celtt program summary - thailand 2015

Cadet English Language Training Team

Thailand 2015

Carla Jones, 2015 CELTT Director of Instruction [email protected]

Laura-Grace Faris, 2015 CELTT Director of Instruction [email protected]

mailto:[email protected]


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Thailand 2015

Table of Contents

Program Summary Page 3

ESL Conversation Questions Page 4

ESL Conversation Games Page 7

CELTT Curriculum Page 10

Cadet-Created Activities 3

Cadet Teaching Assignments Page 24

Activities in Action Page 25

CELTT Teaching Strategies Page 26

Cadet-Suggested English Teaching Strategies Page 27

Curriculum Assessment Report Page 28

Teaching Strategies for English Teachers Page 35

Pre-Cadet Survey Page 39

Pre-Cadet Survey Results Page 40

Program Conclusion Page 42



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Thailand 2015

Program Summary

Based on the structure of the classroom schedule at the Armed Forces Academies Preparatory School

(AFAPS) in Nakkon Nayok, Thailand and the feedback we received from Colonel Som Jai, Director of

English Programs, we developed an English practicum program for the US Cadets which focused on

oral competence through listening and speaking interactive activities. We provided activities, a

suggested curriculum, as well as a teacher training for AFAPS teachers, with flexibility provided for the

US Cadets to choose activities that worked best for them or make changes upon daily reflections.

Below is a summary of materials created for the CELTT Program at AFAPS.

ESL Conversation Questions – We created conversation questions for a number of topics to

ease the cadets into teaching and familiarity with the students.

ESL Conversation Games – We created quick, zero-prep/material games which focused on

verbal interaction to improve listening and speaking skills.

CELTT Curriculum – We provided a detailed curriculum for both AFAPS teaching teams. This

included daily activities for each cadet in each class period, with a detailed description of each

activity after all weekly schedules.

Cadet Teaching Assignments – We created a blank template for team leaders to use if teams

chose to lead their own activity.

CELTT Teaching Strategies – We provided a list of teaching tips which focused on the English

Language Learner.

Curriculum Assessment Report – We provided each team with an assessment report in which

team members could respond to curriculum through notes on positive aspects, challenges, and

suggestions for improvement.

Teaching Strategies for English Teachers – We created a training seminar for English teachers at

the AFAPS school in order to facilitate teaching in their own English courses using a variety of

language instruction methods we have found successful in our own classes. The training included

information on language learning levels, methods used to reach students at each level, and a

variety of instruction and assessment techniques.



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Thailand 2015

ESL Conversation Games

Conversation Groups

Introduce yourself in 3 basic sentences (name, where you’re from, family). Then, ask each student the same Qs

you answered (name, where you’re from, family). Repeat – favorite sport, food, hobby, branch of military, etc.

Make sure every student answers. Count in your head if they take a minute – they are translating but can

answer. Other Qs for introductions are below:

Introductions

What's your name?

Where are you from?

Where were you born?

Do you have brothers and

sisters?

What's your address?

What's your phone

number?

What's something you do

well?

What's your father like?

What's your mother like?

When did you start to

study English?

Where do you live?

Where do you live? How

long have you lived there?

Which sports do you like?

Who do you live with?

Who do you respect the

most?

Who has had the most

influence in your life?

Why did you decide to

take this course?

Why do you want to learn

English?

Would you like to be

famous?

What do you think you will

be doing five years from

now?

What is your goal in life?

Are you a 'morning' or

'night' person?

When do you feel best? In

the morning, afternoon, or

evening?

How many cities have you

lived in?

What jobs have you done?

Which do you prefer,

sunrises or sunsets?

What could you do as a

child that you can't do

now?

Who is your next door

neighbor in your home

country?

What is the best memory

of our country that you will

take back home with you?

What is the worst memory

of our country?

How many times did you

move as a child?

Are you a task oriented

person or a people

oriented person?

Do you have any pets?

What was the last book

you read?

Do you like to cook?

What's your favorite food?

Are you good at

cooking/swimming/etc?

Are you married or single?



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Sports:

Do you play any sports?

Are you a good soccer

player? Basketball player?

Baseball player? Rugby

player? Tennis player?

Are you a member of any

sports team? If not, have

you ever been?

Are you good at sports?

What sports are you good

at?

Do you often play sports?

Did your high school have

a good baseball team?

Do you ever listen to

baseball Activity on the

radio?

Do you jog more than

once a week?

Do you know how to play

golf?

Do you like to exercise?

Do you like playing tennis?

Do you like to snowboard?

Do you like to watch sports

on TV?

Do you like watching car

races?

Do you like wrestling?

Do you think athletes earn

enough money, not enough

money or too much

money?

Do you think everybody

should practice sports?

Do you think playing

sports helps people work

better as a team at work?

Do you think that parents

are too involved in their

children’s sports Activity?

Have you ever been

skiing?

Have you ever been to a

soccer game? An America

football game? A baseball

game?

Have you ever played golf?

Have you ever been to

watch a professional

sporting event?

Have you ever played

tennis with your mother?

Have you ever tried

snowboarding?

How often do you

exercise?

How often do you go

swimming?

Where do you go?

Who do you go with?

How often do you go

swimming? Is it good that

professional sports are so

commercial nowadays?

Go scuba diving?

Go surfing?

Go snorkeling?

Is it good that professional

sports are so commercial

nowadays?

Were you on any sports

teams in high school?

How about junior high

school?

How about now?

What do you think is the

most popular sport in the

world?

What do you think of pro

wrestling? Thai kick

boxing? Japanese sumo?

Geography:

What states have you

visited?

Which one did you like

the best and why?

Which one do you want to

visit next and why?

What is the capital of the

United States?

What is the coldest state?

What is the warmest state?

Can you name three states

that touch Canada?


that touch Mexico?

