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GUÍA DIDÁCTICA PARA EL DOCENTE CON TÉCNICAS ACTIVAS
DEL MÉTODO DIRECTO EN EL DESARROLLO DE LAS
COMPETENCIAS COMUNICATIVAS
Lic. Noguera Yandún Aracely Susana
MSc. Mejía Gavilánez Piedad Gisela
QUITO-ECUADOR
2017
EDICIEM
AUTORAS
Lic. Aracely Susana Noguera Yandún
MSc. Piedad Gisela Mejía Gavilánez
EDITOR PEDAGÓGICO
EDICIEM
DISEÑO GRÁFICO
GYRO Diseño Gráfico
DIAGRAMACIÓN
Patricio Albán Vaca
Luis Albán Vaca
Telf.: 094523310
022815219
ILUSTRACIONES
GYRO Diseño Gráfico
© EDICIEM, 2017
Telefax:(02)2 505417
Cel.: 09 8074164
Quito-Ecuador
Primera Edición
Talleres de Autoestima-Universitario
ISBN 978-9978-347-26-3
IEPI Derechos del Autor: 052626
Revisor de pares: MSc. Cristian Eduardo Ayala Mera
MSc. Ángel Modesto Suing
Impresión
EDICIEM
Tel.: 098064174
Libro de edición ecuatoriana
Prohibida la reproducción parcial o total Por cualquier medio. Reservado a favor del autor
Lic. Aracely Susana Noguera Yandún
• Lic. Ciencias de la Educación Especialización en
Inglés
• Profesora del Colegio "Rosario Zarate”
MSc. Piedad Gisela Mejía
• Lic. Ciencias de la Educación Especialización
Inglés –Francés.
• Máster en Educación Superior
• Máster en Lingüística Aplicada a los Idiomas
Extranjeros.
• Profesora de la Facultad de Filosofía, Letras y
Ciencias de la Educación- Universidad Central del
Ecuador.
• Profesora del Colegio “Juan Montalvo”
• Profesora de IRFEYAL
• Profesora del Centro Universitario de Idiomas-
Universidad Central del Ecuador
• Profesora de español en el Instituto
“ECOTRAKERS”
PRESENTACIÓN
La elaboración de una Guía con técnicas activas del método directo, nace a raíz del
estudio que se ha llevado a cabo a lo largo de la elaboración del trabajo de grado, tras conocer
las fortalezas y debilidades de los docentes al elaborar y ejecutar las clases y el impacto que
esto conlleva en los estudiantes, que es el no desarrollo de competencia comunicativa. Pero
esto no se da solamente por responsabilidad del docente, sino más bien porque los textos que
facilita el gobierno aún no están diseñados para promover activamente la participación de
los estudiantes en instituciones educativas fiscales.
Sin embargo, frente a este problema El Ministerio de Educación (2016), desde la
Dirección Nacional de Currículo como parte de la política educativa ha diseñado un nuevo
currículo de lengua extranjera Inglés que responde a las necesidades de la realidad
ecuatoriana. La propuesta curricular es flexible, alineados con el perfil de salida y los valores
de justicia, innovación y solidaridad que promueve, así como con el Marco Común de
Referencia para las Lenguas (MCER).
La propuesta tiene como principios básico el enfoque de lenguaje comunicativo: el
lenguaje se aprende mejor como un medio para interactuar y comunicarse y no como un
conjunto de conocimientos que se memoriza. También es un Aprendizaje Integrado de
Contenido para las Lenguas Extranjeras (AICLE): un modelo utilizado para integrar el
aprendizaje de la lengua con aspectos culturales y cognitivos, de modo que la adquisición de
este lenguaje sirve como motor para el desarrollo de los alumnos.
Midiendo la realidad y las necesidades de los docentes y estudiantes se ha recopilado y
seleccionado las técnicas activas que permitan transformar una clase pasiva en la que solo el
docente tiene la palabra a una clase participativa, que facilite al educando la interacción, que
aprenda jugando, que se equivoque y sea capaz de reflexionar acerca de sus errores
promoviendo la autoevaluación, una clase en la que docente y estudiante van creando el
conocimiento juntos. Es por esto de gran importancia la implementación de esta guía dentro
de las horas clases de inglés.
Esta guía es una recopilación de juegos, como son: tick tack toe, hold it, gestures, truth
or dare, crossword, entre otros. Contiene también los pasos para elaborar exposiciones,
collage, debates y dramatizaciones, actividades que ayudan al desarrollo de la habilidad oral.
Ahora bien, Leyva (2011) y como bien lo dice Moreno (2002) “el juego es un fenómeno
antropológico, que hay que tener en cuenta para el estudio del ser humano. El juego es una
constante en todas las civilizaciones, ha estado siempre unido a la cultura de los pueblos, a
su historia, a lo mágico, a lo sagrado, al amor, al arte, a literatura, a las costumbres, a la
guerra. El juego ha servido de vínculo entre pueblos, ha facilitado la comunicación entre los
seres humanos” (p.11).
Comprendiendo entonces, cómo el rol del docente influye dentro de la situación de juego,
es además necesario entender que el juego y la enseñanza como bien se ha planteado desde
el principio de esta investigación, son íntimamente compatibles, donde se relacionan
mutuamente tanto que de la una puede derivar la otra. Como se citó en “Sarlé 2006, el juego
provee al niño de un contexto dentro del cual puede ejercitar no solo las funciones cognitivas
con las que ya cuenta, sino también crear estructuras cognitivas nuevas. La enseñanza y el
juego promueven el aprendizaje infantil al implicar una expansión de la zona de desarrollo
infantil del niño. El juego contextualiza a la enseñanza y facilita en los niños el aprendizaje
y los contenidos que se necesitan para jugar el juego” (p.173).
El juego es una actividad vital e indispensable en el desarrollo humano, no solo es una
actividad de auto expresión, sino también una forma de descubrimiento, exploración y
experimentación con sensaciones, movimientos y relaciones a través de las cuales, el alumno
llega a conocerse a sí mismo y al mundo que le rodea.
Como material de apoyo de la guía didáctica de técnicas activas, se ha elaborado imágenes
fijas en este caso charts, los mismos que están focalizados al nivel y a las necesidades
cognitivas de los estudiantes por lo tanto se ha seleccionado las frases verbales más utilizadas
y se las ha plasmado en gráficos con el fin de lograr el entendimiento del significado con
facilidad, evitando de esta manera la traducción.
