase

Students label pictures/objects: label all the objects in the room and make

picture cards to hang on the walls

Shades of meaning: give students pairs of words and they decide which is stronger,

which is slang, which is negative/positive, etc.

Teaching vocabulary from reading: students try to guess the meaning of a word

from its context

Using visual aids: provide pictures to associate the meaning and the words in

English

Teaching vocabulary horizontally: i.e. instead of only teaching color vocabulary

vertically with “blue, red, yellow”, teach “blue eyes, blue sky, blue moon, etc.”

Games: Pictionary, Definition Tic-Tac-Toe, Scattegories, guess the word, crosswords,

jumble words, charades, hangman, word or picture bingo etc.

Word wall: have a wall dedicated to new words learned. Also, students can add

words they learn to add to the word wall (with a drawing). Have students copy any

new words that come up in their notebook.

Grouping: provide students with a list of words and they decide which ones don‟t

belong or provide a list of words from different themes and they have to put them

into categories

Attribute charting: make a visual diagram of vocabulary words vs. characteristics

Word webs or other graphic organizers: compare and contrast, order, or

organize vocabulary words. See the examples listed on the following page:

Vocabulary Activity Example 1: Graphic Organizer/Using Visual Aids

Objective: The students will be able to group food vocabulary into categories using a graphic

organizer.





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Skill: Vocabulary acquisition

Materials: masking tape, dry erase board and marker, vocabulary picture flashcards

Vocabulary List: pizza, hamburger, bread, yogurt, cheese, salad, eggs, fruit, pasta, rice,

meat, vegetables, ice cream, sweets, sandwich, etc.

Preparation

1. Before teaching the vocabulary, create a vocabulary picture flashcard for each

vocabulary word listed above. Also have a graphic organizer (picture example below)

on the board that has “food” at the top and lines out from it with other categories

(breakfast, lunch, snack and dinner) with room to tape the vocabulary cards

underneath.

Class practice (10 min)

2. Show the vocabulary picture flashcard and say the word out loud one at a time to the

class and have them repeat after you i.e. you say, “Pizza” and the class repeats,

“Pizza!” Do the same thing for every vocabulary word.

3. After you have gone through all the vocabulary words, refer to the attribute chart

that has the categories breakfast, lunch, snack, and dinner. Draw a clock with the

time next to each meal, so the students will understand the meaning without you

having to tell them in Spanish.

4. Ask the students, “When do you eat eggs? Breakfast, lunch or dinner?” pointing

to the different attribute rows. Tape the vocabulary picture flashcard under the

proper category. * Allow the students to help you organize all the flashcards on the

board. It may be different than what is common in your home country or city.

5. Repeat the steps for every vocabulary word until they are all organized by meal time.

Independent practice (10 min)

6. Ask the students to get with a partner to record the food vocabulary words on a

sheet of paper using the same graphic organizer but with different attribute group

headings.

7. Invite a few pairs to share the way they organized the words. For example: “healthy

vs. unhealthy”, “sweet vs. salty”, etc.

Food

Breakfast Lunch Snack Dinner

Food

Breakfast Lunch Dinner Snack

Ice Cream Pizza Eggs





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Christmas in the Summer

Christmas in Winter Santa

More Graphic Organizers

KWL Chart: Word Web:

K W L

Venn Diagram:

What we Know

What we Want to

know

What we Learned

Some food words like

hamburger

How to order

How to ask for the bill

“Can I have a

hamburger?”

“Can I have the bill?”

Gym

Outside

Water

SPORTS

Basketball

Soccer

Fishing

Swimming

Food

Sweet

Ice Cream

Salty

Eggs





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T-Chart

Healthy Unhealthy

Salad Fast Food Exercise Smoking

Attribute Chart:

Zebra Horse

Colors Black and White Brown, White or Black

Where it lives Africa/Zoo Farm

Number of legs four four

Vocabulary Activity Example 2: Vocabulary Games

Objective: The students will be able to label common parts of the body.

Skill: Oral expression

Materials: strips of paper with the vocabulary words written on them (enough copies for

each team), tape, and envelopes to hold each group‟s vocabulary strips

Vocabulary List: nose, mouth, eyes, ears, hair, face, neck, shoulder, chest, stomach, leg,

foot, arm, hand, finger

Model (10 min)

1. Tell the students to stand up. Read each vocabulary word out loud and have the

students repeat after you. Say, “Nose!” and point to your nose. Each student will

also say “nose” and point to his/her nose. Go through each word a few times.

Class Practice (10 min)

2. Ask for a volunteer to come up to the front of the room to be your “mannequin”.

Take out one envelope of vocabulary strips.

3. Ask the class, “Where is his/her nose?” and have the students point to their body

part to show you where to put the strip. Tape the vocabulary strip on the body part

suggested by the students.

4. Do the same thing until you have used up all of the vocabulary strips.

Independent Practice (10 min)

5. Explain that the students will be getting into groups to play a game to label one of

the people in their team with the same body part strips. Model the instructions by

labeling the volunteer mannequin as fast as you can.





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6. Put the students into groups of 3-5. Give them each an envelope of vocabulary strips.

Tell them the first team to label the body parts of one teammate wins!

7. Say go and watch them race!

Vocabulary Review Games

Line up- This game involves students forming lines according to a specific order. For

example, teach the students to ask and answer each other, “When is your Birthday?”

Then have them line up starting from January to December. This can be adapted to

different levels by using questions suitable to the English level of your students.

Row relays- This activity allows students to practice questions and responses. The

last student in each row is given a question e.g., “How old are you?” or “What are

you going to do after school today?” They have to ask the question to the person in

front of them who then answers. After answering, that student turns back around and

asks the same questions to the student in front of him/her. This continues up to the

person in the front. The first student in the row (i.e. the last one to be asked the

question) comes to the front and asks the teacher the question. The team to make it

to the front first is the winner. If possible, use a prop as a baton. You can adjust the

difficulty of the questions according to the level of the students.

Whisper up the aisle- This is similar to „Row Relays‟. Ask the last student in each

row of the classroom to stand up. Whisper a sentence or word in his/her ear. They in

turn whisper to the person in front of them until the whisper reaches the front of the

row. The front person then goes to the board and writes the „whisper‟ down. The first

team to write the whisper correctly is the winner. When repeating the game, shuffle

the students so that the second to last person moves to the back of the room to hear

the whisper.

Four corners vocabulary- For a convenient way to record vocabulary, have the

students choose one word from the passage and create a vocabulary card by folding

a sheet of paper into four sections. The sections the students should write are: 1.)

The word 2.) The meaning of the word 3.) The word in a sentence and 4.) A picture

that represents the word.

Board races- You can do board races in many different ways: 1.) You can group the

students in two teams and say a vocabulary word in English or Spanish. The first

team to write the translation on the board gets the point. 2.) You could have

translation options written on pieces of paper taped to the board and then tell them a

vocabulary word. The first person to grab the paper with the correct translation gets

a point for his or her team. 3.) You can write vocabulary words on the board and

have students race to erase the words you say out loud.

Around the world- All students start in their seats. Have two students on one side

stand up, ask them a question or have them identify a vocabulary word. The first

student to answer correctly stays standing and goes and moves on to the next

student. The student who answers last or doesn‟t answer sits down. This continues all

the way around the room and the student who has defeated the most people wins!

Dice game- Divide the class into groups and ask one person from the first group a

question or to identify a vocabulary word. When the question is correctly answered,

that student rolls the dice and the team is awarded the number of points that is

rolled.





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Bingo- The students can draw a bingo board in their notebooks. Write a word box on

the board for the students to choose their words from and fill-in their bingo boxes

with words. Call out vocabulary words and have your students use their pen to put an

“X” over a box when they hear you call a vocabulary word they have. (Or you could

have them tear up a sheet of paper into little pieces to use as markers if you want

them to reuse the bingo boards.) Have a reward for the winner.

Jeopardy- Draw a game board on the board with any five categories (a review of

chapters or material you have taught). Under each category have four numbers

written representing four questions or words to translate that increase in difficulty,

easiest question “#1” worth one point to the hardest question “#4” worth four points.

Create two teams and ask one person from a team at a time, allowing them to

choose a category and number. If a team cannot answer the question, allow the

other team to try to answer. Make sure to give a time limit for each question to keep

it fair (about 1 minute).

“Who Wants to Be a Millionaire”- Create 10 content-based questions that increase

in difficulty. Have three lifelines: 50/50, class poll, and ask a teacher or another class

(if director allows).

Answer basketball- Turn the trashcan into a basketball hoop and make a basketball

out of a wadded ball of paper wrapped with masking tape. Tape off two lines, one

about three feet away and the other about nine feet away. Divide the class into two

teams and take turns asking each team review questions. If the team gets the

question right, the student that answered has a chance to shoot for a bonus point.

You can have a close shooting line for easy questions worth one point and a far

shooting line for difficult questions worth three points.

Home run derby- Make picture vocabulary flashcards (with picture on one side and

English on the other) and a baseball diamond in the classroom with paper and

masking tape (will have to move some desks). Break the class into two teams (and

give them baseball names to make it more fun). To play the game you will have one

person from each team on a baseball diamond and the rest of the team in two

separate lines behind the home plate. Show a vocabulary card (Spanish side) to the

two students (from team A and B) on home plate. These students will have to

whisper the word (hopefully in English but ok in Spanish if they don‟t know it) to their

teammate on 1st base, the two students on 1st base will run to 2nd base and whisper

the vocabulary word to their next teammate and the two students on 2nd base will

pass the word to their teammate on 3rd base and the two 3rd base students will run

and cross home base to say the word aloud in English. The first team (only the

teammate that was on 3rd base) to cross 3rd base and say the vocabulary word in

English correctly, will win a point. Even though the students are able to whisper the

word around the bases in Spanish, the final answer (from the student on 3rd base)

will have to be answered aloud in English. Students will try to skip plates and push,

but subtract points if the students do not pass on the word properly. If neither team

is able to say the vocabulary word in English, have the students rotate around the

bases and have the next person from each team come “up to bat”. If the students

from third base say the correct word at the same time, have them play rock-paper-

scissors to determine the winner of that round. *You can build on the game in future

classes and call them “innings”.

All my friends- Make a circle of chairs with one less than the number of participants.

The extra person stands in the center of the circle and says “All my friends who





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like…” (interests) or “All my friends who (play/do/action verb) or “All my friends who

have green eyes” (descriptions). If the statement pertains to the members of the

circle they must stand up and run for another seat that‟s not right next to where they

were sitting. The person who cannot find a seat will now be the person in the center

and call out the next “All my friends…”

Act and count- While you play music the kids act like an animal/member of the

family or do an action that you have designated. When the music stops you say a

number with their action or noun such as “Five Tigers” and the children must form

groups of this size and stand together. The group that forms last or the odd students

out must sit on the side.

Labeling real objects- Label a template and have the students match the real

objects. For example, make a template of a place setting, labeling all of the drawn

objects. Then, have the students matched the real fork with the picture of the fork,

etc. You can also ask them to take away an item, add an item or find which item

doesn‟t belong.

Freeze- (advanced students) have two students go up front and the class gives them

a setting and a job (i.e., salon or hairstylist). The two students start acting out a

scene using dialogue appropriate for the setting (like an improve skit). Then any

student can say “freeze” and the two stop moving and talking. The student who said

freeze will go up to the front and replace one of the students, taking their physical

position and then beginning a new scene and dialogue with the other student.





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Listening Activities

There are many different types of listening activities you can implement depending on the

listening skill you would like your students to develop. Sources for listening activities include

online, textbook or homemade audio files; a song or chant; and the teacher‟s own voice.

The listening activity you develop in the core of the lesson plan should usually last around 30

minutes. (If you have a class period longer than 45 minutes, the activities can be longer)

Listening Activity Ideas:

Blindfolded directions: Make a maze in your classroom with tape on the floor

and/or with chairs and desks. Ask the students to get into pairs. One student will be

blindfolded or with eyes closed and one student will give directions to the other

student to move through a maze (using left, right, straight, turn, go, etc.).

Telephone: Have the students sit in a circle and whisper a message to their

neighbour one at a time, repeating what they heard. Then, have the last person say

what he/she heard, and check the original message with the sender.

Listen and draw: Describe a picture and the students draw what they hear.

Song activities: Create a song puzzle by cutting up the lyrics to a song and giving

each student a few lines. Play the song and have them piece together the lyrics, or

do a cloze activity where the student fills in the missing words of the lyrics, working

with specific vocabulary or grammar.

Dictalog: Students listen to a story or passage and try to recreate as much as the

text as possible in pairs or groups.

Movie activities: While watching a video clip, have your students write down every

action word they hear, have them listen for a list of words you give them, or have

them fill in missing words of a dialogue.

Listening Activity Example

Objective: The students will be able to identify the characters after listening to the

descriptions of each person.