Can you name states that

on the Atlantic Coast?

Can you name states on

the Pacific Coast?

Can you name one state

that has hurricanes?


where it snows?

Can you name two states

that have the Rocky

Mountains?


that have the Appalachian

Mountains?

Can you name that has the

Cascade Mountains?

Can you a state on the Gulf

of Mexico?

Can you name the

mountain range in

California?

Can you states that touch

the Great Lakes?

What is the highest

mountain range in the

United States?

What is the name of the

mountain range in

California?

What are two states that

touch the Great Lakes?

What is the highest


United States?



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Music

What kind of music do

you like?

Are you a good singer?

Can you concentrate on

other things when you are

listening to music?

Can you play a musical

instrument?

If so, what do you play?

How long have you been

playing?

Are you good at it?

Can you play the drums?

Can you play the guitar?

Can you read music?

Do you enjoy music

videos?

Do you ever listen to MP3

files on your computer?

Do you have an expensive

stereo system?

Do you know the band

named Metallica? If so, do

you like them?

Do you like all kinds of

music?

Do you like American rock

bands?

Do you like country

music?

Do you like heavy metal

bands like Megadeath,

Marilyn Manson, and so

on?

Do you like jazz?

Do you like to listen

classical music?


country music?

Who is your favorite

country singer?

Do you like to listen to

Broadway musicals?



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Thailand 2015

ESL Conversation Games

Conversation Groups

Introduce yourself in 3 basic sentences (name, where you’re from, family). Then, ask each student the

same Qs you answered (name, where you’re from, family). Repeat – favorite sport, food, hobby, branch

of military, etc. Make sure every student answers. Count in your head if they take a minute – they are

translating but can answer.

Bingo

Tell groups to make bingo grid (start with 3x3). Make a list of school-related words on board. Or – ask

students for a school-related word. Or – give dictation of a school-related word. Then – write the word

on the board to make sure everyone understood.

What’s the Question?

Form two teams. Explain the game, with a few examples of answers in search of questions. Ask,

‘What’s the question?’, and get students to correctly say the corresponding questions for your answer.

Have two players–one from each team–come to the front. Style it like a game show if you like, with the

students standing side-by-side. Next, read an answer to a question and say, ‘What’s the question?’ The

fastest player to respond wins a point for her/his team. New contestants come to the front for a new

round.

Draw Something

Each student has a sheet of paper. One student sits at the front of a room. He/she describes a thing

(pick a topic) and the rest of the class draws the thing being described. Model this first – then let the

winner be the leader.

20 Questions

Pick an object (animal, vegetable, mineral). Tell the student what category it is. Ask the students one by

one to ask a Q about the object until they guess it. Pass an object around so you know whose turn it is.

If a student speaks out of turn, they lose their turn. The winner is the leader in the next round.

I Spy

Pick an object in the room. Students take turns asking questions until they guess the object. Pass an

object around the group so you know whose turn it its. The winner is the new leader.

Simon Says

Tell the students things to do using the phrase ‘Simon Says’. If you don’t use the phrase ‘Simon Says’

and they do the command, they are out. The winner is the new ‘Simon’.



http://iteslj.org/games/9868.html

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Telephone

Whisper a word in a student’s ear. The next student whispers the same word in the next student’s ear.

At the end of the chain, the last student tells what they heard. The next leader is after the student who

started the last chain. Make it harder – whisper a 3-word (5, 7, etc) phrase.

Make a hangman on the board. Choose a topic. Have the students guess a letter to guess the word. The

winner is the new leader. Make it harder – have them guess a phrase.

Sentence Race

Make a list of words on the board. (Or – have students give you a word one by one to write). They

need to write down one word. Erase the words. Choose 2 students randomly. They come to the board

and try to make the longest sentence using their 2 words. Longest sentence wins. Repeat.

Storytelling

Leader starts a story. “One day, I was walking down the street.” Other leader transcribes story on board

so everyone understands. Each student takes turns adding one sentence to story. Repeat with 2nd student

starting story. Make it harder – students take turns and transcribe each other’s sentences on board.

Pictionary

Students make a list of English words (give them a topic one by one). Then – they write down one word

(secretly). As it is their turn, they come to the board and draw their object. Other students try to guess

what they drew. Winner is next drawer.

Taboo

Write a list of topics on board (clothing, money, food, health, shapes, colors, transportation, military,

family). Have students choose a topic and write 4 words associated with topic. Turn lists into leader.

Leader redistributes lists randomly. One student tells group his topic – students have to guess topic

without student using words on list.

Name It

Brainstorm a list of adjectives/adverbs as a group (fast, sticky, squishy, scary, rotten sandy, expensive).

Write the list on board (or paper). One student chooses adjective in his head – tells the group 8 things

that are like this adjective. Group tries to guess. Winner is next leader.

Change the Words

Leader starts with a short word (cat). Passes word to another (or this can be done on board). Next

student changes one letter OR adds one letter to make new word. If student cannot make new word,

make a sentence with the word. Choose one word out of new sentence and that’s the new word to

change. (Ex: My cat is red. Red – new word to change).

The Fewest Clues

Make a list of words on the board as a group. Go around room – students give words. Leader chooses

word in his head (‘dog’). Gives one-word clues to group (‘bark’, ‘pet’, ‘furry’). Each time he tells a one-

word clue, students go around the room and tell what they think it is. Winner is new leader.



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Stop the Bus

2 teams in a group. Make a chart with categories in columns: Colors, Animals, Military, Foods,

Clothing, Family, etc. First column – a letter. First team to fill in chart with all categories yells ‘Stop the

Bus’. Then – they choose next letter.

Place on Base

Brainstorm list of places on base (or in Thailand, in the US, in the world). Like 20 Qs except leader

describes a building or place on base. Each student asks a Q to determine the place being described.

Winner becomes new leader.