TABLA DE CONTENIDOS
Justificación ...................................................................................................................... 8
Funciones de la Guía Didáctica ...................................................................................... 10
Estructura base de la guía didáctica: ............................................................................... 11
TEACHER´S RESOURCE BOOK WITH ACTIVE TECHNIQUES ........................... 15
CONTENTS OF THIS GUIDE ...................................................................................... 20
GAMES ...................................................................................................................... 20
DEBATES .................................................................................................................. 21
PRESENTATIONS ................................................................................................... 22
TONGUE TWISTERS ............................................................................................. 26
DRAMATIZATIONS ............................................................................................... 26
UNIT 1 ............................................................................................................................ 30
PERSONALITY ............................................................................................................. 30
1.1. GAMES ............................................................................................................... 30
1.1.2 Gap Fill Gamble ............................................................................................... 31
1.1.3 Personality game .............................................................................................. 34
1.1.4 Talking points ................................................................................................... 35
1.1.5 Pass the ball ...................................................................................................... 36
1.1.6 What's my line? ................................................................................................ 37
1.1.7 Truth or dare .................................................................................................... 38
1. 2 DEBATE .................................................................................................................. 40
1.3 PREPARE YOUR PRESENTATION .......................................................... 41
1.4 TONGUE TWISTERS ............................................................................................. 43
PRONUNCIATION ........................................................................................................ 43
1.5 ACTING TIME ......................................................................................................... 44
Little Red Riding Hood ........................................................................................ 44
UNIT 2 ............................................................................................................................ 48
FOOD .............................................................................................................................. 48
DO YOU HAVE ANY PIZZA DOUGH? ...................................................................... 48
2.1 GAMES ................................................................................................................ 48
2.1.2 Drawing dictations ........................................................................................... 49
2.1.3 Commands Game ............................................................................................. 50
2.1.4 Go shopping chain! .......................................................................................... 51
2.1.5 What's on my head? ........................................................................................ 53 2.2 DEBATE .............................................................................................................. 54
2.3 PREPARE YOUR PRESENTATION .............................................................. 56
2.4 TONGUE TWISTERS ....................................................................................... 57
2.5 ACTING TIME ................................................................................................... 58
A frog Dissection ................................................................................................... 58
UNIT 3 ............................................................................................................................ 64
LEISURE ACTIVITIES ................................................................................................. 64
3.1.2 Mime game ....................................................................................................... 71
3.1.3 Triple pelmanisms ............................................................................................ 72
3.1.4 Deja vu .............................................................................................................. 73
3.1.5 Talking topics ................................................................................................... 75
3.1.6 Right or Wrong? Right or Left? ..................................................................... 78
3.1.7 Gestures ............................................................................................................ 79
3.1.8 Tick tack toe ..................................................................................................... 80
3.2 DEBATE .............................................................................................................. 81
3.3 PREPARE YOUR PRESENTATION .............................................................. 83
3.4 TONGUE TWISTERS ............................................................................................. 85
PRONUNCIATION .............................................................................................. 85
3.5 ACTING TIME ......................................................................................................... 86
Dracula .................................................................................................................... 86
4. ADDITIONAL PAGES ........................................................................................ 98
CROSSWORDS ........................................................................................................... 102
CROSSWORD .............................................................................................................. 104
FOOD ............................................................................................................................ 104
CROSSWORD .............................................................................................................. 106
TRAVEL ....................................................................................................................... 106
CROSSWORD .............................................................................................................. 109
PHRASAL VERBS WTH UP ...................................................................................... 109
KEY ANSWERS .......................................................................................................... 111
GAMES RUBRIC ......................................................................................................... 113
DEBATE RUBRIC ....................................................................................................... 114
PRESENTATION RUBRIC ......................................................................................... 115
DRAMA PERFORMANCE RUBRIC ......................................................................... 116
REFERENCES ............................................................................................................. 118
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Justificación
En 1912, desde hace más de un siglo, en los planteles educativos del país se empezó a
enseñar el idioma inglés. Pero la asignatura ingresó al currículo de modo más formal en los
cincuenta, durante el gobierno de Galo Plaza Lasso. Para ese entonces el mayor problema
era el déficit de profesores. Por ello, en las escuelas no se enseñaba el inglés, únicamente en
los colegios. Sin embargo, el tiempo de enseñanza estaba limitado a una hora a la semana.
En esa época no se puso a cargo de las clases a expertos sino a aficionados, que algo conocían
del idioma. Los futuros docentes empezaban a formarse en facultades como la de Filosofía
y Ciencias de la Educación de la Universidad Central.
Por otra parte, EF EPI (2017) organización de educación más grande del mundo
manifiesto que el Ecuador se ubicó en el puesto 55 de 80 países. Es decir, tiene un nivel bajo,
de acuerdo a la prueba EF SET, que se aplicó a 132.493 estudiantes, donde alanzaron un
puntaje de 49 puntos sobre 100, todo esto se logró previamente con la firma de un convenio
con el Ministerio de Educación.
El país está después de Argentina, México, Perú, Panamá y otros países
latinoamericanos. Argentina es el de mejor nivel de inglés en la región. Países Bajos, Suiza
y Dinamarca lideraron la lista. La razón es que el sistema de educación pública se encarga
de la competencia del inglés y hay una exposición constante de ese idioma en la vida diaria.
Otra razón: la reforma educativa de la enseñanza de inglés.
Giorgio Iemmolo, director académico de la entidad EF EPI, recomendó que se debe
utilizar el inglés como idioma de enseñanza, pero también capacitar a docentes, reformar
currículos y pruebas estándar, utilizar oportunidades que da la tecnología.
Sobre las bases de las ideas expuestas, se justifica la creación de la guía de técnicas activas
del método directo, el mismo que será gran valor en el proceso de enseñanza, puesto que
facilita al docente una gama de actividades tales como; juegos, dramatizaciones, debates,
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exposiciones, entre otras, que puede desarrollar en la clase, las cuales están encaminadas a
fortalecer lo aprendido y permitiendo que el estudiante interactúe y sea un sujeto activo
durante las clases. Además, de la guía con las técnicas, se va a elaborar charts, los cuales
están acorde a las necesidades cognitivas de los estudiantes, tomando en cuenta los verbos
frasales más utilizados dentro de una conversación real.