Skill: Listening for specific information

Materials: a CD or cassette recording describing five characters that uses key vocabulary

words, a drawing of each character described in the recording, and a CD player. *if you can‟t

create the recording ahead of time, you can read it aloud during class

Key Vocabulary: tall, skinny, brown hair, smart, pretty, boring, short, fat, blue eyes, red

hair, curly, ugly, mean, handsome, funny, nice, strong, old, shy, bald, annoying, crazy, loud,

talkative, blonde, etc.

Pre-listening: Motivation, Key words, Prediction (15 min)

1. The teacher reviews the vocabulary from the previous week on personal descriptions,

such as green eyes, pretty, short, tall, etc. Have the students stand up and do





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motions for each vocabulary word if possible. (Ex: for tall, have students stand up

straight)

2. Tape the drawings of the five characters on the board at random with their names

(not in order of how they are described in the recording) “Here are five people.

Carl, Elisa, etc.” “We will listen (cup your hands over your ear) to the recording

(point to the CD player) of these people and guess who is who (point to the

people and draw a question mark in the air)”

3. But first, to predict, ask your students “What is Elisa like?” Allow them to try to

guess her descriptions. “Nice and pretty” a student might answer. And respond with

“Good! She is nice and pretty.” Write all of the descriptions the students say next

to each picture. Do the same thing for the other four drawings.

4. Have the students number 1-5 in their notebooks for a place to record their

responses while they listen.

While-listening (15 min)

5. *Tape script below. “Now, we will listen to the descriptions about Carl, Elisa

…” (Cup your ear and point to the CD player. Point to the drawings on the board)

6. Play the recording of the description of the first character. Then play it again. Ask the

students, “Who is it?” The students may figure it out through one word, such as

they hear the word “old” and determine that it is the drawing of an old man. Write

#1 next to the person they decide.

7. On recordings of descriptions 2-5, play them two times each and have the students

write down in their notebooks which name they think is being described.

Post-listening (5 min)

8. Show them a printed copy of the recording (a class set in sheet protectors) and allow

the students to listen to all of the recordings again. Write down every vocabulary

word you hear on the board next to the drawing of each character to help the

students check their answers before you tell them who is who. Then, review all the

answers with the class.

As a follow up speaking activity, have the students draw a person and describe it to

another person. The students will try to draw the person described by their partner.

Example Tape Script (Can also read aloud during class)

1. Elisa: My friend is a tall, skinny brunette with brown eyes. She studies a lot so she is

very smart. She is pretty and likes to wear dresses. However, she doesn‟t have a lot

to talk about and is sometimes boring.

2. Ms. Johnson: My science teacher is short and fat, with curly red hair and blue eyes.

Many people say she is ugly because she is always frowning. She is not very nice,

and sometimes quite mean.

3. Carl: My uncle is very handsome. He is funny and nice too. He likes to work-out at

the gym so he is strong and has big muscles. He has green eyes, straight long black

hair and a nice smile. Many of my friends think he is cute.

4. Burt: My grandpa is a caring, old man. He is wise but sometimes shy. He doesn‟t talk

much but when he does, he always has something important to say. He has a little

grey hair but is mostly bald. He also has a moustache and beard, and of course,

wrinkles.

5. Mike: My little cousin is an 11-year-old boy with black hair and braces. He loves to

play soccer and play outside with my brother. He is loud, talkative, and annoying.





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Song Routine Example

Songs can be incorporated into the routines of the class.

Materials: CD with song, Radio

1. This could be a good opportunity to review greeting vocabulary. “We are going to

listen to a song by the Beatles called “Hello, Goodbye.” What do you think

this song is about?” Write the ideas on the board.

2. “When you listen to the song, wave at me when you hear the word “hello”

and spin around when you hear the word “goodbye.” Model to your students

“hello” by waving and goodbye by spinning around. Then have your students practice

waving and spinning while you call out the words.

3. Play the song and observe if/when the students hear “hello” and “goodbye.” Listen to

the song again and model the motions as you hear the words “hello” and “goodbye”.

4. Go over the lyrics with them and sing the song. Teach them more motions, such as

doing shoulder shrugs to “I don‟t know”.

5. Talk to your students about opposites, i.e. “Hello and goodbye”. Ask the students,

“Can you find any others in the lyrics?” and point to the lyrics.

6. Have them tell a partner the opposites they find.

Beatles “Hello, Goodbye”

You say yes, I say no

You say stop and I say go, go, go

Chorus:

Oh, no

You say goodbye and I say hello

Hello, hello

I don’t know why you say goodbye

I say hello

Hello, hello

I don’t know why you say goodbye

I say hello

I say high, you say low

You say why, and I say I don’t know

Chorus

Why, why, why, why, why, why

Do you say good bye

Goodbye, bye, bye, bye, bye

P R O G R A M A I N G L É S A B R E P U E R T A S

Unidad de Currículum y Evaluación - Ministerio de Educación - Gobierno de Chile

Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile

Teléfonos: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl

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Song Routine List

Greetings:

The Beatles “Hello, Goodbye”

Family:

Pointer Sisters “We Are Family”

Weather:

What‟s the weather like? (Tune of

Clementine)

What‟s the weather? What‟s the

weather? What‟s the weather like

today?

Is it foggy, partly cloudy, is it raining

or is there snow.

Is it windy, is it cloudy or is there sun

shine today.

What‟s the weather? What‟s the

weather? What‟s the weather like

today?

Days of the Week:

(Tune of Adams Family)

Days of the week (snap, snap) Days of

the week (snap, snap)

Days of the week, Days of the week,

Days of the week (snap, snap)

There‟s Sunday and there‟s Monday

There‟s Tuesday and there‟s

Wednesday

There‟s Thursday and there‟s Friday

And then there‟s Saturday

Months of the Year

(use the motions of the Macarena and

tune of one little, two little, three little

Indians)

January, February, March and April

May, June, July and August

September, October, November,

December

These are the months of the year!

Time:

Bill Haley “Rock Around the Clock”

Feelings:

If you are happy and you know it clap

your hands (substitute other emotions

for “happy” and use new actions)

Body Parts:

Head, shoulders, knees and toes.

Hokie Pokie

Actions Words/Verbs:

This is the way I… (i.e. brush my teeth,

wash our clothes, sweep the floor,

whatever!)

Colors:

Colors, colors, everywhere

Some are here, and some are there

Colors, colors, everywhere

Some are here, and some are there

Red, red, red, Red, red, red

Black, black, black, Black, black,

black,

Blue, blue, blue, Blue, blue, blue

Brown, brown, brown, Brown, brown,

brown

When I say “red”

You put your hands on your head.

When I say “black”

You put your hands on your back.

When I say “blue”

You put your hands on your shoe.

When I say “brown”

You turn your head all around….etc

Travel:

B-52s “Roam”

Food:

Chant: Tarzan of the Apes

I like bananas, coconuts, and grapes



That‟s why they call me Tarzan of the

Apes.

*each time you sing everything you

can get quieter or louder

*there are movements that you can

add

*you can change the fruit to any

vocabulary that will fit

Pets:

B-I-N-G-O

Old Mc Donald


Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile


Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl

- 19 -

Other Student Favorites

Aretha Franklin “I Will Survive” “Respect”

Beasties Boys “Fight for your Right to Party”

The Beatles “Yesterday” “Let it be”

Bob Marley “Three Little Birds”

The Calling “Anything”

The Clash “Should I Stay or Should I Go?”

Coldplay “The Scientist” “Yellow”

Elvis “All Shook Up” “Hound Dog”

Evanescence “Broken” “Bring me to Life” “My Immortal”

Fugees “Killing me Softly”

Gnarls Barkley “Crazy”

High school musical

Hoobastank “The Reason”

Jack Johnson

James Blunt “Beautiful”

James Brown “I Feel Good”

Justin Timberlake “My Love”

Lenny Kravitz “Again”

Michael Jackson

My Chemical Romance “Welcome to the Black Parade”

Outcast “Hey Ya”

Red Hot Chili Peppers “Under the Bridge”

Robbie Williams “Angel”

Rolling Stones “Satisfaction”

Travis “Sing” “Why Does it always Rain on me?”

U2 “With or Without you” “In the Name of Love”

Village people “YMCA”

Queen “We are the Champions”

Justin Bieber

Miley Cyrus

Guns and Roses

Green Day

Bon Jovi

Selena Gomez “Love you like a Love Song”

Bruno Mars “Just the way you are”

Jonas Brothers

Queen “We are the Champions”

Nirvana “Smells like teen spirit”

Maroon 5 “She will be loved”

Adele “Rolling in the Deep”, “Someone like you”

Katy Perry “Hot n Cold”, “The One that Got Away”





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Speaking Activities

There are many different types of speaking activities you can implement depending on the

speaking skill you would like your students to develop. Ideas for speaking activities include

tongue twisters, dialogues, partner work, and others. The listening and speaking activities

you develop in the core of the lesson plan should usually last around 30 minutes or more

Speaking Activity Ideas:

Tongue twisters: A great way to help students with pronunciation

Discussion, say something: Ask the students to talk with a partner or in a group

for 30 seconds for fluency work

Around the room: Line up students around the room, facing a partner and have

them ask a question and then rotate

Think-pair-share: The students think about or write their answer to a question and

then share with a partner. Then the teacher calls on volunteers to share what they

discussed in pairs

Show and tell: Ask the students to bring in an object from home to show the class

and share a brief story or background of the object‟s significance

Response groups: Groups get together and discuss a subject, passage, or idea

Dialogues/skits/plays/puppet show: Students create a dialogue, skit or play to

perform using vocabulary taught in the lesson

Spelling bee: A good way for advanced students to practice letter-sound

relationships and spelling

Talk show/newscast: Students role play a talk show or newscast to practice

improv-style speaking

Speaking Activity Example 1: Mystery Bag

Objective: The students will be able to describe fruits by saying “it feels like” and/or “it

tastes like.”


Materials: a few assorted foods (at least one apple and pre-cut slices), a plastic or paper

bag, a cloth used to blindfold

Key Vocabulary: round, smooth, sweet, soft, hard, bitter, sour, crunchy, etc.

Motivation, Model: (5 min)

1. Have “It feels…” and “It tastes…” written on the board and have a list of description

vocabulary on the board with pictures. Show your students the mystery bag. Inside

the bag have various washed fruits and one already cut fruit for you (apple).

2. Ask your students “What do you think is inside the bag?” and allow them to

guess.

3. Begin to feel inside the bag (an apple) and say “It feels round and smooth” (use

your hands to show round and smooth) and write round and smooth on the board

after “it feels…” and draw a picture or act out something that is round and smooth.

4. Take out the small pre-cut piece and put it in your mouth. Say, “It tastes sweet”.

Write sweet on the board after “it tastes…” and draw a picture of a piece of candy.

5. Ask the students, “What is it?” and allow them to guess.

6. Then, take out a whole apple and say “It’s an apple!”





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7. Ask for a volunteer,blindfold them, and ask them to draw from the mystery bag.

8. The student will reach into the bag and describe the food item using the adjectives

and descriptive phrases, “it feels…” and then (blindfolded) taste the food and say “it

tastes…” Then, the student will try to name the object in English. The rest of the

class can help offer other description words.

9. Repeat steps 7-8 twice with new volunteers and have them draw a new food item

out of the bag to describe.


10. Have the students get into pairs and practice describing their favorite food to their

partner. The partner will try to guess the food item. Walk around the room and

observe the students speaking and have them both describe each other‟s fruit to

you.

Speaking Activity Example 2: Tongue Twister

Objective: The students will be able to show that they can distinguish the difference

between the “Th” and the “S” sounds by reciting a tongue twister.

Skill: pronunciation of Th- and S- sounds

Materials: tongue twister on paper

Model (5 min)

1. Write the words “think” and “sink” on the board. Tell your students “Say the words

out loud”. Underline the “-ink” in both of the words. Write the words “thing” and

“sing” on the board and underline the “-ing” in both words. Ask your students to read

them out loud. Do the same thing with the words “bath” and “bass.” Practice

distinguishing the two sounds with the example words and have the students repeat

after you. Then, you can pronounce two similar words with Th- and S- and have the

students identify which you said.


2. Say, “We are going to practice the sound Th and S”

3. Write this tongue twister on the board (or have a class set of printouts ready) and

read it out loud to the students:

Say this sharply, say this sweetly, Say this shortly, say this softly. Say this

sixteen times in succession. She sifted thistles through her thistle-sifter.

4. Have them repeat after you. Then call on individual rows to repeat after you. Show

them how you make each sound, for example, “Hold your tongue between your

teeth and blow for th-.”


5. Have the students practice the tongue twister with a partner. Ask the partners to

listen to make sure they are pronouncing th- and s- correctly. Walk around the

room and offer assistance when needed.

Other Difficult Sounds for native Spanish speakers:

L and R Collect, correct, lamb, ram, call, car, fry, fly, etc





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E and A Bet, bat, then, than, letter, ladder, etc

B and V Berry, very, bent, vent, cupboard, covered, etc

Sh and Ch Lush, much, shoes, choose, sherry, cherry, etc

P and F Pail, fail, snip, sniff, pan, fan, lapping, laughing, etc

Long and short “I” peach, pitch, sheep, ship, reach, rich, etc

L and R

-Red leather, yellow leather, red leather, yellow leather

-A loyal warrior will rarely worry why we rule

Sh and Ch

-If Stu chews shoes, should Stu choose the shoes he chews?