Spelling Bee

Students write down a word. Turn it into leader. Leader has all students stand up. Calls out words.

Whoever cannot spell word sits down. Winner is new leader. Students make new list of words.

ABCs

Students call out word beginning with each letter of alphabet. Student 1 – A, Student 2 – B, etc. Make it

harder – all words should relate to one topic (ex family). Should be played fast (5 secs/turn). Student is

‘out’ if they can’t think of a word in 5 secs.



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Cadet Curriculum

Cadet Teaching Assignments: Week 1 ** All groups should be in 12-minute rotations

Day Date Time Cadet #1 Cadet #2 Cadet #3 Cadet #4

1 Mon.,

5/18

0810-0900 Conversation Groups:

Introductions

Conversation Groups:

Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions


Introductions

2 Tues.,

5/19

0810-0900 Activity:

Bingo

Activity:

Hangman

Activity:

Toss the Ball

Activity:

Draw Something

0910-1000 Activity:

Bingo

Activity:

Hangman

Activity:

Toss the Ball

Activity:

Draw Something

1020-1110 Activity:

Bingo

Activity:

Hangman

Activity:

Toss the Ball

Activity:

Draw Something

1120-1210 Activity:

Bingo

Activity:

Hangman

Activity:

Toss the Ball

Activity:

Draw Something

1310-1400 Activity:

Bingo

Activity:

Hangman

Activity:

Toss the Ball

Activity:

Draw Something

3 Wed.,

5/20


Sports


Military


Geography


Music & Movies


Sports


Military


Geography


Music & Movies


Sports


Military


Geography


Music & Movies


Sports


Military


Geography


Music & Movies


Sports


Military


Geography


Music & Movies

4 Thurs.,

5/21

No Class:

Ceremony

5 5/22 0810-0900 Conversation Groups:

Sports


Military


Geography


Music & Movies


Sports


Military


Geography


Music & Movies


Sports


Military


Geography


Music & Movies


Sports


Military


Geography


Music & Movies


Sports


Military


Geography


Music & Movies



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Description of Activities

Conversation Groups

Introduce yourself in 3 basic sentences (name, where you’re from, family). Then, ask each student the same Qs

you answered (name, where you’re from, family). Repeat – favorite sport, food, hobby, branch of military, etc.

Make sure every student answers. Count in your head if they take a minute – they are translating but can

answer.

Introductions

What's your name?

Where are you from?

Where were you born?

Do you have brothers

and sisters?

What's your address?

What's your phone

number?

What's something you

do well?

What's your father like?

What's your mother

like?

When did you start to

study English?

Where do you live?

Where do you live?

How long have you lived

there?

Which sports do you

like?

Who do you live with?

Who do you respect the

most?

Who has had the most

influence in your life?

Why did you decide to

take this course?

Why do you want to

learn English?

Would you like to be

famous?

What do you think you

will be doing five years

from now?

What is your goal in life?

Are you a 'morning' or

'night' person?

When do you feel best?

In the morning,

afternoon, or evening?

How many cities have

you lived in?

What jobs have you

done?

Which do you prefer,

sunrises or sunsets?

What could you do as a

child that you can't do

now?

Who is your next door

neighbor in your home

country?

What is the best memory

of our country that you

will take back home with

you?

What is the worst

memory of our country?

How many times did you

move as a child?

Are you a task oriented

person or a people

oriented person?

Do you have any pets?

What was the last book

you read?

Do you like to cook?

What's your favorite

food?

Are you good at

cooking/swimming/etc?

Are you married or

single?



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Sports:

Do you play any sports?

Are you a good soccer

player? Basketball

player? Baseball player?

Rugby player? Tennis

player?

Are you a member of

any sports team? If not,

have you ever been?

Are you good at sports?

What sports are you

good at?

Do you often play

sports?

Did your high school

have a good baseball

team?


baseball Activity on the

radio?

Do you jog more than

once a week?

Do you know how to

play golf?

Do you like to exercise?

Do you like playing

tennis?

Do you like to

snowboard?

Do you like to watch

sports on TV?

Do you like watching car

races?

Do you like wrestling?

Do you think athletes

earn enough money, not

enough money or too

much money?

Do you think everybody

should practice sports?

Do you think playing

sports helps people work

better as a team at work?

Do you think that

parents are too involved

in their children’s sports

Activity?

Have you ever been

skiing?

Have you ever been to a

soccer game? An

America football game?

A baseball game?


golf?

Have you ever been to

watch a professional

sporting event?


tennis with your mother?

Have you ever tried

snowboarding?

How often do you

exercise?

How often do you go

swimming?

Where do you go?

Who do you go with?

How often do you go

swimming? Is it good

that professional sports

are so commercial

nowadays?

Go scuba diving?

Go surfing?

Go snorkeling?

Is it good that

professional sports are so

commercial nowadays?

Were you on any sports

teams in high school?

How about junior high

school?

How about now?

What do you think is the

most popular sport in the

world?

What do you think of

pro wrestling? Thai kick

boxing? Japanese sumo?

Geography:

What states have you

visited?

Which one did you like

the best and why?

Which one do you want

to visit next and why?

What is the capital of the

United States?

What is the coldest

state?

What is the warmest

state?

Can you name three

states that touch Canada?

Can you name three

states that touch Mexico?

Can you name states that

on the Atlantic Coast?

Can you name states on

the Pacific Coast?

Can you name one state

that has hurricanes?

Can you name three

states where it snows?


that have the Rocky

Mountains?



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that have the

Appalachian Mountains?

Can you name that has

the Cascade Mountains?

Can you a state on the

Gulf of Mexico?

Can you name the

mountain range in

California?

Can you states that touch

the Great Lakes?

What is the highest


United States?

What is the name of the

mountain range in

California?

What are two states that

touch the Great Lakes?

What is the highest


United States?