El método directo forma parte de la metodología directa, la misma que conlleva 2 métodos
adicionales que son: el método oral y el método activo. La función de estos métodos es la
enseñanza de un segundo idioma de manera inductiva, la cual ayuda al estudiante a ser más
observador, suspicaz y creador del conocimiento, permitiéndole desarrollar la competencia
comunicativa.
Vinculado al concepto, el método directo educa en primer lugar el oído y los órganos
vocales. Se fundamente esencialmente en la pronunciación. Dar a los estudiantes una buena
pronunciación será la primera tarea del profesor.
Harmer (1991) hace referencia sobre los sonidos del idioma y expone lo siguiente “la
escritura, se hace la representación de palabras y gramática mediante la ortografía. Cuando
hablamos, se la realiza de otra manera, nosotros construimos palabras y frases con sonidos
individuales, y también se usa el tono, la entonación y el acento a verbalizar diferentes
significados” (p.28).
Una guía didáctica es un instrumento escrito, encaminada a facilitar la adquisición de
contenidos de un texto, a través de actividades de índole motivador, que ayudan al estudiante
a receptar de manera natural la nueva información. Es un material pedagógico bien
estructurado que se caracteriza por ser flexible con tal efecto, que el docente puede adaptar
cada una de las actividades expuestas de acuerdo a la realidad de los educandos y las
necesidades cognitivas acordes al nivel, además de hacer del proceso de enseñanza-
aprendizaje dinámico.
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Funciones de la Guía Didáctica
El docente debe contar con este material en el aula en virtud de que se sienta respaldado
para cumplir con las siguientes funciones: motivadora, facilitadora de la comprensión y
actividades del aprendizaje, de orientación y diálogo, y además de la función evaluadora.
Función Motivadora:
Despierta el interés por la asignatura y mantiene la atención de los estudiantes.
Motiva y acompaña al docente en el proceso de enseñanza.
Sugiere actividades que promuevan a los estudiantes a resolver problemas a través
de interrogantes que obliguen al análisis y reflexión.
Función Facilitadora de la comprensión y actividades del aprendizaje
Establece las indicaciones oportunas para conducir y orienta el trabajo de estudiante.
Aclara en el desarrollo dudas que puedan surgir a lo largo del proceso de enseñanza-
aprendizaje.
Organiza actividades de acuerdo al texto habitual de trabajo.
Sugiere técnicas de trabajo intelectual que faciliten la comprensión del estudiantado.
Propone distintas actividades y ejercicios, en un esfuerzo por atender los distintos
estilos de aprendizaje.
Función de orientación y dialogo
Propone ejercicios recomendados como un mecanismo de evaluación continua y
formativa.
Presenta ejercicios de autocomprobación del aprendizaje para que el estudiante
controle sus propios progresos, descubra vacíos posibles y se motive a superar las
deficiencias mediante el estudio.
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Realimenta constantemente al estudiante, a fin de provocar una reflexión sobre su
propio aprendizaje.
Anima a los estudiantes a comunicarse entre sí.
Proporciona actividades que pongan en práctica lo aprendido.
Especifica estrategias de trabajo para que el estudiante pueda realizar evaluaciones.
Función Evaluadora:
Propone estrategias de monitoreo para que el estudiante evalúe su progreso y lo
motive a compensar sus deficiencias mediante el estudio posterior.
Plantea ejercicios recomendados como un mecanismo de evaluación continua y
formativa.
Presenta ejercicios de autocomprobación del aprendizaje.
Realimenta constantemente al estudiante, a fin de provocar una reflexión sobre su
propio aprendizaje.
Estructura base de la guía didáctica:
Según Contreras Lara Vega M.E, Facultad de Química. UAEM, Octubre 1999, los
componentes básicos de una Guía Didáctica que posibilitan sus características y funciones
son los siguientes:
Índice.- En él debe consignarse todos los títulos, y su correspondiente página para que el
destinatario pueda ubicarse rápidamente.
Presentación.- Antecede al cuerpo del texto y permite al autor exponer el propósito
general de su obra, orientar la lectura y hacer consideraciones previas que considere útiles
para la comprensión de los contenidos de la guía.
Recursos Didácticos.- Se ofrece una breve descripción de los recursos didácticos que se
utilizaran durante el curso, así como una presentación de la plataforma con su respectiva
dirección electrónica de acceso.
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Objetivo (s) General (es).- Permiten identificar el conocimiento, las habilidades, las
actitudes y las aptitudes, o bien las competencias que el estudiante debe desarrollar, a fin de
orientar el aprendizaje.
Objetivos Específicos.- La selección de contenidos y la forma de presentación que pueda
adoptar un autor, debe estar orientada siempre por la definición previa de objetivos
explícitos.
Criterio aconsejable: Hay que poner especial cuidado en la elaboración de los objetivos.
Es recomendable que se redacten en términos de acciones, habilidades y conductas concretas
medibles por el profesor, no como actitudes o capacidades mentales abstractas e intangibles.
Programa del curso.- Es el instrumento curricular donde se organizan las actividades de
enseñanza-aprendizaje, que permite orientar al docente en su práctica con respecto a los
objetivos a lograr, las conductas que deben manifestar los estudiantes, las actividades y
contenidos a desarrollar, así como las estrategias y recursos a emplear.
Desarrollo de Contenidos.- Presentación general de la unidad temática del programa,
ubicándola en su campo de estudio, en el contexto del curso general y destacando el valor y
la utilidad que tendrá para el futuro de la labor profesional del usuario.
Temática de la unidad.- Los contenidos básicos se presentan a manera de sumario o bien
de esquema según sea el caso, con la intención de exponer de manera concisa y
representativa, los temas y subtemas correspondientes a las lecturas sugeridas en la unidad.
Técnicas de Integración.- En el desarrollo del curso se implementaran diversas técnicas
para la integración y fortalecimiento del aprendizaje.
Lecturas.- Se establecen las referencias bibliográficas de las lecturas que habrán de
hacerse, señalando las páginas en las cuales se encuentran para facilitar su identificación y
localización por el estudiante.
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Actividades para el Estudiante.- Una vez presentados los nuevos contenidos, es
indispensable incluir actividades para que el estudiante trabaje y actúe sobre los contenidos
presentados, a fin de desarrollar las competencias o capacidades planteadas en los objetivos
generales y específicos.