P and F

-Father‟s polite position paid for popcorn and the flag.

Speaking Activity Example 3: Dialogue

Objective: The students will be able to produce and personalize a dialogue on greetings.


Materials: Class set of the dialogue in sheet protectors (or 10 copies to share with a partner)

Key Vocabulary: Hello, how are you, good morning, what is your name? etc.

Model (5 min)

1. Introduce more vocabulary after the daily routine, such as “nice to meet you”,

“take care”, and “see you later”. Act out the following dialogue, using different

voices or a puppet.

A: Hello. Good morning.

B: Good morning. How are you?

A: I‟m fine. How are you?

B: Good. Thank you.

A: What is your name?

B: My name is . What‟s your name?

A: I‟m _______

B: Nice to meet you.

A: Nice to meet you too!

B: Well, I‟m going to class.

A: OK. Take care!

B: Thank you, you too! Have a good day!

A: Goodbye!

B: See you later ! Bye!


2. Pass out a written copy of the dialogue (a class set) to the students and have them

repeat each line after you. Then, divide the class into two sections, have one side

be “A” and the other side be “B”. Then, as a group, have each side recite the

dialogue together.

3. Afterwards, say, “I need a volunteer” and find someone to come up in front to

read the “A” part of the dialogue with you.


4. In pairs, have the students practice reading the dialogue. Walk around the room to

observe and listen to the partners and offer help when necessary.





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5. Allow some partners to come up and present the dialogue to the class, perhaps

without the sheet. Do not correct pronunciation unless they ask for help. (You can

review pronunciation for difficult words at the end of class) Encourage participation

by giving a loud applause to those who participate!





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Reading Activities

Reading activities can be carried out with various types of texts such as stories, menus,

signs, magazine articles, comics, and others. Choose reading materials appropriate for your

students, mindful that reading materials should be slightly challenging but not frustratingly

difficult. Reading activities can also improve pronunciation through a discovery of letter-

sound relationships, to expand vocabulary through context clues, and to reinforce speaking,

listening and writing activities.

Reading Activity Ideas:

Gist: Pass out a story or passage to your students. Have them get into groups of

four. Each person in the group will read one section of the passage silently and write

down what it says in his/her own words or draw a picture. After, the students will

share what they read to the others in the group. The group together will have the

“gist” or main idea of the passage.

Shared reading with leveled questions: Read a story (could be with pictures)

with your students and ask comprehension questions to the students throughout the

story. Aim questions to the level of your students, for example, ask more complex,

open-ended to the more advanced students and ask simple, yes-no questions to

beginner students.

Cloze test: Give the students a passage with words blanked out. (You can omit

words at random or select particular grammar forms or vocabulary words) Have the

students read the passage and try to fill in the blanks by using context clues with the

help of a word box.

Teach reading strategies: Teach the students how to skim (quickly read a text to

get the general idea), scan (quickly reading to find a particular point), read for details

(students read all of a text to find specific information) and read for critical

comprehension (read and analyze the text to achieve a deeper understanding of what

they are reading).

Paired reading: Have the students get into pairs and read aloud dialogues or parts of a

play to each other. Walk around and check for pronunciation and fluency.

Various Reading Texts:

Menus Biographies Ads Signs

Cartoons Classifieds Emails Newspapers

Poems Recipes Stories Lists

Horoscopes Magazines Web pages Postcards

Reading Activity Example: A Comic Strip

Objective: The students will be able scan and read a comic for specific information.

Skill: Reading comprehension

Materials: a comic strip

*Choose a comic strip that matches the English reading level of your students





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Pre-reading (5 min)

1. Have your students look at the following comic strip with a partner, but tell them not

to read it. They will predict what they are about to read by looking at the pictures.

Then ask them, “What do you think this comic is about?” Write their ideas on

the board.

While-Reading Activity (10 min)

2. Give your students a question to ponder while they read the comic strip. “What

happened to Calvin and what is his problem?”

3. The students will get with their partner, read the comic strip and attempt to answer

the question.

4. Once all the students seem to have finished reading the comic strip and attempted to

answer the question, read the comic out loud to the students, using expression (in a

panicked voice like you have to go to the bathroom too!)

5. Ask the students, “What happened to Calvin and what is his problem?” (He

drank too much water before the car ride and he now has to use the bathroom)

Discuss the comic strip and explain more if necessary.

Post-Reading Activity (10 min)

6. Have the students draw and write another line in the comic strip to show what

happens to Calvin. Allow volunteers to share how they solved Calvin‟s problem.





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Writing Activities

Writing activities allow students to express themselves in their own words and give

opportunities for students to practice newly learned vocabulary and language structures. A

writing activity nicely follows listening or speaking activities. Developing the finer points of

writing will take time, scaffolding, and practice. In the core of the class, plan for writing

activities to take about 30 minutes of a 45 minute class.

Writing Activity Ideas:

Creating a passport or identity card: Helps them practice stating basic

information like name, age, birthday, I am from, etc.

Writing poems: Have them write a haiku or give them a poem format to create

their own.

Surveys: Can create their own questions to later incorporate into a speaking activity.

Create a cartoon/comic strip: The bubbles are whited-out and the students can

create their own dialogue for the cartoon.

Interviews: Write a short list of questions to interview.

Create a story together: Give the students a visual (or series of visuals) and have

them try to write their own story (in pairs, groups or individually).

Putting words to movie/TV show clips: Show a clip without sound and in groups

the students have to create dialogue and then act it out. Afterward you can play the

clip with sound and see how close they were to what was really said.

Keeping a journal: Encourage the students to write as much in English as they can

and write a little bit more every time…it helps them use the language creatively and

feel more comfortable with it. You may want to give them a weekly writing prompt.

Paraphrasing: Have them rewrite a story you tell or a text they read in their own

words.

Simultaneous roundtable: The students will sit in groups of four. Give your

students a prompt and have them write. After a few minutes have them pass their

papers to the right, read what their classmate wrote, and continue the story.

Peer review: Students share and comment on each other‟s writing, focusing on

grammar or content. It can be done to polish up a rough draft after any writing

activity.

Writing Activity Example: A Poem

Objective: The students will be able to write a poem using the future tense that describes

what they will be like in 10 years.

Skill: Written expression

Materials: nice white paper, color pencils, student journals, pencils, model poem





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*If your students are more advanced, they can use the model to create the poem and skip

steps 3-7

Model (5 min)

1. Show a previously made poem with a picture of yourself in the future or of a well-

known character with a 5 line poem that describes what you will be like, want to

have, and do when you grow up.

2. Tell the class, “When I grow up, I want to be a teacher!” or “When Lisa Simpson

grows up she wants to be a saxophonist.” Read your poem out loud. The form of the

poem could be: (with a drawing of yourself in the future above the poem)

My Future Self

Name

Three characteristics about your future self (pretty, smart, creative)

Three things that you want to have in the future (two cars, library, and pool)

Three things that you want to learn how to do (paint, yoga, karate)

Your dream job (teacher)


3. Ask your students to number 1 to 5 in their notebooks to represent the 5 lines of

the poem. “Write your name on line one.” Then write your name on the board

next to line one to model.

4. Ask your students “What you will be like in the future?” and have the students

write three adjectives after number two. To guide them, write your example “pretty,

smart, and funny” on line two on the board. Walk around and make sure everyone

understood the question and has completed line two.

5. Repeat step 4. “What will you have in the future?” and have them write their

answer on line three.

6. Repeat step 4. “What do you want to learn how to do?” and have them write

their answer on line four.

7. Repeat step 4. “What do you want to do (job)?” and have them write their

answer on line five.


8. After the students have completed lines 1-5, pass out a clean white sheet of paper

to every student. They will write a final draft of what they wrote on lines 1-5 in the

poem format and draw a picture of them in the future above the poem.

Integrate speaking skill (10 min)

9. Ask for volunteers who have completed their poems to stand up in front of the class

and read their poem out loud and show their picture. Hang the best poems on the

wall to display.





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Supplemental Activities

The supplemental activities are intended to encourage teachers and volunteers to

supplement the textbook using similar topics and language items to create new activities

with their students in mind. These activities are designed to require few materials and are

easily adaptable to fit the learning needs, interests, and age level of your students. In their

implementations, it may be necessary to further supplement the lessons by pre-teaching

vocabulary, using additional visuals or materials, modeling how to work in pairs or groups,

etc.

5° Básico Hello Everybody

Objective Students will be able to introduce themselves and greet others.

Skill Oral expression

Resources Soft or lightweight bouncy ball

Vocabulary Hello, hi, see you, bye, goodbye, good morning, good night

Key Phrases “My name is” and “Nice to meet you”

Activity

description

After teaching vocabulary related to greetings (hello, goodbye, etc)

throw a ball around the room and the student who catches the ball

says, “Hello. My name is ___.” Then have the entire class chorus

“Nice to meet you, ____. Goodbye.” Then have the student toss the

ball to another student who has not yet had a turn until all the

members of the class have introduced themselves in English.

Afterwards you can try to toss the ball to each student and say

his/her name out loud (good for name learning!). You may have to

train your students how to throw a ball in class first, so it doesn‟t get

out of hand. (You could also have the students stand in a circle to

complete this activity).

Consolidation Have the students make name tags for their desks that say “Hello,

my name is ______”





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5° Básico My Family

Objective Students will be able to present members of their families.


Resources Family photos

Vocabulary Father, mother, sister, brother, uncle, aunt, grandpa, grandma, etc.

Key Phrases “This is my father.” “This is my mother.”

Activity

description

Ask your students in advance to bring a photo(s) of their families.

After a lesson on family members, ask every student to make pairs

and share their photos and introduce every member of their family.

Model how to introduce family members by showing your own photos

first. “This is my mother, this is my father, this is my uncle, etc.” If

any of your students forget to bring a photo, allow them to draw a

picture of each family member they want to describe. Afterwards,

you can ask volunteers to share their photos with the class.

Consolidation The students can make a family tree and identify the family members

in writing.

5° Básico In the Classroom

Objective Students will be able to identify and describe common classroom

objects.

Skill Vocabulary acquisition

Resources Classroom objects

Vocabulary Desk, chalkboard, chalk, scissors, glue, ruler, pencil, pen, teacher‟s

desk, paper, journal, folder, sharpener, chair, window, backpack

Key Phrases “What color is the____?” “How many ____ are there?”

Activity

description

Label items around the room such as the desk, window, chair, ruler,

etc. (When teaching ESL, use visuals or real items whenever

possible. In this case, take advantage of the objects in the room to

teach the vocabulary in this lesson.) Teach or review classroom

items and color vocabulary with your students. Then ask the class,

“What color is the ____?” The students will have to answer, “The

_____ is ______”, for example: “The desk is brown.” Also, ask the

class, “How many pencils are there?” and the students can answer,

“20 pencils.” With a partner have the students practice asking what

color the items are around the room.

Consolidation The students can conduct an inventory of classroom objects and

share how many there are of each item.





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5° Básico Favorite Pet

Objective Students will be able to describe animals.


Resources Paper, pencil and color pencils

Vocabulary dog, cat, dolphin, monkey, horse, giraffe, zebra, deer, rabbit, pig,

fish, bird, elephant, snake, turtle, etc.

Key Phrases “I would be a ______”

Activity description After going over animal names and some common pet adjectives,

have the students draw a picture of their pets (or a pet they would

want to have) and write a sentence describing their animals. Allow

them to use a dictionary during this activity. Model an example

such as: “This is Myrtle the turtle. He is slow, smart and green.”

Have the students present their pet to a partner and share the

description of their animal in English. You could also have the

students complete the sentence, “If I were an animal, I would be a

_______”.

Consolidation Students can read aloud their animal description without identifying

the type of animal and the class must guess.

5° Básico Having Fun

Objective Students will be able to ask about and describe their personal

hobbies.


Resources Paper and pens

Vocabulary Ride bikes, play on the computer, dance, listen to music, play sports,

go shopping, hang out with friends, skateboarding, skip rope, etc.

Key Phrases “Do you like to _____?”

Activity

description

Tell the students to write down a list of different hobbies with yes/no

next to each item. Write on the board, “Do you like to ____?” and

“Yes, I like to____, No, I don‟t like to ______.” In pairs, have the

students walk around and ask his/her classmate for example, “Do

you like to play chess?” And the other student will answer with “Yes,

I like to play chess” or “No, I don‟t like to play chess” and then check

off who likes which activity on the list. You can write various hobby

ideas in English on the board to help them (i.e. ride bikes, play on

the computer, etc.) The students will walk around asking questions

until the checklist is completed.

Consolidation Have students write a sentence about their favorite hobby while

referring to the checklist. Then discuss with the class how many

people prefer the different hobbies.





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5° Básico School Rules

Objective Students will be able to respond to and give commands.

Skill Listening comprehension & oral expression

Resources Your students‟ energy!