Music

What kind of music do

you like?

Are you a good singer?

Can you concentrate on

other things when you

are listening to music?

Can you play a musical

instrument?

If so, what do you play?

How long have you been

playing?

Are you good at it?

Can you play the drums?

Can you play the guitar?

Can you read music?

Do you enjoy music

videos?


MP3 files on your

computer?

Do you have an

expensive stereo system?

Do you know the band

named Metallica? If so,

do you like them?

Do you like all kinds of

music?

Do you like American

rock bands?

Do you like country

music?

Do you like heavy metal

bands like Megadeath,

Marilyn Manson, and so

on?

Do you like jazz?


classical music?


country music?

Who is your favorite

country singer?

Do you like to listen to

Broadway musicals?



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Bingo

Tell groups to make bingo grid (start with

3x3).

Make a list of school-related words on

board.

o Alternative #1: ask students for a

school-related word.

o Alternative #2: give dictation of a

school-related word.

Then – write the word on the board to

make sure everyone understood.

Call out words. Students cross out until

they have an entire row completed.

Winner is new Bingo Caller.

Hangman

Make a hangman on the board.

Choose a topic.

Have the students guess a letter to guess

the word.

The winner is the new leader.

Make it harder – have them guess a

phrase.

Toss the Ball

Do this in back of class since you’ll be

tossing an object.

They each ask each other a Q – choose a

student to speak by throwing ball (or

something soft) to that student

They ask the Qs in English of each other

Make it harder – they have to repeat what

the last student answered

Draw Something

Each student has a sheet of paper.

One student sits at the front of a room.

He/she describes a thing (pick a topic)

and the rest of the class draws the thing

being described.

Model this first – then let the winner be

the leader.



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Cadet Curriculum



6 Mon., 5/25 0810-0900 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

0910-1000 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

1020-1110 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

1120-1210 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

1310-1400 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

7 Tues., 5/26 0810-0900 Activity:

What’s The Question

Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

0910-1000 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

1020-1110 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

1120-1210 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

1310-1400 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

8 Wed., 5/27 0810-0900 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

0910-1000 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

1020-1110 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

1120-1210 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

1310-1400 Activity:

Name It

Activity:

Telephone

Activity:

Simon Says

Activity:

20 Questions

9 Thurs., 5/28

No Class: Field Trip

10 Fri., 5/29 0810-0900 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

0910-1000 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

1020-1110 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

1120-1210 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling

1310-1400 Activity:


Activity:

I Spy

Activity:

Sentence Race

Activity:

Storytelling



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Name It

Brainstorm a list of adjectives/adverbs as a group

(fast, sticky, squishy, scary, rotten sandy, expensive).

Write the list on board (or paper).

One student chooses adjective in his head – tells the

group 8 things that are like this adjective.

Group tries to guess.

Winner is next leader.

Telephone

Whisper a word in a student’s ear.

The next student whispers the same word in the next

student’s ear.

At the end of the chain, the last student tells what

they heard.

The next leader is after the student who started the

last chain.

Make it harder – whisper a 3-word (5, 7, etc.) phrase.

Simon Says

Tell the students things to do using the phrase

‘Simon Says’.

If you don’t use the phrase ‘Simon Says’ and they do

the command, they are out.

The winner is the new ‘Simon’.

20 Questions

Pick an object (animal, vegetable, mineral).

Tell the student what category it is.

Ask the students one by one to ask a Q about the

object until they guess it.

Pass an object around so you know whose turn it is.

If a student speaks out of turn, they lose their turn.

The winner is the leader in the next round.

What’s the Question?

Form two teams.

Explain the game, with a few examples of answers in

search of questions.

Ask, ‘What’s the question?’, and get students to

correctly say the corresponding questions for your

answer.

Have two players–one from each team–come to the

front.

Style it like a Activityhow if you like, with the

students standing side-by-side.

Next, read an answer to a question and say, ‘What’s

the question?’

The fastest player to respond wins a point for her/his

team.

New contestants come to the front for a new round.

Sentence Race

Make a list of words on the board.

(Or – have students give you a word one by one to

write).

They need to write down one word.

Erase the words.

Choose 2 students randomly.

They come to the board and try to make the longest

sentence using their 2 words.

Longest sentence wins.

Repeat.

Storytelling

Leader starts a story. “One day, I was walking down

the street.”

Other leader transcribes story on board so everyone

understands.

Each student takes turns adding one sentence to

story.

Repeat with 2nd

student starting story.

Make it harder – students take turns and transcribe

each other’s sentences on board.



http://iteslj.org/games/9868.html

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Created by:




Cadet Curriculum



11 Mon., 6/1 No Class: Field Trip

12 Tues., 6/2 0810-0900 Whole Group: Jeopardy

0910-1000 Whole Group: Jeopardy




13 Wed., 6/3 0810-0900 Activity:

Taboo

Activity:

Change the Words

Activity:

Fewest Clues

Activity:

Pictionary

0910-1000 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary

1020-1110 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary

1120-1210 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary

1310-1400 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary

14 Thurs., 6/4 0810-0900 Whole Group: Jeopardy 0910-1000 Whole Group: Jeopardy 1020-1110 Whole Group: Jeopardy 1120-1210 Whole Group: Jeopardy 1310-1400 Whole Group: Jeopardy

15 Fri., 6/5 0810-0900 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary

0910-1000 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary

1020-1110 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary

1120-1210 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary

1310-1400 Activity:

Taboo

Activity:

Change the

Words

Activity:

Fewest Clues

Activity:

Pictionary



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Jeopardy:

Categories: Prepositions, Say the Number, Spelling, Nationalities

Questions:

$ Prepositions (fill in the blank)

100 Last weekend I went (to) a party

200 It’s unlucky to walk (under) a ladder

300 I read it (on) the internet

400 I was doing 30 when I crashed (into) the

tree

500 Go (along) the corridor and up the stairs

600 It took me a while to get (over) the shock

$ Say the number

100 55

200 127

300 1,000,000

400 9,475

500 1,000,000,000

600 9.475

$ Spelling

100 chair

200 computer

300 television

400 library

500 cupboard

600 cushion

$ Nationalities (name the nationality adjective)

100 Turkey (Turkish)

200 France (French)

300 Russia (Russian)

400 Canada (Canadian)

500 Brazil (Brazilian)

600 Greece (Greek)

Draw a grid on the board

Write the categories horizontally

Give each column an increment of $100 (up to $600)

First team – chooses a category and an amount.