Son tareas, ejercicios, prácticas, evaluaciones, foros, o actividades diversas que el autor
pide al estudiante para que se apropie del contenido y refuerce o amplíe uno o varios puntos
del desarrollo de la unidad o tema. Con ella se propone al estudiante que reúna datos de su
realidad, de su ámbito laboral, en relación al problema o tema estudiado para trabajar luego
sobre ellos y no sobre datos ajenos a su experiencia. Esto fomenta la transferencia de los
aprendizajes mediante la realización de prácticas en las que el alumno aplique los
conocimientos a situaciones nuevas.
Actividades Complementarias para la Formación Integral.- Deberán describirse
actividades destinadas a la formación integral del estudiante, de orden cultural, humanístico,
artístico, deportivo, recreativo, de cooperación y de servicio, salud y prevención de riesgo,
entre otros, en particular la promoción de:
a) seminarios, simposios, talleres, conferencias, otros;
b) visitas de estudio y prácticas profesionales;
c) actividades humanísticas y culturales;
d) actividades deportivas y recreativas;
e) prácticas para la salud;
f) la formación ética, bioética, ecológicas
g) programas de autoaprendizaje (lenguas, informática, otros), mediante el uso
de tecnologías de información y comunicación.
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Asesoría de apoyo al aprendizaje de los estudiantes.- Es necesario describir el
programa y los métodos de asesoría y tutoría de apoyo a los estudiantes para resolver
problemas puntuales de aprendizaje. Se debe especificar el procedimiento a seguir,
indicando las direcciones y medios para ello. Los estudiantes nunca deben quedar
desatendidos ante dudas de cualquier índole que influya en su aprendizaje.
Ejercicios de autoevaluación.- Tienen como propósito ayudar al alumno a que se evalúe
por sí mismo, en lo que respecta a la comprensión y transferencia del contenido del tema.
Incluye ejercicios de autoevaluación, cuestionarios de relación de columnas, falsa y
verdadera, complementación, preguntas de ensayo y de repaso, análisis de casos y por
supuesto, respuestas a los ejercicios y cuestionarios.
Las actividades propuestas no llevarán al estudiante muy lejos, a menos que se reciba una
forma de retroalimentación, es decir, estar informados de los progresos, si se está haciendo
lo correcto o no, ya que el estudiante a distancia no siempre puede comparar sus realizaciones
con las de sus compañeros, o preguntar a un profesor.
Es aconsejable que los materiales de estudio también ofrezcan esta posibilidad de
retroalimentación al estudiante, por lo que se sugiere: la inclusión de respuestas o soluciones
explicativas a todos los ejercicios; desarrollo paso a paso de los ejercicios; resúmenes e
instrucciones claras para la resolución de modelos de ejercicios.
Evaluación y Acreditación.- Define los mecanismos mediante los cuales el estudiante
será evaluado, además de ofrecer consejos o “tips” en la realización de la misma, así como
los requerimientos necesarios para acreditar el curso.
15
TEACHER´S RESOURCE BOOK WITH ACTIVE TECHNIQUES
The current guide is focus on teaching processes through the direct method helped by
active techniques to develop the communicative skills such as: listening, speaking, reading
and writing. The main purpose is on one hand, to avoid the use of mother tongue into the
class and on the other hand, to promote students to lead an active role into the teaching-
learning process instead of being passive entities.
In the teaching process of a second language is important to consider active techniques,
for instance: dramatizations, role plays, or traditional games adapted in English teaching,
that allow to explore the theoretical knowledge acquired by students and put these into
practice. Other interesting activities that you will find in this guide are gestures, tongue
twisters, and some keys to teach pronunciation, and vocabulary through illustrations, charts
and graphics. The activities in this Teaching Active Techniques Guide encourage students
to talk about themselves, compare opinions and views about the world, and practice the kind
of situations they are likely to encounter in real life.
To develop the class teachers must involve extra activities like: ice-breakers at the
beginning of the class. On the other hand, while a teacher will explain a new topic through
examples, they have to put emphasis in the pronunciation of certain difficult words. This
activity has to be used in every lesson with the new vocabulary acquired, it is going to be
taught through the use of phonetic charts that allows to teach the correct tongue position in
mouth when people produce the sound. But teachers will not spend the whole time
explaining it consonant by consonant. Instead, teachers will focus on the most commonly
consonants that are difficult to pronounce to Spanish speakers for instance: /ʤ/, /ʒ/, /r/. By
the way, the whole vowels sounds will be explained, moreover teacher has to explain the
correct stress and intonation into a statement to give intelligibility the message.
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The activities will be used depending on the number of English classes that students take.
Ice-breakers, vocabulary and pronunciation activities have to be developed every class, the
other activities such as: games, role plays, will be useful in different classes that depend on
the teacher decision. Furthermore, dramatization activities could be performed twice in the
scholar year, one will be performed at the end of the first term and the other one at the end
of the school term.
17
HAVE FUN IN AN ENGLISH CLASS
TEACHER´S RESOURCE BASED ON THE DIRECT METHOD WITH ACTIVE
TECHNIQUES TO APPLY IN CLASS
18
The current Teacher´s Resource Guide is a compilation from different web pages
and books that contains many activities based on active techniques and further ideas to
use in daily classes. It has been written with two aims in mind:
To give teachers additional material that reinforce and extend the work in their
classes
To provide students a huge quantity speaking practice.
Students at third year of secondary studies need lots of vocabulary and grammar
input. And to develop the communication skills such as: listening, speaking, reading and
writing. The activities in this book are designed to help your learners to do this, through
Games, Presentations and Dramatizations that encourage students to talk about
themselves, compare opinions and practice the kind of situations they are likely to
encounter in real life.
The main purpose is to avoid the use of mother tongue in class, on the flip side,
students will not be passive entities in the teaching-learning process but active entities.
The activities will be used depending on the number of hours that students receive
English. Games have to be developed every class, other activities such as: presentations and
debates will be useful in different classes that depend on the teacher decision. Furthermore,
dramatization activity could be performed twice in the scholar year, and one will be
performed at the end of the first term and the other one at the end of the school term.
Each unit is composed of activities that involve English use:
Games
Debates
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Presentation
Tongue Twisters
Dramatization
Additional activities
In fact, this Teacher´s Resource Book is designed according to the topics that
contain the student´s book provided by the Government.
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CONTENTS OF THIS GUIDE
GAMES
Aim: To implement different funny ways for teaching English, through dynamism that
promotes students interaction.