Vocabulary Do, don‟t, bring, come, listen, etc.

Key Phrases “Listen” “Sit down” “Stand up” “Be quiet”

Activity description Teach vocabulary related to rules and verbs in the imperative form

such as “drink”, “talk”, etc. As a listening activity, play Simon Says

with your students and give commands such as “Simon says listen”

“Simon says sit down” “Run.” After playing as a class, allow them

to play in groups of four with the person playing Simon switching

after each winner.

Consolidation The students can create signs of school rules in English to hang up

around the school using the command form: “Walk in the halls. Do

not run.”

5° Básico At Home

Objective Students will be able to describe their dream house including rooms

and furniture.


Resources Paper, pencil

Vocabulary House, room, kitchen, living room, bathroom, bedroom, closet, pool,

yard, garage, bed, sofa, TV, table, etc.

Key Phrases “I have….” “We both have….” “He/she has….”

Activity

description

Draw and describe a floor plan of your Chilean house or apartment.

After describing the various rooms and furniture commonly found in a

home, ask the students to take 10 minutes to draw a floor plan of

their dream house or apartment and label the different rooms and

common pieces of furniture in English. While the students are

working on their floor plans, write the vocabulary on the board and

statements to compare their floor plans: “I have 2 bedrooms. John

has 3 bedrooms.” “We both have TVs in our living rooms.” Tell the

students to get into groups or partners and compare their homes in

English to that of their schoolmates. Students may color the part of

the floor plan that is the same as that of their partners.

Consolidation Have a couple of students share with the whole class what the

similarities and differences are between their floor plan and their

partners‟.





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5° Básico My School

Objective The students will be able to follow directions and recognize school

rooms.


Resources Paper slips and permission to let the students out of the room during

class

Vocabulary Classroom, gym, computer lab, cafeteria, office, library, bathroom,

next to, between, opposite, in, on, etc.

Key Phrases “Where‟s the ____?” “It is next to the____.” “It is between the

____and the____.” “It is across from the______.” “Go to the _____.”

Activity

description

After teaching rooms at school and direction vocabulary words, plan

a scavenger hunt requiring your students to go from one room to

another following the clues you leave at each location. Break the

students into groups and be sure to give the groups a different place

to start from, such as “Group 1.” Go to the room next to the library.”

Tell them not to take the clues so each group can make it to all the

rooms and back to the classroom to complete the race!

Consolidation Following the activity, have the students tell you in English the order

of places they visited around the school.

5° Básico Food and Drink

Objective The students will be able to order food in a restaurant scenario.


Resources Menus, tablecloth and a few desks

Vocabulary Hamburgers, pizza, chicken, fish, milk, soda, apples, bananas, cake,

chips, yogurt, carrots, ice cream, breakfast, lunch, dinner, etc.

Key Phrases “I would like a/an ______”

Activity

description

Set up a restaurant scene in your classroom. Write an example menu

on the board. Have the students practice telling their partner what

they would like to eat, such as “I would like pizza.” Then, call on

volunteers to sit at the table in front of the room at the “restaurant”

and order a meal. Allow more advanced students to take orders as a

waiter or waitress.

Consolidation Have students tell each other about their favorite food. Also you

could compare typical Chilean food to typical food found in another

country in a T-chart.





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6° Básico My Family

Objective Students will be able to identify their family members.


Resources Paper, pencil, colored pencils, pre-made family tree model

Vocabulary Mother, father, grandmother, grandfather, brother, sister, etc.

Key Phrases “Who‟s this?” “This is my ______” “He/she is _____”

Activity

description

(Similar to the 5° Básico “My Family” lesson) After a lesson on family

members, have every student draw a family tree. Model how to

introduce family members by referring to your own family tree. In

pairs, students will present their family trees. “This is my mother,

this is my father, this is my uncle, etc.”

Consolidation With their family trees on their desks, students have to listen to and

point to the appropriate person as you ask them questions such as,

“Who is your father‟s father?” “Who is your mother‟s sister?”

6° Básico Going Out

Objective Students will be able to describe flags and name countries.


Resources Flags or pictures of flags, pictures from your home country/city

Vocabulary Ten, twenty,….one hundred, country names

Key Phrases “It is ______” “How many ____?”

Activity

description

Do a cultural-themed lesson and introduce your home country or city

to your students. Bring in flags or photos of flags from around the

world and have the students guess where they are from. Have them

answer in English by stating, “It‟s India. It‟s China.” Then, help them

describe each flag “It has 50 stars. It is red, white and blue.”

Consolidation Have students create and describe a flag for their city, neighborhood,

or school.





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6° Básico My Friends

Objective Students will be able to describe people using physical

characteristics.


Resources Paper, pencil (magazine photos optional)

Vocabulary Hair, eyes, blonde, red, green, brown, blue, short, long, tall, slim,

thin, chubby, fat, nice, friendly, mean, funny, young, old

Key Phrases “She/he is _____” “He/she has _______”

Activity

description

In pairs ask the students to draw a picture (or let them look through

magazines and cut out a picture) and write down descriptions of the

person, such as “Zamorano has brown eyes and black hair. He is 37

years old.” Then have the partners present their descriptions in front

of the class. As they are sharing, keep tally on the board of how

many people have brown, green, blue or black eyes, how many

people are 10-20-, 20-30, or 40 + years old, etc. Ask your students

at the end of the lesson, “How many people have green eyes?” and

count out loud with them. This will allow you to incorporate

instruction on numbers into the lesson.

Consolidation Have the students think of and write a description of a family

member or friend who is different from those represented in the

chart.

6° Básico My Favorite Clothes

Objective Students will be able to state what clothes they are wearing.


Resources Bag of old clothes

Vocabulary Shoes, socks, shirt, pants, hat, sweater, coat, sunglasses, jacket,

etc.

Key Phrases “I‟m wearing a/an ______”

Activity

description

Bring in a bag of different clothes items (such as jacket, purse, flip

flops, etc. but nothing too nice!) and have your students participate

in a relay race by dressing up and saying what they are wearing.

Break the class into two teams, have the teams line up with a space

between each person, and place a pile of clothes in front of the first

person of each team. Each student will have to put on the clothes

items and shout “I‟m wearing a/an_______” (correctly) while putting

on each piece of clothing. Once the student is wearing the complete

outfit and has said what he/she is wearing, the student must remove

the items and lay them on the floor in front of the next team mate.

Each member of the team must dress up and say what he/she is

wearing until one team has finished and wins the race!

Consolidation The students must write a description of an outfit with a certain

“look” or fashion and draw a picture.





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6° Básico My Free Time Activities

Objective Students will be able to state what people are doing right now using

the present continuous.


Resources Picture flashcards that represent various free time activities

Vocabulary Playing games, riding bikes, swimming, jumping rope, running,

cooking, sleeping, etc.

Key Phrases “What are you doing?” “I am _____” “You are ____”

Activity

description

Talk about different hobbies and verbs that deal with free time

activities such as play, do, swim, and ride a bike. Review the picture

cards with your class and then tape them to the board. Practice

converting verbs to have the present gerund ending;(–ing) play ->

playing. Then play charades with your class. Call on a volunteer to

choose a free time activity on the board to act out. The class will try

to guess what he/she is doing: “You are swimming” and “Yes, I am

swimming”, etc. The person who guesses correctly will be next to act

out an activity from the board and so on.

Consolidation Students will imagine and write what a couple of their family

members are doing right now.

6° Básico It is Hot and Sunny

Objective Students will be able to describe weather conditions in different

cities.


Resources Pictures of different climates

Vocabulary Rainy, sunny, windy, cloudy, snowy, foggy, warm, hot, cold, cool,

etc.

Key Phrases “What‟s the weather like?” “It is ______ in _______.”

Activity

description

Teach weather terms. Draw a picture of Chile on the board and label

different cities. Also, have pictures of different weather climates

labeled in English on the board. Act like a weather forecaster and

give a pretend forecast for the day: “Santiago is hot and humid,” “It

is cool and windy in Concepción,” etc. Then call on students in the

class and say “What‟s the weather like in Arica?” The student will

make up a forecast such as, “It is cloudy and warm in Arica.” Then,

break the students into pairs. One student will say the name of a city

and the other must give a forecast appropriate for the city using the

weather vocabulary and then switch.

Consolidation The students can write and draw an example newspaper forecast for

today‟s weather in some city.





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6° Básico Special Dates

Objective Students will be able to refer to dates, places, and times to discuss

invitations.


Resources A few balloons or streamers, paper, pens, and copies of a pre-made

invitation

Vocabulary Days of the week, months of the year, birthday, party, house, etc

Key Phrases “When is the party?” “Where is the party?” “____ is having a party

on _____ at ____.”

Activity

description

Decorate the room as though you are having a birthday party (ex:

hanging a few balloons) and give every student an invitation when

they come into the classroom that includes information like “Miss

Corissa‟s birthday party, Friday, September 14, 3:00pm, Colegio

España, Room #28.” Talk about how you have celebrated your

birthday. Then, have all the students create a pretend invitation that

includes their name (who), the date of the party (occasion), day and

time (when), and place (where). When they have finished, collect all

of the invitations, mix them up, and pass out one invitation to each

student. Have them share their invitation with their partners. “Felipe

is having a pool party on Friday at 6pm.” Some of the students can

share their invitations out loud at the end of the class.

Consolidation Ask the students questions to find out similarities between the

invitations such as if anyone planned a party for the same day,

“When is your party” or “Does anyone else have a party on…?” (And

you could teach them the birthday song in English)

6° Básico Last Summer

Objective Students will be able to talk about a past trip or vacation using the

past simple.

Skill Listening for specific information & oral expression

Resources Paper and pencil, photos or postcards from a vacation you have

taken

Vocabulary Last night, last year, last week, last month, last Saturday, vacation,

tour, holiday, beach, museum, national park, etc.

Key Phrases “I went to _____” “I visited _____”

Activity

description

Talk very briefly about a summer vacation you went on (and show

post cards or pictures if you have any). Ask your students to try to

write down three actions (verbs) they hear. Then, ask the class,

“What did I do?” and they will answer, i.e. “You went to the beach.”

Write down all the answers on the board, such as “I went to the

beach, swam, and played soccer.” Then talk about past tense verbs.

Ask every student to write a list of actions (verbs) they did last

summer, using the past tense. Then have them use the list as a

prompt to tell a partner what they did.

Consolidation Have the students elaborate on the list of actions by writing a

pretend postcard to a friend describing what they did last summer.





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6° Básico My Weekend

Objective Students will be able to talk about habits and routine activities using

the present simple.


Resources Students‟ notebooks and pencils

Vocabulary Go out, get up, go to, do, watch TV, play, shop, etc.

Key Phrases “On the weekends, do you _____?”

Activity

description

Conduct a class survey about weekend activities and write it on the

board (see below). Give the students a few minutes to copy down the

survey. Have the students walk around and ask the questions. Each

student will need to find someone who does each activity on the

survey and then write his or her name on the line. The students can

not write the same name more than once. At the end of the activity,

analyze the results. Ask who does what on the weekends: “Who gets

up early?” An example survey:

“On the weekends, do you….(write it up as a table)

…get up early?” _____________

…go to the mall?”_____________

…play soccer?” _____________

…eat lunch with your family?” __________

Consolidation Have students write a list of what they do on a normal weekend.





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7° Básico Cities of the World

Objective Students will be able to contribute to a pen-pal letter using

comparatives and superlatives.

Skill Written expression

Resources Paper, pencil

Vocabulary City, largest, best, most beautiful, smallest, worst, most important,

etc

Key Phrases “What is ____ like?” “How is _____?” “What is the best ___?”

Activity

description

As a writing activity, help your students write a class letter to a “pen

pal” in another country (could be to a family member or friend). Have

the students generate ideas for things to tell the pen pal about their

home city and country and questions to ask the pen pal about his/her

city and country. Have them help you form sentences and write the

entire letter in English using the vocabulary from the lesson,

especially comparatives and superlatives: “What is the best food in

your city?” (You can even make mistakes on purpose to see if they

can correct you) Try to encourage all students to give input. Then,

you can actually mail the letter to your friend (or email it for a faster

reply) and read the response letter to the class when it arrives!

Consolidation If you have time, the students can work in small groups and make

another letter.

7° Básico Importance of History

Objective Students will be able to identify important events in their lives.


Resources Paper, pencil, ruler, pre-made timeline of your life on the board

Vocabulary Ancestors, birth, years old, memory, history, great grandparents,

born, etc.

Key Phrases “ I ____ when I was __ years old”

Activity

description

To model vocabulary and key phrases, describe where your ancestors

come from and explain your timeline. Have the students refer to pg.

38 in the book if they need another model. Ask the students to draw

a timeline and label 5 different important life events. The students

will use their timeline as a prompt to describe the important events

to a partner. “I ____ when I was ___ years old.” For example, “I

went to the mountains when I was six years old.”

Consolidation Ask your students which life event they consider to be most

important and have them write a sentence about it using the same

form plus any other details. Those who finish early can draw a

picture.





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7° Básico Worldwide Traditions

Objective Students will be able to discuss and compare different Christmas

traditions.