Read out the corresponding question:

o If correct: Check the box in the team’s color.

Move on to the next team who can choose a new question

Try and answer a question which was previously incorrectly guessed.

The game ends after a set amount of rounds or when there are no questions left.

Winner: Add up checkmarks in each team’s color. Most $$ wins.



http://eslgamesbox.com/wp-content/uploads/2013/02/jeopardy-grid.png

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Description of Activities:

Taboo

Write a list of topics on board (clothing,

money, food, health, shapes, colors,

transportation, military, family).

Have students choose a topic and write 4

words associated with topic.

Turn lists into leader.

Leader redistributes lists randomly.

One student tells group his topic –

students have to guess topic without

student using words on list.

Change the Words

Leader starts with a short word (cat).

Passes word to another (or this can be

done on board).

Next student changes one letter OR adds

one letter to make new word.

If student cannot make new word, make a

sentence with the word.

Choose one word out of new sentence

and that’s the new word to change.

(Ex: My cat is red. Red – new word to

change).

The Fewest Clues

Make a list of words on the board as a

group.

Go around room – students give words.

Leader chooses word in his head (‘dog’).

Gives one-word clues to group (‘bark’,

‘pet’, ‘furry’).

Each time he tells a one-word clue,

students go around the room and tell

what they think it is.

Winner is new leader.

Pictionary

Students make a list of English words

(give them a topic one by one).

Then – they write down one word

(secretly).

As it is their turn, they come to the board

and draw their object.

Other students try to guess what they

drew.

Winner is next drawer.



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Cadet Curriculum



16 Mon., 6/8 0810-0900 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

0910-1000 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

1020-1110 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

1120-1210 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

1310-1400 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

17 Tues., 6/9 0810-0900 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

0910-1000 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

1020-1110 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

1120-1210 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

1310-1400 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

18 Wed.,

6/10

0810-0900 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

0910-1000 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

1020-1110 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

1120-1210 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

1310-1400 Activity:

Stop the Bus

Activity:

Place on Base

Activity;

Spelling Bee

Activity:

ABCs

19 Thurs.,

6/11

0810-0900 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

0910-1000 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

1020-1110 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

1120-1210 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

1310-1400 Activity:

Word Tennis

Activity:

Hot Seat

Activity:

Slap that Phonics

Activity:

Three Strikes

120 Fri., 6/12 No Class: Bangkok



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Description of Activities:

Stop the Bus

2 teams in a group.

Make a chart with categories in columns:

Colors, Animals, Military, Foods,

Clothing, Family, etc.

First column – a letter.

First team to fill in chart with all

categories yells ‘Stop the Bus’.

Then – they choose next letter.

Place on Base

Brainstorm list of places on base (or in

Thailand, in the US, in the world).

Like 20 Qs except leader describes a

building or place on base.

Each student asks a Q to determine the

place being described.

Winner becomes new leader.

Spelling Bee

Students write down a word.

Turn it into leader.

Leader has all students stand up.

Calls out words.

Whoever cannot spell word sits down.

Winner is new leader.

Students make new list of words.

ABCs

Students call out word beginning with

each letter of alphabet.

Student 1 – A, Student 2 – B, etc.

Make it harder – all words should relate

to one topic (i.e. family).

Should be played fast (5 secs/turn).

Student is ‘out’ if they can’t think of a

word in 5 secs.

Word Tennis

Students are not allowed to write or use

dictionaries during this game.

Write a theme word, i.e. jobs or an

individual letter on the board.

Each team must shout out a new word.

The first team to repeat a word is out and

the other team is awarded a point.

The next round then moves onto a

different theme or letter.



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Hot Seat

Place two chairs at the front of the class

facing away from the board.

Have one student from each team

volunteer to come and sit down.

Write a word up on the board.

The teams can then use gestures and

language to help the two students guess

what the word.

This is great for reviewing opposites.

Teams must not say the actual word or

speak their first language.

The first student to guess the word wins

the point and then two more volunteers

are selected.

The first teams to win 10 points wins.

Slap that Phonics

Write the alphabet, using upper and

lowercase letters, across the board.

Pick two volunteers one from each team

and then pronounce a phonetic sound.

The students then have to race to slap

the letters associated with it and say a

word that begins or ends with it.

The winner receives a point for doing

so.

Keep selecting different students to take

a turn.

Three Strikes

Choose eight words and write them up

on the board and on eight pieces of

paper.

Flip a coin or play 1, 2, 3 to see which

team goes first.

Hold up your pieces of paper so that

students can’t see the words and ask

them which one you are currently

looking at.

Each team gets three guesses.

If they guess correctly they get two

points otherwise the other team is given

one point.

Then it’s the other teams turn.

Keep shuffling your pieces of paper.



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Cadet-Created Games

Heads Up!

Cadets created word cards

Each pre-cadet puts one word on his head

Other team members try to guess the

word

Winner is ‘it’

Once group understands game: group is

divided into 2 groups

Each group plays each other

First group to 10 correct is winner (losing

group: push-ups)

Tic-Tac Toe Heads Up!