Games can be very effective to learn a subject and have fun at the same time. The
task to the teacher when including games as a tool, provide to students the ability to keep
several concepts which can be applied in a near future. So the result is going to have active
and productive students who can use the knowledge to acquire in class in different context.
Why play educational games?
To teach a skill or concept
To build group teamwork
To develop trust among members
To provide healthy and monitors competition
To have fun while learning
The Guide provides you the next information for each game:
Aim: the main focus on the activity
Language: the grammar/function exploited
Skills: Speaking, Reading, Writing and Listening, moreover vocabulary and
concentration skills.
Materials: The main resources that teachers need to do the activity.
Preparation: It indicates which sort of material teachers need to develop the activities.
Procedure: How to perform each activity step by step.
21
Conclusion: The purpose of each activity
Source: Links and authors where the information was taken.
DEBATES
Aims of Debate:
To help students think critically about important social issues
To engage students as critical readers, moreover, students learn to evaluate sources, take
notes, determine the relative importance of arguments, and value counterarguments.
To connect language arts with their worlds.
To interact and understand multiple points of view.
Debate is an effective tool which helps the students to face the social issues or some
problems that affect their lives. So, with this technique students give their point of view and also
verbalize their thoughts.
Steps to perform a debate in class:
Divide the class in groups, 4 or 5 groups in large class.
Take an interesting topic this could be related with safety, education, work, health,
rights, language, pollution, and other.
After choosing the topic, engage students to seek out information about it, and you will
provide a format that helps them to classify and interpret what they find in books or web
pages. it will contain the following steps:
Topic
22
Question
Identify the problem
Identify someone who could address the problem.
Write a thesis statement that states students´ opinion about the problem and its solution.
Arguments to support students´ opinion
Strength arguments.
Conclusion
Students have to practice debating in their own groups, after the teacher invites them to
debate with another group, and so forth.
At the end one group choose someone to give the conclusion.
Variation: Teacher will do this activity just working in pairs, so each group can choose
a leader in order to debate in front of the class with another opponent.
PRESENTATIONS
Aims: To encourage in students their researchers’ skills through steps that help them to seek
out information and classify it.
To improve their speaking, listening, reading and writing skills through the English use.
It allows students to collect, organize information and materials in order to present
information in a short period, unfortunately this activity would be boring and not motivating to
the rest of the class, also, if the student does not execute an interesting exposition, it will produce
discipline mishaps, to avoid this kind of issues, teacher has to provide instructions and tips to
23
get the whole class attention during the exposition. This guide provides a format and an example
which is a useful resource for teachers and students because the format is photocopiable in order
to be delivery when teachers required this material.
Steps to develop and perform an exposition:
Plan and Prepare.
Look for information it has to contain: Introduction, Body and Conclusion.
Use audio and Visual aids.
Practice.
Breathe deeply and slowly.
Prepare some questions to the audience.
Presentation performance
Attention Getting- opener
Preview
Body
Summary
Memorable Concluding Remarks
Ask the students if they have questions for you.
Delivery photocopies with certain questions taken from the presentation.
At the end, thank the audience for their attention.
24
Example:
TOPIC: Extreme Sports
ATTENTION GETTING-OPENER
Every student in this room has something in common, because everybody wants to do
something out of the ordinary, such as to practice extreme sports.
Would you like to practice any extreme sport? What is it?
PREVIEW
Today we will learn three main points about extreme sports.
Definition of extreme sports
Classification
Motivation
TRANSITION: OK, let´s get started on our investigation of extreme sports by first looking
at the definition of extreme sports.
BODY
Definition
TRANSITION: Now you understand the definition of extreme sports. Let´s continue our
research by examining the classification of extreme sports.
Classification of extreme sports
Land sports (parkour)
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TRANSITION: Now that we know the land extreme sports, let´s continue with ski extreme
sports
Ski sports (canopying)
TRANSITION: Now that we know the sky extreme sports, let´s continue with water extreme
sports
Water sports (windsurfing)
TRANSITION: Now you know the classification of extreme sports. Let´s continue our
inquiry into extreme sports by looking at the motivation
Motivation
TRANSITION: Now that you understand what motivates people to practice extreme sports,
our research is complete.
SUMMARY
You should now understand three important facts about extreme sports.
Definition of extreme sports
Classification (land, air and water extreme sports)
What is the motivation of practicing extreme sports?
MEMORABLE CONCLUDING REMARKS
In conclusion, extreme sports are so funny to practice but keep in mind that the person who
practice parkour, canopying, and windsurfing, must to be careful with the equipment because if
you don´t care, you could suffer injuries.
26
QUESTIONS TO THE AUDIENCE
How many sort of extreme sport exist?
What does Parkour mean?
Write something about sky sports
What is windsurfing?
What do you think about extreme sports?
Would you like to practice any extreme sport?
END OF THE PRESENTATION
Thank you for your attention, I hope that you enjoyed and learnt more about extreme sports.
Source: Speech principles
You have to explain these steps to students also they have to provide to you a photocopy
about their research.
TONGUE TWISTERS
Each unit contains certain tongue twisters which are useful to practice fluency and improve
students´ concentration, so the teacher has to do this activity in once a week at least.
DRAMATIZATIONS
Aim: To improve oral and written skills in young learners through dramatization with
respectful and honesty.
27
First of all, teachers have to keep in mind that before starting with dramatization in class, you
have to choose a book to dramatize that is grade level appropriate and that may be related to
other content areas of study in the classroom, it could be traditional literature, such as folk tales,
myths and legends which may be related to study Ecuadorian history and American history, too.
Moreover, the genre of book will be different for instance: horror, science fiction, drama, and
thriller. The stories have to have clear story line, strong characters, repeated dialogue, and
especially a character or element that many students can play at the same time, so that all
students can be involved in each dramatization playing story. Since story dramatizations do not
require a written scrip, students should be very familiar with the story and characters so that
they can improvise a character´s actions and speech and so that different students can play
different roles each time the story is played.
According Cox C., (2012) the procedure to perform a dramatization are the following:
Procedure:
First reading
Read the book aloud to both older and younger students, and older students may read
different stories in groups describing a single genre of story. Lead discussions using reader
response questions and prompts, tapping into students' personal experiences of the story. The
teacher and students can then plan and play a story dramatization
Re-read and discuss the story
So that students are completely familiar with the story, students can discuss a story in groups.