Resources Butcher paper (papel craft), markers

Vocabulary Christmas Day, Santa Claus, tree, presents, stockings, etc.

Key Phrases “Chile has _______”

Activity

description

Decorate your classroom for Christmas (if at all possible) and tell a

short story about common Christmas traditions celebrated in your

culture or in your family. Ask your students about their traditions and

make a T-chart of the differences between the Christmas traditions in

Chile and in another country. Using the chart as a prompt, have the

students talk with a partner about the differences. For example,

“Chile has Christmas in the summer. The United States has

Christmas in the winter.”

Consolidation You could decorate a class tree (drawing on big paper) and have all

the students draw at least one ornament with their name on it and

their favorite Christmas tradition.

7° Básico This Land is Our Land

Objective Students will be able to discuss means of protecting the environment.


Resources Earth day chant

Vocabulary Environment, respect, protect, keep clean, remove, help, recycle,

save, etc.

Key Phrases Save energy, recycle paper, protect animals, etc.

Activity

description

Talk about nature or the environment in Chile and review ways to

care for the environment mentioned in the book (pg. 85 save energy,

recycle bottles and cans, etc.) Teach the Earth Day Chant (located

below). Create actions for the chant and sing it together many times.

Then have the students come up with another stanza using the same

form:

1st line= (action verb) for Earth Day

2nd line= ten, eleven, twelve

3rd line= environment suggestion

4th line= something that rhymes with twelve.

Consolidation Students can make environmental posters on the back side of

already used paper to hang around the school, such as “Don‟t litter!”

Earth Day Chant Clap for Earth Day, (*clap)

One, two, three (*show 1, 2, 3 with fingers)





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Let‟s recycle.

Faithfully.

March for Earth Day (*march)

Four, Five, Six (*show 4, 5, 6 with fingers)

Pick up litter (*act like picking up litter)

Quick, quick, quick

Jump for Earth Day (*jump)

Seven, Eight, Nine (*show 7, 8, 9 with fingers)

Let‟s keep nature

Feeling fine (*thumbs up!)





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8° Básico Music and Literature

Objective Students will be able to identify missing words of a song and describe

the overall meaning.

Skill Listening for gist & oral expression

Resources Radio, recording of “Imagine” by John Lennon, a class set of the

lyrics with missing words

Vocabulary Music, to listen, to like, types, love, war, peace, freedom, etc.

Key Phrases “My favorite group/singer is _______.”

Activity

description

Ask the students to share their favorite bands or singers with the

class in English using the form “My favorite group is ____” or “My

favorite singer is ______.” Brainstorm with the class some themes

artists write and sing about, i.e. love, war, peace, freedom, etc. Pass

out the lyric sheet with the missing words for a cloze activity. Have

your students list numbers 1 to 5 in their notebooks so they can

write the answers. Allow the students to listen to the song a few

times and try to fill in the blanks. Go over the answers and then sing

the song!

Consolidation Have the students discuss what the song is about to recycle the

vocabulary or identify rhyming words to further practice listening

skills.

Imagine Lyrics Imagine there‟s no heaven It‟s easy if you try

No hell below us Above us only sky Imagine all the people Living for 1.________

Imagine there‟s no countries It isn‟t hard to do Nothing to kill or die for And no religion too Imagine all the 2. _______

Living life in peace... You may say I‟m a dreamer

But I‟m not the only 3.______

I hope someday you‟ll join us And the world will be as one

Imagine no possessions I wonder if you can No need for greed or hunger A brotherhood of man

Imagine all the people Sharing all the 4. ______

You may say I‟m a 5. _______

But I‟m not the only one I hope someday you‟ll join us And the world will live as one

Word Box: (optional) people dreamer world today one

Example of students’ notebook: 1. today 2. people 3. one 4. world 5. dreamer





8° Básico Contributions to the World

Objective Students will be able to describe useful inventions.


Resources Paper, pencil, colored pencils

Vocabulary Invention, space, help, easier, robot, etc.

Key Phrases “Our invention is a _________.” “It will help people ______.”

Activity

description

Describe an invention to the class that you think would be useful.

Similar to the textbook project found on pg. 42, ask the students get

into groups and think of an original invention idea and explain how it

will be helpful. Have them draw a picture and be prepared to explain

their invention in English to the class using the key phrases: “Our

invention is a ________. It will help people ______.”

Consolidation Have students describe their favorite invention to a partner and the

partner will try to guess the invention, i.e. student A: “I can listen to

lots of music, make phone calls and take pictures.” Student B: “It‟s a

cell phone”.

8° Básico Bits of Anglo-Saxon Culture

Objective Students will be able to discuss cultural differences.


Resources White board and dry erase board marker

Vocabulary Common, differences, dance, animals, language, music, sports,

traditional food, culture, customs, etc.

Key Phrases “What is your national _____?”

Activity

description

Draw a T-chart on the board and compare your home country with

Chile, i.e. typical food, popular sports, legal drinking age/driving age,

languages spoken, common animals, national dance or music, hours

in school or work per day, family life, etc. (Write everything on the

board in English.) Have the students get into pairs and role play

interviews, one person as a Chilean and the other as a native from

your country, using the board to help answer questions. For example,

“What is your national dance?” “La Cueca” (Chile) or “What is your

national sport?” “Baseball or American Football” (USA). Then have

them switch roles.

Consolidation Have the students write down one difference between Chile and a

country of their choosing in their journals using the vocabulary from

this chapter.





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8° Básico Tourism

Objective Students will be able to describe a tourist destination.


Resources Paper, pencils, markers or colored pencils, pre-made travel brochure

example

Vocabulary Most, best, city, attractions, places, experience, nature, adventure,

etc.

Key Phrases “Come to ____” “It has the best _____!”

Activity

description

Before class, create an example brochure on a piece of paper folded

into thirds and incorporate the key phrases and vocabulary from the

chapter. Tell your students that they will be working in groups to

create a travel brochure for English speaking tourists. Encourage the

students to write short phrases in their brochures, such as: “Come to

the Siete Tazas,” “It‟s gorgeous,” or “It has a lovely waterfall.”

Consolidation When they have completed their brochures, ask each group to

present their brochure to another group as though they are a group

of tourists.

1° Medio Schedules

Objective Students will be able to talk about time and daily routines.


Resources Drawing of a clock on the board, photos that represent different parts

of one‟s daily schedule

Vocabulary

Watch TV, work, read, play tennis, play football, go to the gym, go to

a movie, go out for a walk, go out, go swimming, go jogging, go

dancing, go cycling, go to a party, etc.

Key Phrases “What do you do at __ o‟clock?” “I ____ at ___ o‟clock.”

Activity

description

Write your schedule in English on the board and explain your daily

routine using vocabulary picture flashcards that represent each part

of your day. “I wake up at 8 o‟clock,” or “at 12 o‟clock, I eat lunch.”

(Show a picture of a lunchbox.) After you have described your daily

routine, draw a clock on the board and ask your students, “What do

you do at __ o‟clock?” The students will then tell a partner what they

do at that time of the day. Then keep asking the same question but

change the time. You can have students come up to change the clock

hands on the board before you ask each time.

Consolidation Have each student share one thing they learned about their partner‟s

schedule with the rest of the class.





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1° Medio People

Objective Students will be able to talk about recent activities using the present

perfect.


Resources Fake microphone, two interview chairs, note cards with celebrity names

on them

Vocabulary Athlete, star, achievement, film star, heroes, etc.

Key Phrases “What do you do?” “I am a ____” “What have you been doing?”

“I have been ______”

Activity

description

Prepare to role play a talk show. Bring note cards of names of people or

characters you will interview on your talk show, i.e. “a rock star.” Call

up a volunteer to be interviewed in the front of the classroom and allow

him/her to choose a name/character from your pile (without letting

anyone else see). Have the interview questions written on the board

and ask the same questions to each interviewee. For example, “What do

you do?” “I am a ______.” “What have you been doing lately?” “I have

been _____.” The students listening will try to guess who is being

interviewed and make guesses after the interview has finished. The

student who guesses correctly will be the next person to be interviewed.

Consolidation Have students break into groups and repeat the same activity.

1° Medio Celebration

Objective Students will be able to talk about party plans and giving/denying

permission.

Skill Oral expression and listening for specific information

Resources Your students‟ imagination

Vocabulary Party, balloons, presents, music, formal, barbeque, dancing, snacks,

soft drinks, flowers, mask, costume, bring, can/can‟t, etc.

Key Phrases “My name is ___ and I‟m bringing _____.”

“Yes, you can come.” “No, you can‟t bring ______.”

Activity

description

The Party Name Game is a fun game that relates well to the topic of

“Celebrations”. To play, the students must figure out how to get invited

to your party by asking questions to determine pattern recognition. You,

or the party organizer, will start off with “My name is Corissa, and I‟m

bringing Coke to the party”. (The rule this round will be that only the

people who bring items that begin with the same letter as the first letter

in their name can come to the party; however, it could be any pattern.)

Then students one at a time will say “My name is _____ and I‟m

bringing ______ to the party.” If it follows your rule, you would reply

“yes, you can come. You are bringing _______.” If what the student is

bringing does not follow the rule, say “No, sorry, you can‟t bring

________ to the party. You can‟t come.” Remind the students who

recognize the pattern to keep it a secret, but keep playing until

everyone gets it! If there is time for a next round, a student can be the

party organizer and come up with his/her own pattern.

Consolidation The students describe an ideal party to a friend using the vocabulary

from the chapter, i.e. music, barbeque, pool, snacks, etc.





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1° Medio Money

Objective Students will be able to buy and sell items in a shopping scenario.


Resources Fake money, cheap items from home

Vocabulary Bargain, cash, discount, price, sell, I would like, here you go, offer,

cash, fair, worth, good quality, etc.

Key Phrases “How much is this?” “What is this?” “It is a ____”

Activity

description

Turn your classroom into a store and bring items from home to “sell”.

You can choose ordinary or ridiculous items. (but all cheap items!) Then

line the items up on a table. Write the name of your store on the board,

such as “Bob‟s Store.” You can make fake money or find money

graphics online. Then, play the shopkeeper and ask for a volunteer to be

a customer. Give the customer a set amount of money and allow

him/her to go shopping. The students will be able to practice phrases

such as, “How much is this?” and “What is this?” Then have the students

get into groups of four and create their own shops of things to sell

(selling items in their backpack). Have students from each group take

turns shopping around the classroom.

Consolidation Have students write an advertisement for the class store “Bob‟s Store”

using the targeted vocabulary.

1° Medio Cyberspace

Objective Students will be able to listen and follow directions for navigating the

internet.

Skill Listening for specific information

Resources Computers, internet , website

Vocabulary Email, link, @, dot, com, send, search, loading, click, go to

Key Phrases “What is your email address?” “My email address is …..@....” “My

blog/fotolog is …….@...”

Activity

description

If you have computers and internet access at your school, you can take

your students to the computer lab and have them do an internet

scavenger hunt. Give them directions in English for pre-selected sites

using the vocabulary from the chapter, such as, “Search in google for…”

“Go to….” “Click on…” Then, give them directions to send you an email,

“Send me an email at ……@...” For advanced classes, have the students

help you start a class blog.

Consolidation Have the students walk around the room and ask, “What is your email

address?” and the students will answer, “My email address is…..” Ask

them to record 5 other students‟ emails in their notebooks.





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1° Medio The Sea

Objective Students will be able to advertise and promote a tourist destination.

Skill Oral & written expression

Resources Paper for brochures, example brochure, pencils, markers or colored

pencils

Vocabulary

Surfing, fishing, sailing, scuba diving, boats, sunbathing, swimming,

water skiing, underwater, wave, tropical fish, dolphin, sea, relaxing,

aquarium, etc.

Key Phrases “Our cruise ship offers…” “Our resort has the best….”

Activity

description

(Modified version of the 8° Básico Tourism Activity) Before class, create

an example brochure using a piece of paper folded into thirds. Present

your model brochure to the class. Tell your students that they are going

to be making a brochure in English for an aquarium, cruise ship or

resort. The students will be writing in full sentences and will need to

incorporate sea vocabulary and key phrases. The groups will divide up

the work so that every person will be able to present a section of their

group‟s brochure. The students can present at the end of the period.

Consolidation Have the students discuss which would be the “best” destination and

why.

1° Medio Rhythm

Objective Students will be able to listen and follow dance instructions.


Resources Music to a dance you will teach, CD player, dance moves

Vocabulary Jazz, rap, rock n roll, techno, reggae, disco, break-dance, ballet, twist,

waltz, salsa, dancing, musical group, rock star, DJ, spin, etc.

Key Phrases “Move your _____.” “Step _____.”

Activity

description

Lead a discussion about the different types of dances in the world and

use a graphic organizer to show the different dances they come up with

i.e. salsa, waltz, ballet, and break dancing. You can show a video clip

(if you have access to a TV and DVD player) about a type of dance

popular in your country or bring a CD with your native dance music

(i.e. Mad Hot Ballroom). Teach your class a dance with a song! (An

example of a simpler dance to teach is the Macarena with the month of

the year song sung to the tune like “1 little, 2 little, 3 little Indians.”