Heads Up! as a whole-group activity with 2 teams

Winner in each round plays a turn in tic-tac-toe board on whiteboard

Loser - pushups



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Cadet Teaching Assignments

Cadet Teaching Assignments Week: ______

Team Leader: _____________ Group Members: _______________________________________


8:10-9:00am

9:10-10:00am

10:20-11:10am

11:20am-

12:10pm

1:10-2:00pm

8:10-9:00am

9:10-10:00am

10:20-11:10am

11:20am-

12:10pm

1:10-2:00pm

8:10-9:00am

9:10-10:00am

10:20-11:10am

11:20am-

12:10pm

1:10-2:00pm

8:10-9:00am

9:10-10:00am

10:20-11:10am

11:20am-

12:10pm

1:10-2:00pm

8:10-9:00am

9:10-10:00am

10:20-11:10am

11:20am-

12:10pm

1:10-2:00pm



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Activities in Action

Conversation Groups

Hangman

Bingo

Draw Something

Storytelling

Jeopardy

Sentence Race

Heads Up



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English Teaching Strategies

• Wait 5 seconds when asking students a question for a response

• Count to 5 in your head – they are translating

• Get on eye-level with students

• This encourages conversation

• Give info in small chunks – pause after every few words

• Let students translate/process information

• Repeat yourself at least twice

• This fills the time and allows students to process

• Speak clearly and loudly and try to limit your accent (think nightly news)

• We all have an accent – try to tighten your jaw/lips

• Repeat any slang you use with formal vocabulary

• It’s ok to speak in slang – it helps them understand social language

• Be patient and smile - they will talk more

• Lessen their anxiety - many times they want to save face

• Talk less/listen more

• This is not natural for us, you have to force yourself

• Teaching is about the student, not the teacher

• Make choices for activities and organization based on what’s best for the student

• Learning should be student-centered

• Try to put the student in charge of as much of the lesson as possible

• Model every lesson you do

• You should go first in every activity, so that the student understands directions clearly

• When giving directions, pause after each phrase

• They are processing

• If students seem unclear on directions (if they are quiet), ask students to repeat directions back to you

• Ask one student “What will you do first”; ask another student “Then what will you do”



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Cadet-Suggested English Teaching Strategies

Maintain appropriate energy-level (both positive and negative): gauge the level in the classroom

and bring the energy level up (morning classes) and bring it down (afternoon classes)

Make everything a competition: Games with the most competition had the most participation.

This is most likely due to their age – might not have worked at CRMA.

Issue physical repercussions for using native language – For example; push ups, kangaroos, pumg

langs (Thai term)

Use lag time (as noted in teaching strategies early): They are translating



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Curriculum Assessment Report

Week 1

Day Activity Interactive Objective Language Objective Cadet Reflection

1 Conversation

Groups:

Introductions

Students will introduce

themselves in 3 basic sentences

(name, where they are from,

and family). Then, each

student will ask another

student the same questions

they answered (name, where

you’re from, family).

Students will be able to

interact in spoken English

for personal expression

and enjoyment.

“Splitting up into groups was a

good idea. It was good to ask

individual pre-cadets questions

and make them think. [The]

only challenge was that it was

our first time meeting these pre-

cadets so everything was new.”

2 Verbal

Competence

Team

Competitions

Students will interact together

through activities such as

sentence bingo, subject-area

vocabulary hangman, Q&A

sessions, and pictorial verbal

descriptions.


use English to participate

in social interaction.

“This worked very well. Pre-cadets were engaged and active when playing the games. A challenge was that some cadets would move too slow or not understand rules, but these activities worked. [The] challenge [was] getting some cadets engaged.”

3 Conversation

Groups:

Hobbies &

Culture

Students will ask and answer

questions posed by the teacher

and other students regarding

sports, food, hobbies, and

branches of military in a small-

group setting.


use English in socially

and culturally appropriate

ways and use appropriate

learning strategies to

extend their

communicative

competence.

“Using interactive games such as

‘Pass the Hat’ worked really well

and got the pre-cadets much

more involved. Use multiple

hats to keep everyone engaged.”

4 No Class: Ceremony

5 Conversation

Groups:

Hobbies &

Culture

Students will ask and answer

questions posed by the teacher

and other students regarding

sports, food, hobbies, and

branches of military in a small-

group setting.


use English in socially

and culturally appropriate

ways and use appropriate

learning strategies to

extend their

communicative

competence.

“Playing games gets all of the

students engaged. The smaller

groups also help keep them

active.”



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Week 2


1 Listening

Competence

Exercises

Students will individually

exchange verbal

information in English in

an effort to maintain the

intended message of the

original phrase.

Students will be able to use learning

strategies to extend their communicative

competence.

Team 1:

“By maintaining smaller groups and more

activities, we were able to more effectively

engage in conversational English. Students

stayed actively engaged when rotating

through many different activities.”

Team 3:

“[We were] able to work in small groups

and have good conversation. [It was]

difficult coming into a program with no

strict guidelines. [It would be helpful to]

have a set plan for cadets on the first day of

instruction.”

DOI note:

“Team 3 cadets were given a detailed

comprehensive planned curriculum for

daily activities and were placed into a

classroom with Team 1 support. Also,

activities were transcribed and distributed

with written support material.”

2 Verbal

Competence

Team

Competitions

Students will collectively

compete through

attempting to complete

accurate grammatical

sentences in a timed

environment.

Additionally, students will

work together to create a

cohesive story. Finally,

students will work

together to solve a verbal

puzzle regarding an

unknown object.

Students will be able to use English by

obtaining, processing, constructing, and

providing subject matter information in

spoken and written form.

Team 1:

“This story building exercise works well by

allowing students to express their creativity

and humor to create their own story that

uses full sentence structure and follows

through with an initial storyline to transform

it into their own work. This only works if

you initiate the storyline with a good setting

and plot. {It] does not work if you don’t

start off with a well thought out starter

sentence.”