Ask students to note the setting, characters, and sequence of events or plot.
28
Make a story chart
The teacher can record students' ideas about each of these on chart paper for younger students
and to model planning a story dramatization, and older students may do this independently in
groups:
PLAN FOR STORY DRAMATIZATION
Setting (where) Characters (Who)
Make a story map
Use the whole classroom space, adjusting furniture as necessary. Make a map of the
classroom and place the settings needed for the story. Add the numbered sequence of events of
the plot, with arrows showing the direction of the flow of the action.
Take volunteers for the first cast
Do a walkthrough of the story with the first cast. All students can be engaged in each
dramatization by using stories that have a type of character that can be played by many students.
Or students not playing in the story can be the audience, and then vice versa.
Play the scene
A narrator can be added to read parts of the story. This could be the teacher, who would also
guide students through the actions.
Debrief and discuss
Ask questions that emphasize the positive and make plans for the next playing of the story:
What did you like?
29
Who did something really interesting (or exciting, realistic, funny, etc.)?
What can we do next time to make the play even better?
Play the story again
The teacher can take new volunteers to play characters in the story so that all students have
the opportunity to step into one of the roles.
This guide contains three (3) scripts which teachers can use in their class according their
class plan.
ADDITIONAL PAGES
Aim: To provide educators extra information such as: fill the gaps and match activities,
crosswords, and rubrics to assess games, debates, presentations and dramatizations
In this section, the teacher will provide photocopiable material to work in class, including
rubrics to realize the games, debates, presentation and dramatization assessment.
30
UNIT 1
PERSONALITY
MEET ALEX AND HIS FRIENDS
Language: Present Simple, Possessives pronouns, whose?
Vocabulary: Personality traits.
1.1. GAMES
1.1.1 Concentration Game
Aim: To stimulate students’ concentration skill in order to get their attention at the beginning
of the class.
Skill: Concentration, writing.
Materials: Flashcards, board, markers.
Preparation: Get the flashcards or a list of words that you want to revise.
Procedure:
This game is flexible with all ages and levels of English.
Show your class a large group of words 15-20 words, that you want to revise. In this
case Verbs: (to allow, to scratch, to iron, to sweep, to do, to create, to whisper, to admire,
to forbid, to get, to have ,to develop, to cook, to believe, to meet.)
Tell the students they have to remember as many words as they can.
After two minutes, remove all the words or flashcards and get the students to write down
as many as they can remember.
Also they have to write the word and tell a sentence in present simple tense.
31
Game variation: get them to try and remember the words in order. The tenses of verbs
can also be modified according to teacher’s criteria.
Conclusion: This game focuses on get students´ attention at the beginning of the class, it
also fits according the contents that instructor has been reviewing in class.
Source: https://www.eslkidsgames.com by Eslkids games
1.1.2 Gap Fill Gamble
Aim: To motivate students to review grammatical contents in order to achieve correctly this
game.
Skills: Speaking, listening, grammar.
Materials: An envelope, paper.
Preparation: Make some bits of paper and write some sentences with a missing word, the
missing word could be detail with the grammatical structure that you have reviewed or practice
prepositions, adverbs, collocations, after that you have got the pieces of paper, put them into an
envelope.
Procedure:
You need an envelope full of small bits of paper.
Chop up a few pages of scrap paper for this.
Students compete against each other in pairs.
Give each pair a bunch of small bits of paper
to keep on their table.
Explain that they are going to compete against their partner to win as many bits of paper
as possible.
32
Each one is worth one point.
You are going to read some sentences with gaps in.
When there’s a gap you’ll say ‘beep’.
They must write the beeped out word on a bit of paper without their partner seeing it.
Set a 5-second time limit and then say, “Okay, turn it over”.
Both of the students turn over their papers at the same time. If both are correct, leave
them on the table to accumulate. If both are wrong, leave them on the table to
accumulate.
When one student is right and the other wrong, the student who is right wins all the
accumulated cards that have gathered, and the piles start again on the next question.
This is great for practising possessive pronouns, adverbs or prepositions, such as the
time prepositions in/on/at which students often make mistakes with.
When you have done ten or so sentences, stop the game and get students to count how
many bits of paper they won. Rather than having just one or two winners in the class
after a game, the great thing about this one is that half of the class wins as each pair has
a winner.
Example:
Possessive Pronouns:
It belongs to Mr. and Mrs. Granda, it´s__ theirs __ “beep”.
It belongs to the dog, it´s__ its __ “beep”.
It belongs to them, it´s __ theirs __ “beep”.
I like your flowers. Do you like __ mine __ “beep”?
It belongs to my father, it´s__ his __ “beep”.
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It belongs to me and my sister, it´s __ ours__ “beep”.
It belongs to her, it´s__ hers__ “beep”.
It belongs to me, it´s__ mine__ “beep”.
This camera belongs to my uncle, it´s it´s__his__ “beep”.
Here´s your pencil case. __ mine__ “beep” is over there.
Prepositions:
My birthday is __on__ “beep” November 22nd.
I have English class _ on __ “beep” Wednesdays and Fridays.
School starts _ at_ “beep” 8.30 am.
I’m going to Cornwall _ on _ “beep” the holidays.
Collocations
The moment he ___ set__ “beep” his eyes on the car, he knew he had to buy it.
You should go and tell the boss exactly what happened, otherwise he __put__ “beep”
the blame on me.
Conclusion: This game permits students to remember the vocabulary that they have acquired
in previous lessons in funny way, so they feel motivating and they realize the grammatical and
verbs that they have to review in order to perform a good participation next time.
Source: https://www.teachingenglish.org.uk by Jo Budden.
34
1.1.3 Personality game
Aim: To teach students useful vocabulary about
personalities through dynamism.
Skills: Speaking, listening, writing
Material: Bits of paper, markers,
Preparation: you have to write in bits of paper some
questions for example; What is your father like? ,
what are you like?, what is your best friend like?, what is your boyfriend or girlfriend like?,
what is your teacher like?. In addition, in other bits of paper or cardboard write adjectives to
describe personalities and add them into a bag, a cap, or bowl.
Procedure:
Start the class telling the students that they are going to talk about themselves, they have
to use the vocabulary acquired in previous class.
After they have talked about themselves, pass the bowl with the bits of paper related
with personality, they have to choose one or two adjectives. So they have to use it in
order to tell who in the class has that personality for example: The teacher is good
tempered and very friendly.