See song list pg. 17)

Consolidation In pairs, have students write down the steps to his/her favorite dance

and ask volunteers to demo.





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1° Medio Design

Objective Students will be able to listen and follow directions for creating a

drawing.

Skill Listening to specific information

Resources Drawing of a monster, paper, pencils

Vocabulary Light, dark, bright, soft, round, square, straight, wavy, line, shape,

color, style, background, top, bottom, left, right, etc.

Key Phrases “Draw a …”

Activity

description

Draw a picture before class or find a drawing online. Give directions to

your students out loud so that they will be able to create the same

picture if they follow your directions correctly, but do not tell your

students what they will be drawing. For example, describe a picture of a

monster with instructions like “Draw a big, green circle with another

little circle on top” or “Draw one big red eye on the little circle” until you

have finished giving the directions. Now see if the students can figure

out what they just drew!

Consolidation Have the students think of a simple figure or make a simple drawing

and then give directions of how to draw the same picture to a partner.

2° Medio Adventures

Objective Students will be able to plan a trip using adventure vocabulary.


Resources Paper and pencil

Vocabulary

Adventure, to climb, cruise, safari, canoe, desert, rainforest, museums,

volcano, to sail, to ski, trek, to travel, to bungee jump, sleeping bag,

tent, suntan lotion, swimming suit, skis, backpack, torch, etc.

Key Phrases “On our adventure, we‟re going to bring …” “We‟re going to visit …”

Activity

description

Brainstorm a list on the board with the help of your students of what

they would bring if they were preparing to leave to go on a five day

backpacking, outdoor adventure in some foreign country (i.e. sleeping

bag, sunscreen, etc.). Ask the students to get into groups and discuss

first where they would like to go and then what items they would want

to bring, but limiting them to only 20 items for the whole group. After

all the groups have completed their list of items for the adventure-bags,

have them present their travel plans in English as well as some of the

components included in their adventure bags.

Consolidation Have students describe a memorable outdoor adventure using the

target vocabulary and structures.





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2° Medio Stories

Objective Students will recreate a story by listening and recalling the details.

Skill Listening for gist and specific information

Resources Short story or text to read out loud

Vocabulary

Fairy tale, ghost story, horror story, love story, myth, science fiction,

biographies, legend, book, comedy, action, romantic, character, plot,

scene, etc.

Key Phrases Transition words: then, after that, next, later on, in the end, finally.

Activity

description

To do a “Dictoglo” listening activity with your students find a short

story or account you would like to read. Read the story to your

students as they try to record as much of the story as possible while

you are reading. After you have read through the story two times,

the students will work with a partner to try and recreate the text on a

piece of paper. Have the students that think they have recreated all

or almost the entire story read their paper aloud. Read the story

again after all students have had a chance to attempt to recreate the

story so they can find what words or sentences they are missing in

their version of the story.

Consolidation Have the students write a summary of their favorite movie, book or

story.

2° Medio Wheels

Objective Students will be able to identify missing lyrics of a song related to

transportation.


Resources Bicycle Race song recording, CD player, strips of song lyrics

Vocabulary Cyclist, transportation, cheapest, ecological, practical, route, car,

accident, traffic, train, bus, van, ship

Key Phrases “I want to ride my bicycle.”

Activity

description

To do a “song scramble” with your students, write up the lyrics on

poster board and cut it into strips so there is one line of the lyrics per

strip. (Or make 4-5 copies on normal paper and have them do the

activity in groups.) Give the students each one strip and let them

hear the song. Then, keep playing the song and allow the students to

work together to piece together the lyrics.

Consolidation Have the students write a list of the pros and cons of using bike

transportation.

Bicycle Race

Lyrics

Bicycle bicycle bicycle

I want to ride my bicycle bicycle bicycle

I want to ride my bicycle, I want to ride my bike

I want to ride my bicycle, I want to ride it where I like...





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2° Medio The Media

Objective Students will be able to formulate interview questions and express

opinions.


Resources Classroom space to perform skits

Vocabulary Celebrity, fame, fan, mass media, press, stress, cant, may, opinion,

against, in favor, personally, right, totally, seems, true, afraid, don‟t

Key Phrases “In my opinion…” “You‟re right…” “I disagree with …” “I think…”

Activity

description

(Modification to the activity with 1 Media-People 2.3 Sports Stars)

After teaching vocabulary on the media and opinions, have the students

get into groups of four or five and write a talk show skit that includes one

or some of the following: reporter, paparazzi, interviewer and a celebrity.

(i.e. Lady Di) The students should create a skit that shows that they are

either for or against privacy for celebrities. Everyone in the group should

be involved in the skit in some way. The students should incorporate at

least one statement that is an opinion in their skit. Write the model

language of how to give an opinion on the board. After you feel all of the

groups have received sufficient time for practice, have some or all of the

groups present their skit to the class.

Consolidation Describe a controversial issue and have students write brief responses

stating and defending their opinion.

2° Medio Personalities

Objective Students will be able to identify personality traits and express opinions.


Resources Personality test

Vocabulary

Cheerful, confident, creative, disorganized, dynamic, generous, hard

working, helpful, honest, moody, outgoing, patient, reliable, shy, sociable,

stubborn, tolerant, etc.

Key Phrases “My personality test says I am…”

Activity

description

As a starter activity to a lesson on personalities, you could give your

students a personality test in English. With this activity, the students

would write down their 3 favorite animals in order of importance. Next

they would write down three adjectives for each animal. The adjectives

listed for their favorite animals will reveal something about their character

and personality.

“First –Dog –loyal, friendly, intelligent–This is how I view myself.

Second–Horse–beautiful, strong, smart–This is how others view me.

Third–Cat–funny, clever, mischievous–This is how I really am.”

Consolidation Have the students share their results with a partner and talk about

whether they agree or disagree with the test results.





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2° Medio Learning

Objective Students will be able to teach another person how to do something

using sequence words.


Resources Textbook

Vocabulary Afterwards, therefore, when, while, then, to start with, etc

Key Phrases “First you need to…” “Next you should …” “Then, turn…”

Activity

description

For this activity, the students will be working in pairs to teach

something of their choosing to the class in English. First, you will

need to review commands and sequence words such as first, next,

then, and last. The students can teach a topic out of the book (past

or new material) or something more creative (how to shoot a

basketball, how to draw a cartoon character, etc). Give the students

the entire class period to prepare their lesson. They might have to

look up key vocabulary words that they will use to teach their lesson

(if they want to bring in materials to teach, they will have to teach

the lesson the next class period). After all groups have presented,

discuss what was difficult about teaching and the teaching methods

that made it easier to understand.

Consolidation Have students write about their favorite student teacher pair and say

why they were good.

2° Medio Careers

Objective Students will be able to describe and identify common careers.


Resources Note cards with careers or jobs written on them

Vocabulary

Architect, computer programmer, doctor, electrician, engineer,

farmer, fashion model, journalist, lawyer, photographer, politician,

shop assistant, tour guide, vet, actor, art, business, design, law,

literature, media, medicine, sport, services, etc.

Key Phrases “What do you do?” “I am a(n) _____.”

Activity

description

Give all of your students a note card and have them write and finish

the following sentence, “When I grow up I want to be a(n)

__________.” Collect all of the note cards and then mix them up.

Tape a note card to the back of every student. Each student will walk

around the room and give descriptions to help his or her classmates

to figure out what job they have. “You clean houses.” Then, when the

student has guessed “maid” correctly, he or she can move the note

card to his or her chest and continue to help the others figure out

their jobs. After about 15 minutes, if there are still students

remaining, ask them come to the front of the room and have the

entire class give hints to help them figure out their job.

Consolidation Have the students classify their jobs on the board by grouping them

into different fields. Ex: medical field, artists, engineers, etc.





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2° Medio Culture Shock

Objective Students will be able to talk about culture shock using conditional

phrases.


Resources Chairs set up for discussion groups

Vocabulary

Help others, community, volunteer, raise money, work with, this

summer, six months, next year, language, manners, customs,

cultural differences

Key Phrases “I would go to _____ because...” “I think I would feel ____

because…”

Activity

description

Talk about a time when you went abroad. Share what you felt visiting

or living in a foreign country using feeling vocabulary words such as

anxious, embarrassed, curious, calm, free, etc. Show various pictures

of people traveling (i.e. a photo of a man looking at a map or a photo

of a person eating weird food) and ask your students, “How would

you feel?” to practice the target vocabulary. Then, the students will

get into discussion groups and answer a few questions in English.

Write these questions and model sentences on the board: 1.) If you

could travel to any country, where would you go and why? “I would

go to _____ because…” 2.) How do you think it would feel to visit a

new place and why? “I think I would feel ______ because…”

Consolidation Have the students write a paragraph about what they talked about

with their partner using the targeted vocabulary and conditionals.

3° Medio Newspapers

Objective Students will be able to describe photos and write captions.


Resources Photos cut out from newspapers or magazines

Vocabulary Ads, entertainment, business, current affairs, sports section, photos,

etc.

Key Phrases “What is the photo of?” “There is…” “There are …” “What do you think

the story is about?” “It could be…”

Activity

description

Cut photos out of various newspapers and/or magazines that would

be interesting to your students. (Fashion, sports, local events,

entertainment) Create a caption for each photo. Demonstrate the

activity by holding up a photo and answering the questions out loud:

1.) What is the photo of? “There is….there are…” 2.) What do you

think the story is about? “It could be…” Put the students in pairs and

ask the partners to do the same thing with another photo. The

partners will discuss their answers and then write a good caption for

their photo on a separate sheet of paper.

Consolidation Collect all of the photos and captions and redistribute them to the

students. The students will use the questions “What is the photo of?”

and “What do you think the story is about?” to find the matching

photo and caption.





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3° Medio Growing Up

Objective Students will be able to make correct use of slang expressions.


Resources Selected slang words

Vocabulary 24-7, yeah, cool, get hitched, etc.

Key Phrases “______ is another way to say ________”

Activity

description

Create a dialogue for your class that incorporates a few slang words.

Based on the content of each phrase, allow the students to guess the

meaning of the slang term or idiom. For example, “It really ticks me

off when you lie!” Ask the students to guess what “ticks me off” could

mean. Give them hints like “Is the speaker happy that the other

person is lying?” Then go around the classroom and ask students use

“It ticks me off!” as they respond to your questions such as “Do you

like it when people borrow things from you without asking?” Follow

the same routine with the other slang words and idioms from your

dialogue. Then, break your class up into groups of 3 or 4 and have

them all design a 2 minute skit. Every group must incorporate one

slang word into their skits. Have groups that volunteer present their

skit for the class.

Consolidation The students can create flash cards with the slang word on one side

and the meaning on the other and play a concentration game where

the students have to work together to match slang/idiom with

meaning.

3° Medio Dangerous Nature

Objective Students will be able to give advice using conditionals.


Resources Disaster scenarios written on note cards or paper

Vocabulary Earthquake, tsunami, panic, noise, smoke, fire, tornado, natural

disaster, etc.

Key Phrases “If you are in a dangerous situation, such as a _____, you should…”

Activity

description

Discuss a recent natural disaster with your students. Then, have your

students get into groups and give them each a disaster scenario. Ask

them to think of the appropriate safety measure for their particular

situation. For example, “You accidentally start a kitchen fire over the

stove. The flames have started to spread and you are without a fire

extinguisher. What could you have done to prepare for this? What

options do you now have in this situation?” (Have a fire extinguisher

handy or use baking soda to put out the fire!)

Consolidation Have students think of one situation in which something went wrong

and write what they could have done such as, “I should have…” “I

could have…”





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3° Medio Vocation

Objective Students will be able to role play a job interview using target job

skills vocabulary and structures.


Resources Students‟ prior knowledge on common careers

Vocabulary

Job, profession, occupation, work, for a living, job application,

experience, skills, business card, recommendation, education,

employment history, personal information, position, benefits,

applicant, qualification, etc.

Key Phrases “I like this job because…” “I have experience with …” “My skills are…”

Activity

description

Ask your students to share some dream jobs and write them on the

board. Tell your students that they will be role playing job interviews

in pairs. The students will tell their partner “My dream job is to be a

______.” Afterwards, the students will role play the following

interview questions with their partner: 1.) Why do you like this job?

2.) What experience do you have? 3.) What skills and abilities do you

have?

Consolidation Have the students write a short cover letter for their dream job.

3° Medio Healthy food for Healthy Living

Objective Students will be able to prepare and present pro/contra arguments

for a debate on food topics.


Resources Debate topics on food

Vocabulary

Foods, cooking, organic, vegetarian, healthy, unhealthy, recipe,

ingredients, obesity, protein, hunger, calorie, digest, junk food,

fitness, fiber, etc.

Key Phrases I believe, I disagree, I agree, In my opinion, etc.