Team 3:

“[We were] given a list of ideas to do with

pre-cadets. [This] allowed for smoother

classes. Some games were not engaging or

difficult for cadets to understand. [We need

to] prepare the game[s] before to see if [the

game] will work. [We should] have backup

games if some don’t work.”



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3

Verbal

Interactions

using

Adjectival

Phrase

Prompts


generate a list of items in a

specific category or group

based on the adjective.


take oral directives on

physical activities.

Students will use English to list nouns that

relate to specific adjectives.

Team 1:

“By providing examples initially, students

were able to take control and create their

own adjectives to list. Some nouns were

used repeatedly, so similarities were

discouraged to provide variety and further

thought. This exercise worked well for a

period of time, but students would begin to

lose interest.”

Team 3:

“Sentence race and hangman went well.

Teams were engaged. Cadets had personal

conversation. [We still] had difficulties

determining which games were able to

engage cadets and have them speak. [We

should] think of more games that are easier

to understand and have cadets speak and

interact more.”

DOI note:

“Games are used according to language

proficiency levels. Games were given to

Team 3 cadets with flexibility in language

levels and interactive competence variety.”

4 No Class: Field Trip

5

Verbal

Competence

Team

Competitions

Students will collectively

compete through

attempting to complete

accurate grammatical

sentences in a timed

environment.


work together to create a

cohesive story. Finally,

students will work

together to solve a verbal

puzzle regarding an

unknown object.

Students will be able to use English by

obtaining, processing, constructing, and

providing subject matter information in

spoken and written form.

Team 1:

“This activity allows the students to use

their imagination and to some extent, their

reasoning. When the students are timed, it

causes them to think faster and a few steps

ahead of what is actually happen[ing]. This

game is a very good, useful, building,

challenging tool. Sometimes the story does

not make sense [and needs to be

redirected].”

Team 3:

“[We] played games [that] we were familiar

with so [that] classes ran smoothly and had

lots of energy. [The] pre-cadets were tired

and most [of the] energy [in the] classroom

came from cadets, not pre-cadets. [We

should] find ways to keep pre-cadets

moving so [that] they don’t fall asleep and

become more engaged.”



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Week 3


1 No Class: Field Trip

2 Interacti

ve

Competi

tive

Game

Students will work

together in teams to

compete in order to

earn points on

categories such as

prepositions,

numerical and

alphabetical naming

conventions, and

nationalities.

Students will be able to use

English to interact in the

classroom.

Team 1:

Changes from previous week: Make circle with the

chairs [without] desks. [A] representative stands in the

center of the circle. To answer, he raises his hand.

When answering, no one else talks.

Team 3:

Positives: [This was the] first time [that] we tried

Jeopardy as a class. It was fun and engaging.

Challenges: [It] took a while to explain the game during

the first rotation.

Suggestions: Come with Jeopardy Qs prepared.

3

Audio-

Visual

Coordin

ative

Activity

Students will take oral

directives in order to

create pictorial

representations of

vocabulary.

Additionally students

will use vocabulary to

create new words by

adding on letters.

Students will increase

knowledge about different

parts of speech by correctly

guessing secret words or

pictures based on clues.

Team 1:

[We] repeated Jeopardy. [We] divided the pre-cadets

into small groups for [a] scavenger hunt.

[We] used ‘I Spy’ to describe tangible objects. [We]

further encouraged [the] use of proper grammar by

encouraging use of sentences to describe objects.

DOI Note: Two teams were assigned to one class. This

would have resulted in 18 cadets leading a class.

Therefore, the pre-cadets were split into one indoor

and one outdoor group. The outdoor cadets were

paired with 2-3 pre-cadets each for ‘I Spy’.

Team 3:

Positives: Jeopardy game was refined.

Challenges: [We] played new games. It was slow and

unengaging.

Suggestions: Find a way to get all Thai Pre-Cadets

engaged in Jeopardy.



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DOI Note: Team 3 divided up in the break room. A

group stayed behind during one class period and

created new categories/Qs. They joined to group in the

next class period with new categories.

4

Interacti

ve

Competi

tive

Game

Students will work

together in teams to

compete in order to

earn points on

categories such as

prepositions,

numerical and

alphabetical naming

conventions, and

nationalities.



classroom.

Team 1:

Jeopardy: In addition to previous categories, pre-cadets

were tasked with role-playing [impersonations of

superheroes] and karaoke [categories]. [We used] the

[class] microphone to encourage pre-cadets’ [verbal

skill development] and use of full sentences.

Team 3:

Positives: Utilizing another empty classroom instead of

going outside.

Challenges: Jeopardy did not utilize all US cadets.

Some Thai cadets are still not engaged.

Suggestions: Split the Tahi cadets into smaller groups.

Do not play ‘Heads Up’ in a small group. Too loud.

5

Audio-

Visual

Coordin

ative

Activity

Students will take oral

directives in order to

create pictorial

representations of

vocabulary.

Additionally students

will use vocabulary to

create new words by

adding on letters.

Students will increase

knowledge about different

parts of speech by correctly

guessing secret words or

pictures based on clues.

Team 1 - Jeopardy:

Positives – active engagement, group engagement,

healthy competition, constant thinking/conversation,

every student participates, challenges students’

knowledge in many areas.

Challenges – if losing, team might give up, and

therefore, not fully participate. Group may stay only on

one topic. When the students are not in a circle with

the chairs and there are desks in the circle, some

students do not participate and it is more difficult for

the students who are participating to move around and

be fully engaged in the activity.

Suggestions: [We moved the desks out and only used

chairs. Worked well.]

Team 3 – Heads Up:

Positives: Playing ‘Heads Up’ as a [whole-group], not in

small groups, worked well.

Challenges: Noise level with some groups became very

loud and kids were distracted.