The whole class has to talk about their classmates personalities.
Then the teacher passes the other bowl that contains the questions, each student takes
one and do the question to the person who is sitting in her or his right side.
They have to ask the questions to their mates and talk about the different personalities
using the adjectives that they have learned.
35
Conclusion: This game focuses on develop speaking and listening skills, so students have to
use the vocabulary and the structures that they have learned during their school time.
Source: Aracely Noguera Yandún
1.1.4 Talking points
Aim: To develop speaking skills in students through
group work where they can decide main interesting and
current topics.
Skills: Speaking, Listening
Materials: Slips of paper, markers, 2 dice
Preparation: You need scraps of paper and dice for this activity. You will need 12 bits of
paper and two dice for each group of between 3 and 6 students.
Procedure
Set the students into groups and ask each group to write 12 topics they are interested in
on the scraps of paper.
Tell the students to put the bits of paper face down on the table and to write the numbers
1 to 12 on the side facing up.
Give each group two dice. Students take turns to throw the dice, they turn over the
corresponding bit of paper and the whole group talks for two minutes about that topic.
After two minutes call out ‘throw again'. If a different number comes up they turn over
that paper and change topic, if it's the same number they keep talking about the same
36
topic for another two minutes. And so on until they have no bits of paper left, or you run
out of time!
Conclusion: This is a great activity because it allows students to choose the topics that they
think are important to discuss in class, so help them to have confidence in teaching process.
Source: http://www.teachingenglish.org.uk/node/4613/image_gallery by Jo Budden
1.1.5 Pass the ball
Aim: To practice adjectives and adverbs,
furthermore, students have to be concentrating
and develop their speaking skills.
Skills: Speaking, listening, concentration
Materials: A ball or screwed up piece of
paper will work fine.
Preparation: Before starting with this
activity, you have to ask the students questions about adjectives and adverbs, if they do not
remember, you can give them a quick explanation about it, also students have to check their
notes about adverbs and adjectives for 5 minutes, after this, you can start the activity.
Procedure
Students and you stand or sit in a circle.
Pass the ball to the person next to you in the circle and pretend the ball is really heavy
by miming.
Tell the person next to you that it is really heavy and heavy and give it to them.
37
They continue passing the ball around the circle making out it's heavy.
Tell students to think of a new adjective each. The ball is going to take on different
characteristics as it goes around the circle.
When you say ‘the ball is changing' the student who has the ball must pass it to the next
student using their adverbs and adjective instead, and so it goes on until everyone has
had a chance to change the ball's form.
It could be “the ball is extremely hot, very cold, absolutely light, etc! At the end ask
students the adjectives and adverbs they remember and get them to mime them for the
others to guess.
Conclusion: This game enhances students´ concentration and their listening speaking skills.
Source: http://www.english-4kids.com/gamespkg2.html by ESL Classroom Games.
1.1.6 What's my line?
Aim: To encourage speaking skill and
grammatical knowledge through questions that
permit to student using the contents that have been
acquired in previous classes.
Skills: Speaking
Materials: students, slips of paper.
Preparation: Prepare the activity according with the grammatical contents that you have
been checking.
The classic guessing game! Players take it in turns to ask another player questions in order
to discover their job.
38
Procedure
Students take turns in coming to the front of the class or sitting in the ‘hot seat' and
thinking of a job.
The rest of the class must ask them questions in order to guess the job they're thinking
of. For example, ‘do you work at night?', ‘do you wear a uniform?' etc.
If the class ask ten questions without being able to guess the job the student who was
thinking of the job wins.
Conclusion: This is a motivational game, which is focused on students´ participation.
Source: http://www.ehow.com/howplay-whats-line.html by an eHow Contributor.
1.1.7 Truth or dare
Aim: To develop students´ speaking and
listening skills in order to answer certain questions.
Skills: Speaking, and listening
Materials: students, slips of paper, a bottle or
marker, 2 envelopes.
Preparation: Write in the slips of paper some questions such as: what is the craziest thing
that you have done?, Do you have boyfriend/ girlfriend?, What is your perfect person like?,
What is the most beautiful place that you have been?, who did you go to the beach last summer
with?, and so on, this questions you have to put into the envelope. In other slips of paper write
the punishment it could be: go out and shout “I´m crazy! or tell the next tongue twister (six silly
sisters selling shiny shoes). If you want write the questions and challenges with students.
39
Procedure
If the class is larger, divide into 3 or 4 groups, and they do a circle, each group has to
choose a leader.
Each group takes a bottle, and the envelopes with questions and punishments.
The group´s leader take the bottle in the middle, and turning it, so the person who is
pointed, has to choose truth or dare.
Then according student option choose one question and answer fast, they could choose
truth or dare just three times simultaneously.
Conclusion: This activity is quite fun, and it gets active the students actively involved using
the language in a different context, they also enjoy answering or asking questions.
Source: Aracely Noguera
40
1. 2 DEBATE
Instruction: Fill the information requires below in order to prepare and organize your
information, afterwards the debate will be start.
1) Topic: Day-care service for students with babies
2) Question: Should high schools provide day-care services for students with babies?
3) Identify the problem:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
4) Identify someone who could address the problem:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
5) Write a thesis statement that states your opinion about the problem and its solution.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………….......
41
6) Arguments to support your opinion:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
7) Strength arguments:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
8) Conclusion
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
1.3 PREPARE YOUR PRESENTATION
TOPIC: People personalities
ATTENTION GETTING-OPENER:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
42
PREVIEW:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
BODY:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
SUMMARY:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
MEMORABLE CONCLUDING REMARKS:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
………………………………………………................................................................................
QUESTIONS TO THE AUDIENCE:
43
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
ENDING OF THE PRESENTATION:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
1.4 TONGUE TWISTERS
PRONUNCIATION
SOUNDS PRACTICE sh - /ʃ/ - /s/ and /tʃ/
1. She sells seashells by the seashore
The shells she sells are sea-shells, I’m sure.
For if she sells sea-shells on the sea-shore
Then I’m sure she sells sea-shore shells.
2. How much wood, would a woodchuck chuck if a
woodchuck could chuck wood?
3. I saw Susie sitting in a shoe shine shop.
Where she sits she shines, and where she shines she sits.
4. Swan swam over the pond,
Swim swan swim!
Swan swam back again
44
Well swum swan!
5. Six silly sisters selling shiny shoes.
Six slimy snails sailed silently.