Activity

description

Lead a discussion about healthy vs. unhealthy food. Divide the

classroom into four groups of five and give the students a

controversial topic on food to debate such as vegetarianism. All

teams will come up with an argument for pro-vegetarianism and for

anti-vegetarianism. (Later they will be given one of the sides to

argue) Give both teams time to discuss the topic and develop their

supporting evidence. Offer assistance to the groups while they are

discussing, such as, effective ways to form a persuasive sentence.

Then assign the teams a side to debate (for or against). Allow the

students to present their arguments and afterwards, give your

comments. You can have the students vote on the best arguments.

Consolidation Have the students write down which side of the argument they prefer

and why in their notebook.





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3° Medio Wonderful Machines

Objective Students will be able to describe technological devices.


Resources -

Vocabulary Machine, gadget, appliance, energy, battery, power, electricity,

engine, inventions, etc.

Key Phrases “This invention helps with …”

Activity

description

Ask your students about important inventions that have changed the

way we live today. Create a word web to organize the vocabulary on

the board. (For examples, write “Inventions” on the board and like a

web, write various encircled words around the center “inventions” so

it has words on branches like “agriculture” or “computers.” Then,

around agriculture, write down the various agriculture inventions

they list.) Then, in pairs or independently, have each student or each

group think of an invention that we use in our daily lives. Ask them

to write a few descriptions of the invention in a graphic organizer.

Then, select volunteers to describe their group invention and what it

does, and the rest of the students listening will try to guess the

invention. “This invention helps with taking out the wrinkles in your

clothes.” “It is an iron.”

Consolidation Have the students write down their favorite three inventions out of

those described by their classmates.

3° Medio Mysteries of Science

Objective Students will be able to recall science information after playing a

jeopardy trivia game.


Resources Pre-made Jeopardy game board on a poster, science related trivia

questions

Vocabulary Scientist, researcher, inventor, geography, geology, astronomy,

microscope, experiment, bacteria, galaxy, genetics, etc.

Key Phrases “Who is the scientist that…” “What science term…”

Activity

description

Create questions for the jeopardy game. Review science related

vocabulary in the book. For the approximate class, play jeopardy (or

another science related game show) with your students. Find

everyday science related trivia questions for the game but make sure

that they are worded in a way that your students will be able to

understand.

Consolidation The students can write a question to use in the next class‟s jeopardy

game.





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3° Medio Stand up for your Rights

Objective Students will be able to listen for the gist of a song about rights.

Skill Listening comprehension

Resources “Get up Stand up” music recording, CD player, book

Vocabulary Rights, happiness, heaven, earth, sky, life, light, etc.

Key Phrases “Stand up for your rights!”

Activity

description

Allow them to hear the song a few times. Go over the lyrics and the

answers to the questions. Then, have them read along with the lyrics

printed in the book and sing the song with you. Discuss the meaning

of the lyrics with the students. *Also, you may want to point out Bob

Marley‟s Jamaican accent.

Consolidation Have the students write a few sentences about a time when they

stood up for what they believed in.

Get up, Stand up

Lyrics

Get up, stand up: stand up for your rights!



Get up, stand up: don‟t give up the fight!

Preacherman, don‟t tell me,

Heaven is under the earth.

I know you don‟t know

What life is really worth.

Its not all that glitters is gold;

Half the story has never been told:

So now you see the light, eh!

Stand up for your rights. Come on!

Chorus

Most people think,

Great God will come from the skies,

Take away everything

And make everybody feel high.

But if you know what life is worth,

You will look for yours on earth:

And now you see the light,

You stand up for your rights. Jah!

Chorus

We sick and tired of your ism-skism game -

Dying and going to heaven in jesus name, lord.

We know when we understand:

Almighty God is a living man.

You can fool some people sometimes,

But you can‟t fool all the people all the time.

So now we see the light (what you gonna do?),

We gonna stand up for our rights! (yeah, yeah, yeah!)





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4° Medio Our Global Society

Objective Students will be able to reflect on the difficulties of learning a

foreign language.


Resources English poem

Vocabulary Language, sentences, tenses, communication, pronunciation,

different, similar, advantage, disadvantage, international

Key Phrases “English is difficult because…”

Activity

description

Take this opportunity to talk about the similarities (borrowed

words such as “super”, “internet”, etc.) and differences

(pronunciation of certain letters, grammar, etc.) between English

and Spanish. Have them tell you what sounds are most difficult for

them to pronounce. Talk to them about how there are rules in

English, but of course, there are always exceptions (because it is

difficult to determine English pronunciation by reading). To help

your students with pronunciation, have them practice reading this

poem or part of it to check their understanding of the poem. You

may ask them to identify some examples of the “oddities” of

English pointed out in the poem.

Consolidation Have each student write a question about English grammar or

pronunciation and you can address them at the beginning of the

next few classes.

English, Asylum

for the Verbally

Insane Poem

(Part of poem omitted)….

Let‟s face it – English is a crazy language. There is no egg in

eggplant or ham in hamburger; neither apple nor pine in

pineapple.

English muffins weren‟t invented in England. We take English for

granted. But if we explore its paradoxes, we find that quicksand

can

work slowly, boxing rings are square, and a guinea pig is neither

from Guinea nor is it a pig.

And why is it that writers write but fingers don‟t fing, grocers

don‟t groce and hammers don‟t ham? Doesn‟t it seem crazy that

you can

make amends but not one amend? If you have a bunch of odds

and ends

and get rid of all but one of them, what do you call it?

If teachers taught, why didn‟t preachers praught? If a vegetarian

eats vegetables, what does a humanitarian eat? Sometimes I think

all

the folks who grew up speaking English should be committed to an

asylum for the verbally insane.





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In what other language do people recite at a play and play at a

recital?

We ship by truck but send cargo by ship. We have noses that run

and

feet that smell. And how can a slim chance and a fat chance be the

same, while a wise man and a wise guy are opposites?

You have to marvel at the unique lunacy of a language in which

your

house can burn up as it burns down, in which you fill in a form by

filling it out, and in which an alarm goes off by going on.

So if Dad is Pop, how come Mom isn‟t Mop?

4° Medio Giving Advice

Objective Students will be able to give advice using propositional phrases.


Resources -

Vocabulary

Advice, obligation, situation, opinion, request, expressions, people

involved, cooperative, compromise, patience, politeness, calm,

discussion, response, complaint

Key Phrases “You should….” “Why don‟t you try…?”

Activity

description

Ask everyone in the class to write down a phrase or a sentence

about a common problem for teens. Then, the students will pass

up their papers. Read the problems out loud (if they aren‟t

appropriate, skip it and ignore it). And classify the problems with

your students (love, family, addictions, etc). Then break up the

students into groups giving each group one type of problem, such

as love/relationships, and have them discuss how they would solve

their problem. Be sure to walk around and observe your students

while they are in discussion groups to monitor behavior and to give

helpful feedback or support. At the end of class, have one student

from each group share their solution.

Consolidation The students can write the scripts in class for a pretend call-in

advice radio hour.





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4° Medio Prefixes

Objective Students will be able to identify the meanings of the prefixes and

match them with other word-parts.

Skill Grammar applications

Resources List of prefixes and a word for every prefix for the matching puzzle

Vocabulary Anti-, bi-, un-, inter-, mis-, mono-, multi-, over-, post-, pre-, pro-,

semi-, sub-

Key Phrases “This prefix means….”

“An example of a word with this prefix is ____”

Activity

description

Review the list of prefixes (ignoring suffixes for this activity) on pg.

43 of the book (anti-, bi-) and discuss their meanings. Do a prefix

matching puzzle using the prefixes to create different words that

are not listed in the book. Have prefixes on one side of the board

and the remaining portion of the word on the other side. Have the

students grab a partner and try to piece the words together (i.e.

Bi-cycle and anti-biotic)

Consolidation Ask the students to try to think of new examples and write them in

their journal.

4° Medio Expanding Education

Objective Students will be able to analyze research studies in discussion

groups.


Resources Textbook (pgs. 58 and 59)

Vocabulary

Toddlers, develop, percent, benefit, head start, positive, negative,

impact, anxiety, interacting, subjected to, mental speed, memory,

intelligence, pushy parents, conscious, performance, experiment,

etc.

Key Phrases “Experts agree that…” “It has been proven/shown that…”

Activity

description

The class will get into five groups and each group will discuss one

of the research studies found on pgs. 58 and 59 (or other research

studies on how people learn). The students will be asked to

read/analyze the paragraph and come up with their own opinion

on the article to share with the class. Each group will either need

to find the article credible or will need to negate it. For example,

for an article that has the position, “Drinking coffee in the morning

improves test performance,” the students could combat the

opinion by saying that coffee can hurt performance by causing a

person to be jittery and nervous. The groups will create and

present an educational awareness advertisement that shows their

opinion of the article. For example, in the ad, a student could be

shaking and nervous in a test situation, and someone could say at

the end “Coffee hurts test performance.”

Consolidation Have the students write a paragraph describing their opinion on

the chosen issue in their notebooks.





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4° Medio Money Matters

Objective Students will be able to play a game show by using money-related

vocabulary.


Resources Money trivia questions from the chapter

Vocabulary ATM, coin, credit card, fee, dollar, money, price, value, tip,

deposit, stingy, flashy, profit, sum, rich, check, etc.

Key Phrases “I choose answer B.” “Is that your final answer?”

Activity

description

As a review game over the material in this chapter, play “Who

Wants to be a Millionaire” with your students. Ask money trivia

questions in English using the vocabulary and grammar from this

chapter. I.e. “How many pesos are equal to one dollar?” Instead

of quizzing one person like in the actual TV game show, divide the

class into two teams. Give each team a minute to discuss the

question and come up with one answer in English as a team. Allow

both teams the 3 lifelines during the game. 1.) One person in the

group will run to ask someone in another class 2.) 50/50,

eliminate two choices 3.) Ask the teacher for a hint.

Consolidation Have students write about how they would spend $1000. (or

Chilean pesos equivalent)

4° Medio Living Together

Objective Students will be able to discuss pet peeves and state what bothers

them.


Resources Dry erase marker and board, textbook

Vocabulary Always, used to get mad, tends to, drives me mad, behavior, I

can‟t stand, problem, annoying, attitude, living together, etc.

Key Phrases “I hate it when…” “People shouldn‟t…”

Activity

description

Tell a story and act out an example of one thing that annoys you

about people. (i.e. a skit about an old roommate that annoyed you

or scratching your nails on the board) Model how to share your

opinion such as “I hate it when…,” “I can‟t stand it when…,” and

“People shouldn‟t…” To brainstorm for ideas, ask the students to

share some pet peeves and write what they share on the board in

a graphic organizer. Then, the students will get into pairs and

create a one/two minute skit in English acting out some behavior

that drives them crazy and that uses the targeted phrases! Ask a

few eager volunteers to act out their skit in front of the class.

Consolidation The students will write down a pet peeve in their journal.





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4° Medio The Future

Objective Students will be able to make predictions using the future tense.


Resources Pencil, paper, colored pencils, and the textbook

Vocabulary Space, computers, transport, aliens, computers, robots,

technology, for example, prediction, medicine, etc

Key Phrases “In the future, there will be/won‟t be…”

Activity

description

Ask the students to take 15 min to draw a picture of “What the

future will be like” and describe the picture using the future verb

form. There are many examples in this chapter such as on pg. 110

it states: “It is predicted that by 2020 cash will have virtually

disappeared.” Thus, if a student drew a world without cash, he or

she would have to explain the picture using the future tense. When

the students present their pictures, observe their verb forms and

make sure that they are properly using the future tense. (You

could create a futuristic number spinning wheel and assign

numbers/symbols to every student so that you can choose the

presenters at random).

Consolidation Have the students write their predictions in their journals.

4° Medio Lies and Deception

Objective Students will be able to make true and false statements.


Resources -

Vocabulary Trick, honesty, fiction, exaggerating, lie, truth, etc.

Key Phrases “I think that‟s a lie.” “I think that‟s the truth.”

Activity

description

Play the game with your students “Two Truths and a Lie.” Every

student will think of three statements to share about him/herself:

two of which are true and one that is a lie. One student at a time

will stand up to share their statements and the class will try to

guess which statement is the lie. “I lived on a farm for 10 years. I

ran in a 5K race. I have three sisters” (maybe this person only has

2 sisters) Explain that the truths need to be true (scouts honor!)

and the lies need to be lies, but tricky and not obviously a lie! To

make the game easier, give the students a model language set

such as “I like…” and “I don‟t like…”

Consolidation Have students write about a time when they lied and why they did

it.





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Closing Activities

Recapping the lesson at the end of the class allows the students to share what they have

learned. Also, this is a convenient time to quickly review material, correct pronunciation or

grammar mistakes made in class that day, and get students excited for the following lesson!

Keep in mind that you will need to make time for the recap or you will never get to it! Try to

end your activity early so that you are able to review what was learned with your students in

the last five minutes of class.

Recap Ideas:

Ask your students what they learned that day.

Have the students tell a partner one thing they learned that day.

Have your students write what they learned in their journal. (grammar, vocabulary

words, etc.)

Review vocabulary words taught that day.