Suggestions: Enforce more discipline when [pre-cadets]

become loud. [Continuously] update Jeopardy.



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Week 4


1 Phonetic

Problem

Solving

Activities

Students will work in two

group settings to

problem solve a solution

to an oral puzzle.

Additionally, students

will work in teams to

compete orally on a topic

while team members give

clues on the puzzle.



classroom.


appropriate learning strategies

to construct and apply

academic knowledge.

“Heads Up Tic Tac Toe was

very engaging [and got]

everyone involved. [The

games] ‘Spelling Bee’ and

‘Stop the Bus’ needed to be in

small groups. Not everyone

[was] engaged. [We should]

change and improve the

Jeopardy questions.”

DOI Note: Cadets worked

collectively to create their own

version of a verbally-based

activity to incorporate elements

of American culture (‘Heads

Up/Tic Tac Toe’) as an

alternative to suggested

activities.

2 Phonetic

Awareness

Challenges

Students compete to link

phonetic sounds with

graphic representations

and create new

vocabulary. Additionally,

students create

descriptions of

vocabulary and offer

clues for each to solve.

Students will use context clues

to link vocabulary with

phonetic representation.

“New Jeopardy questions were

good and were more

challenging in the English

language. [The] noise level

control needs to be improved.

The energy level of US Cadets

needs to stay high.”

3 Phonetic

Problem

Solving

Activities

Students will work in two

group settings to

problem solve a solution

to an oral puzzle.

Additionally, students

will work in teams to

compete orally on a topic

while team members give

clues on the puzzle.



classroom.


appropriate learning strategies

to construct and apply

academic knowledge.

“[We] maintained a high level

of energy and Thai cadets had

a lot of energy. [We]

established [a] good rapport

with [the] pre-cadets. [The]

noise level needs to be

controlled. [We] adjust[ed]

games to class energy level.”



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4 Phonetic

Awareness

Challenges

Students compete to link

phonetic sounds with

graphic representations

and create new

vocabulary. Additionally,

students create

descriptions of

vocabulary and offer

clues for each to solve.

Students will use context clues

to link vocabulary with

phonetic representation.

“We delivered directions

clearly since we were familiar

with the game [Heads Up/Tic

Tac Toe]; therefore, the pre-

cadets were able to understand

well and the game flowed.

However, because of the

energy level in the class, pre-

cadets quickly slipped into

native language. In the future,

pair up students in order to

encourage more English

speaking.”

5 No Class: Bangkok



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Teaching Strategies for English Teachers

Staff Development



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Thailand 2015

Pre-Cadet Survey

Which style of activity did you like best (circle one): Small groups (4-6 groups)

Large groups (2-3 groups)

Conversation groups (outside)

What was your favorite activity led by the US Cadets? (Check all the apply) Jeopardy

Hangman

Sentence Race

Other: ____________________________

What would you suggest for next year’s Summer program? Remain the same

Change to include textbook and or worksheet assignments

Would you like to learn more speaking & listening? (circle one) Yes

No

Would you like to learn more reading and writing? (circle one) Yes

No



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Thailand 2015

Pre-Cadet Survey: Results

Which style of activity did you like best (circle one): Small groups (4-6 groups) – 20%

Large groups (2-3 groups) - 80%

Conversation groups (outside)

What was your favorite activity led by the US Cadets? (Check all the apply) Jeopardy – 73%

Hangman – 20%

Sentence Race – 8%

Other: ____________________________

What would you suggest for next year’s Summer program? Remain the same – 100%

Change to include textbook and or worksheet assignments

Would you like to learn more speaking & listening? (circle one) Yes – 96%

No – 4%

Would you like to learn more reading and writing? (circle one) Yes – 15%

No – 85%



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Thailand 2015

Program Conclusion

Positives

The program in Thailand allowed for great teacher flexibility. The cadets were able to teach using

activities that were comfortable and fun for them. In this way, their teaching was energetic and

fresh each day. We as DOIs provided suggestions and structure for the program and daily

activities. The cadets in turn took these suggestions and adapted to their own personal style and

interests. In this way, the pre-cadets were reached and engaged during each class. All pre-cadets

were constantly participating. In this way, the goal of verbal communicative competence was put

into practice and achieved, which in turn built positive relationships with both APAPS staff and

between the pre-cadets and cadets.

Challenges

A challenge that was expressed in the program was the infrequency of seeing the same students

throughout the program; however, it did allow the cadets to meet every pre-cadet in the 2nd and 3rd

year program. In addition, the text provided was targeted for military personnel, yet the activities

were limited in structure appropriate for verbal interaction (they were stale). The biggest challenge

was not meeting with AFAPS staff prior to meeting with the cadets. We felt unprepared for the

program, although we arrived two days prior to the start of class. We realized this was a weekend,

but we left our jobs in order to be available for AFAPS coordination.

Suggestions

It would have been helpful for us to have had one classroom in each building (2nd & 3rd year) with a

rotation schedule that came to the cadets, instead of the 18 cadets travelling to five different classes

each day. Also, it would have been helpful for DOIs to have met with or have had communication

from the English department at AFAPS prior to meeting our own cadets the day before class in

order to better plan for curriculum development. Finally, we feel the supplied curriculum should

be adapted in an easy-to-read manner for cadets with scripted, direct verbal communicative

activities that are engaging for a high-school audience. The cadets have limited time outside of

class (they are in PT or on trips) and need to be able to quickly understand the activities in order

to teach for five hours. However, we have noticed that the staff at AFAPS is using the curriculum

for their own classes. In this case, we suggest colored images with realia in each unit in order to

better facilitate understanding. A teacher’s guide for this book would be helpful as well (in our

case, we provided a written teacher’s edition from a copy we brought). We as DOIs would have

liked to have been provided a copy of this text as well.



celtt program summary - thailand 2015

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