Ask a question taken from the day‟s lesson. The student who answers correctly can

come up and ask another question to the rest of the class based on the material in

that day‟s lesson, and so on.

Quiz your students through questions and allow them to answer true or false

questions with a thumbs-up or down or ask multiple choice questions and allow them

to show their fingers to vote.

Example Closing Activity: (after a lesson on family members)

1. After a lesson on family, you can use the true-false recap activity to check if the

students learned the family vocabulary.

2. First you may have to teach the students the meaning of “true” and “false.” Draw a

thumbs up on the board with “true” written underneath and draw a thumbs down

labeled with “false”. Have them practice showing you a thumbs up or down to

simple true and false questions, such as, “You are a student.” (thumbs up)

3. Ask your students, “Your grandfather is the father of your father, true or

false?” Tell them to show you a thumbs up for true and thumbs down for false.

Observe to see how many students are showing you a thumbs up. Celebrate if they

all got it right!

4. Ask them another question such as, “Your aunt is the brother of your mother.”

(Draw a picture on the board to explain the question if necessary) Again, notice

who is showing you a thumbs up or down. If many students are incorrect, explain

the answer and before moving onto another question.

5. After a few questions, you can have the more advanced students ask similar

questions to the class.





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Time Fillers

Sentence or word scramble: Work to try and unscramble the puzzle by putting the

letters of the word or the words of the sentence in the correct order

Icebreakers: Short games that encourages movements and interaction (ex. Knot

game)

Hangman: Select a mystery word and others guess letters until the word is revealed

Pictionary: Draw picture of a word or phrase for students to guess

20 questions: Ask up to 20 questions to figure out what object someone is thinking

of

Eye spy: Look for an item around the room that someone chooses

Twister: Make a board placing large color circles on the ground near each desk

Telephone: Pass on a message through whispering and the last person shares

Charades: Act out a word or phrase and others try to guess

Scattegories: Generate a list of words by theme that begin with a certain letter

Crossword puzzles: Create a puzzle using vocabulary words

English grammar puzzle: Find the grammatical error in the sentence

Talk about a picture: Based on a detailed or provocative image, the students talk

about feelings, what you see, or generate a story about the picture

Chain story: One person starts a story and the next person continues where the last

person left off

How many things can you think of that…are round, that make noise, the color

red?

Scrabble, Boggle or other English board game: if you brought one or can adapt

one

Coded message: Make a coded message by giving each letter a corresponding

number or symbol and have the students decipher the message

Teach the teacher Spanish: The students will have to speak English to teach you!

Be familiar with some time fillers to implement when your planned activities end up short or

if you have free time at the end of the class. Most of these games can be played in groups or

in pairs and can be applied to all levels.





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Emergency Lesson Plan

Balderdash “The Dictionary Game”

For intermediate to advanced learners

*Make sure you make copies of the cards at the beginning of the year, so that you are

prepared for the day you need an alternative plan!

Dictionary Word Hunt Warm-Up: Prior to the game, pass out the dictionaries and have

the students practice using them. Ask them to look up a few words (or adjective, noun, etc.)

and describe the process and how to find the definition (since some words have multiple meanings)

Objective: To practice using a dictionary

Materials: Word cards (located on the next page) copied (x4) and cut out, slips of paper

Time: 30 minutes or longer

Procedures:________________________________________________________

1. Break the class up into four groups of five and give each group a dictionary. Hand out

slips of paper with a word/expression written on each one, (perhaps phonetic spelling,

too) and the part of speech (“grouchy” – adjective). The words should be ones that the

students will not know. *Make your own or photocopy the word cards found on the

following page.

2. One person who draws the card or the “dealer” looks up the true definition in the

dictionary and writes it on a slip of paper. The other students write a make-believe

definition or guess the meaning for the same word on a slip of paper (it can be tame or

completely outrageous) and pass it back to the person who drew the card.

3. The person who originally drew the card will mix up the definitions (real and pretend)

and read each definition aloud for the group. Included somewhere in the pile of

definitions is the *real* definition. After listening to all the definitions, the students

other than the dealer must vote for the definition they believe is the correct one.

Multiple students can earn a point/points during each round: *Write the point system

on the board, each worth one pt.

a) choosing the correct definition = 1 pt.

b) each vote which their own definition receives = 1pt.

c) writing a correct definition for the word = 1pt.

4. The students record their points and another person in the group draws the next card. They repeat steps 2 and 3 until you would like to finish the activity.

*Be sure to walk around the class and make sure they are using the dictionary correctly!

A simplified version is to have the entire class as one team and the teacher look up the

definition while the students make up fake ones. You could use this game as a change of

pace between lessons (i.e. handing out just one word to the class each day, keeping a

scorecard throughout the week or month) Keep an ongoing list of the words and their

correct definitions on a bulletin board to reinforce the learned vocabulary!





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Balderdash Word Cards *adapt to the levels of your English language learners

Mysterious

(adj)

Hopscotch

(noun)

Exciting

(adj)

Doubt

(noun)

Lively

(adj)

Fabulous (adj)

Spiral (noun, adj)

Masquerade (noun)

Bouquet (noun)

Shriek (noun)

Puzzle

(verb)

Refreshing

(adj)

Twinkle

(verb)

Hammock

(noun)

Mutt

(noun)

Jinx (noun)

Imitate (verb)

Extinguish (verb)

Digest (verb)

Hilarious (adj)





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English Debates

What is a Debate?

It is a formal discussion between two people or teams who are expressing opposing views

with the aim of persuading an audience. The debaters should support their argument with

logical reasoning, facts and evidence, but they also must refute the opponent‟s argument

with a strong rebuttal. There are three basic steps to a debate: 1.) Statement, 2.)

Refutation, 3.) Rebuilding/Supporting your statement.

English Opens Doors Program Debate Tournament Rules:

1. Only secondary students public and semiprivate schools can compete

(municipalizados and subvencionados)

2. Every school can only register one team to compete.

3. The debate participants couldn‟t have lived in an English speaking country.

4. Each group consists of a minimum of four and a maximum of six students, two which

are alternatives. The students have to have attended this school for two complete

years.

5. The team will have to remain as the original six debaters and can not be changed

during the competition.

6. Speeches may not exceed 3 minutes.

7. The speeches cannot be read.

8. Debate team members should wear the school uniform or dress formally.

How the Debate Teams will be Judged

R Reasoning and Evidence: justifies with several logical reasons; presents reasons simply

and clearly; supports reasons with facts, examples and comparisons; and shows how the

reasons and evidence are relevant to the overall argument

O Organization and Prioritization: focuses on the most important reason to support his/her

point of view; can briefly summarize the main reasons; presents reasons in clean well-

structured order; and gives the entire argument an organized flow

L Listening and Responding: listens carefully to the opposing team‟s point of view and

responds to their argument; asks challenging questions; works together to attack the

opposition team; and allows each speaker offer a different disagreement.

E Expression and Delivery: speaks with confidence and does not read the argument; speaks

clearly with an interesting tone by using effective pauses, volume, pace; uses gestures and

facial expressions; and structures sentences carefully.

Defines motion, main principle of the

team, explains most important argument Rebuts or says why they think a different

way. Presents the most important argument

of the team Continues to support their side by

adding more new arguments and

responding to opposing side Continues to support their side by adding more new arguments and

responding to opposing side

Adds minor arguments but

concentrates on opposition side

and how they are wrong

Adds minor arguments but concentrates on opposition

side and how they are

wrong

Summary of what happened during the debate, reminds

audience of main arguments

but mostly rebuttals

Summary of what happened

during the debate, reminds

audience of main arguments but mostly rebuttals





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Coaching a Debate Team:

1. Once the topic has been identified, brainstorm reasons that support your argument.

2. Research the topic in a school library or on the internet.

3. Group the reasons that are similar and crossing out the ones that are difficult to support

with evidence.

4. Make the reasons into arguments by making them “R.E.A.L.”

a. Reason: Gives the audience his/her reason in one sentence

b. Evidence: Support the reason with facts and examples

c. Analysis: Shows how the evidence supports his/her evidence

d. Link: Links the reasons back to his/her point of view

5. Divide the arguments between the members of the team, the first 3 speakers must have

an argument of their own in logical order so the earlier arguments support the later ones

6. Create the internal structure of the speech: introduction (name, position, and principle),

internal preview (brief description of the arguments), rebuttal (respond to arguments and

defend them), arguments (REAL), internal conclusion (brief review), and the conclusion (a

summary of why the speech as supported the side of the motion)

7. Work on presentation, expression, delivery, and making the arguments as strong as

possible (has enough evidence? Is the evidence reliable? Is the reasoning relevant,

important, and consistent? Have all the other issues been considered?)

Agreeing:

I agree with you

You could be right

That‟s a good point

I agree entirely

Disagreeing:

Yes, but…

I disagree with…

Yes that‟s quite true, but…

Perhaps, but don‟t you think that…

Stating an opinion:

In my opinion…

It seems to me that…

Wouldn‟t you say that…?

I‟d like to point out that…

Persuasion:

You must admit that…

Do you really believe that…

Don‟t you think that…

Don‟t you agree that…





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Extracurricular English Clubs And Activity Ideas

Extracurricular activities in English can further motivate and challenge your students. The

best way to design an English Workshop is to consider the needs of the school community,

the interest of your students, and the creative abilities and skills you have to offer!

Remember to have fun! These are some ideas to get you started:

English club: Pick a theme for each club meetings (holidays and cultural themes are

usually a big hit) or you can include elements of the other clubs listed below.

Movie club: If you have access to a TV and DVD player, you can do a movie club.

Pick movies that are easy to understand and appropriate for your students. Also, if

there is no time to show the entire movie or TV show, you can show short clips. Think

of fun activities for the students to do after watching, such as re-enacting the movie

scenes!

Book club: You could start a book club if you get a few copies of the same book.

Friends and family back home might have old sets of books to donate.

Cooking club: You can teach how to cook some of your favorite dishes in class or in

the school‟s kitchen. Search for simple recipes on the internet and improvise with the

ingredients. Depending on your situation, you could even invite a few students to

your home to cook.

Monthly competitions: You could have any of the following contests: essay, poetry,

artwork, song, dance, debate, etc. Give students a topic and have them practice and

then perform in a public setting at school. Offer small prizes!

Music club: If you have access to a CD player, you can have a club that listens to

and sings different songs, discusses their meaning, and does fun activities with them.

Exercise/sports club: You can teach a new sport or form of exercise to your

students and teach about diet/nutrition. (Ex. yoga, rugby, etc.)

Student newsletter or bulletin board: The students can work together to write

articles or bulletin board items in English and focus on local, school, and English class

events.

Dance club: If you have access to a CD player, you can teach a dance or have your

students make up dances to English songs of their choosing.

Game club: You can play various classroom games in English (but try not to repeat

games that you use in your normal class time), such as scavenger hunts.

Art club: You could give art projects, offer drawing lessons, or have the students

design vocabulary picture cards for the classroom.





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Online Resources:

General Teaching English as a Second Language (ESL) Websites:

http://www.britishcouncil.org/learnenglish.htm ESL teaching tips and lesson plan ideas

http://www.eslcafe.com/ One of the most popular ESL teaching website with a search

feature. Includes a huge collection of lesson plans, activities, games, songs, etc.

www.onestopenglish.com Lesson plans and English grammar explanations. Also, you can

search for activities on the site with categories such as age group, theme and language

focus.

ESL lessons, activities, and games:

http://www.esl-lesson-plan.com/archives/esl_lesson_plans/ searchable ESL activity base

http://www.genkienglish.net/games.htm great themed activities and games for younger

students

www.esl-lab.com worksheets and lesson plans

www.eslflow.com activities, teaching with pictures, grammar, games, icebreakers

Pronunciation Practice:

http://www.everydayenglish.com/navpage.swf website to practice pronunciation

tongue twisters listed alphabetically

Debates and Dialogues:

http://www.eslflow.com/debateanddiscussionlessons.html ideas for teaching debates and

dialogues

http://www.lcc.gatech.edu/regents/samples.html thousands of debate topics

Music and Video:

http://www.musicalenglishlessons.org/index-ex.htm list of songs with worksheets to

reinforce grammar

http://www.esl-galaxy.com/video.htm teach English with movies. Includes movie

worksheets

Fun stuff:

http://www.readwritethink.org/materials/comic/ comic creator

http://www.armoredpenguin.com/crossword/ crossword puzzle maker

http://www.britishcouncil.org/learnenglish.htm

http://www.eslcafe.com/

http://www.onestopenglish.com/

http://www.esl-lesson-plan.com/archives/esl_lesson_plans/

http://www.genkienglish.net/games.htm

http://www.esl-lab.com/

http://www.eslflow.com/

http://www.everydayenglish.com/navpage.swf

http://www.eslflow.com/debateanddiscussionlessons.html

http://www.lcc.gatech.edu/regents/samples.html

http://www.musicalenglishlessons.org/index-ex.htm

http://www.esl-galaxy.com/video.htm

http://www.readwritethink.org/materials/comic/

http://www.armoredpenguin.com/crossword/

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