1.5 ACTING TIME
Little Red Riding Hood
PLAN FOR STORY DRAMATIZATION
Setting
(where)
Characters
(Who)
- Red riding hood´s mother house.
- Forest
- Grandmother´s house
- Narrator
- Little Red Riding
Hood
- Mother
- Wolf
- Grandmother
- Woodsman
SCRIPT
Narrator: Once upon a time there was a very beautiful blond girl who lived in a village near
the forest with her mother. One day her grandmother gave her a very nice red riding cloak that
is why everybody in the village called her Little Red Riding Hood. One day…
Little Red Riding Hood: Did you call me, mother?
45
Mother: Yes, Little Red Riding Hood. Your grandmother is very sick. I want you to go to
her house and take her this little basket with some bread and honey.
Little Red Riding Hood: Yes, mother.
Mother: But don´t stop in the forest, and don´t talk to stranger. Do as I say, and get soon to
your grandmother´s house.
Little Red Riding Hood: Yes, mother.
Narrator: And Little Red Riding Hood went through the forest with the little basket for her
grandmother who lived in a nearby village. Along the way, she saw many beautiful flowers in
the forest.
Little Red Riding Hood: Oh, what a beautiful flowers! I will take some to my grandmother.
Narrator: She left the little basket in the ground to pick up some flowers, when suddenly…
Wolf: Good morning Little Red Riding Hood! Ha, ha, ha, ha, ha.
Little Red Riding Hood: Good morning, Mr. Wolf.
Wolf: Where are you going so early?
Little Red Riding Hood: I am going to my grandmother´s house to take her this little basket
with some bread and honey.
Wolf: Ha,ha, ha, ha, ha… and does your grandmother live far from here, Little Red Riding
Hood?
Little Red Riding Hood: Oh no, Mr. Wolf, she lives just across the forest in the first little
house in the village… the one with the white door.
Wolf: Good-bye, Little Red Riding Hood. I hope she gets better. And look, do you see that
road?
46
Little Red Riding Hood: Yes, I do.
Wolf: Just follow that road and you will get soon to your grandmother´s house.
Little Red Riding Hood: Oh, yes I will, thank you!
Wolf: ¡Good-bye, ha, ha, ha, ha, ha!
Narrator: Little Red Riding Hood kept looking for flowers disobeying her mother who told
her not to stop in the forest and to get soon to her grandmother´s house. Meanwhile, the wolf
knocked at Little Red Riding Hood grandmother´ house.
Grandmother: Who´s there?
Wolf: It´s me grandmother, Little Red Riding Hood, and I brought you a basket with some
bread and honey.
Grandmother: Come in my little daughter, push the door.
Narrator: As soon as the wolf entered he gobbled up Little Red Riding Hood´s grandmother.
Then he put on a nightgown, jumped into bed and waited for the little girl. A few minutes later
Little Red Riding Hood arrived at her grandmother´s house. She knocked at the door.
Wolf: Who´s there?
Little Red Riding Hood: Grandmother, it´s me, your granddaughter, Little Red Riding
Hood. I came to bring me a little basket with some bread and honey.
Wolf: Come in my little daughter, push the door.
Narrator: Little Red Riding Hood entered the little house. She went straight to her
grandmother´s room, and in the bed there was the Wolf dressed with her grandmother´s clothes.
Wolf: Come in, my little girl. Rest for a while
Narrator: Little Red Riding Hood sat in a chair, and looked at her grandmother.
Little Red Riding Hood: Oh, grandmother how large arms you have!
47
Wolf: They are to hug you better, darling.
Little Red Riding Hood: Oh, grandmother, how big legs you have
Wolf: They are to run faster, sweetly.
Little Red Riding Hood: Oh, how big ears you have, grandmother!
Wolf: They are to hear you better, honey.
Little Red Riding Hood: And how big eyes you have!
Wolf: To see you better, Little Red Riding Hood.
Little Red Riding Hood: Oh, grandmother, and why do you have those big teeth and that
big mouth?
Wolf: They are to eat you better! Ha, ha, ha, ha, ha!
Narrator: And the Wolf gobbled up Little Red Riding Hood. Then the wolf fell asleep.
Meanwhile a woodsman was passing by the little house, when he saw the door opened. He
entered, looked for the old lady, and then he saw the wolf.
Woodsman: Oh! The wolf is sleeping! And he´s so fat! I hope I am on time!
Narrator: Then he took the wolf by the neck and made him spit out the poor Grandmother
and Little Red Riding Hood who were still in one piece.
Little Red Riding Hood: Oh, thank you, good woodsman.
Grandmother: This will be a lesson for you, Little Red Riding Hood. Now you will never
disobey your mother again.
The End
Author: Brothers Grimm
Adapted by K I D S I N CO
Link: www.kidsinco.com/2009/04/little-red-riding-hood-2/
48
UNIT 2
FOOD
DO YOU HAVE ANY PIZZA DOUGH?
Language: Count and uncountable nouns, Expressions of quantity, imperatives (commands)
Vocabulary: Food for variations meals
2.1 GAMES
2.1.1 A - Z race
Aim: To review students’ vocabulary.
Skills: Vocabulary and writing.
Materials: Board and markers.
Preparation: Review the vocabulary that students
have learnt in previous lessons, and use it to decide the
categories, this is a funny game that the teacher will
realise if the students study or not.
Procedure:
Divide the class into two teams each standing in line at the board.
Give them a topic like food and drink, sports, countries etc. (they must be very large
lexical sets).
The student at the front on each line runs to the board and must write a word in this
lexical set beginning with A on the board.
She/he then hands the chalk or pen to the next person in the row (and runs to the back of
the line), who adds a word beginning with B until they reach Z.
49
If they cannot think of a word beginning with a particular letter they can leave a space,
but the team with most words at the end is the winner.
Conclusion: Students most of the time get interested in something that involves competition,
so this game stimulates students participation in good ways, and the teacher gets the attention
of whole class.
Source: http://www.onestopenglish.com/teenagers/skills/games/teenagers-game-3-a-z-
race/146731.article
2.1.2 Drawing dictations
Aim: To practise vocabulary and to find out how well the students in your class listen to you.
You can make the dictation as easy or difficult as you
like, depending on the level of the group and you can use
drawing dictations to revise vocabulary you've studied
in class in a fun way.
Skills: listening, speaking and vocabulary.
Materials: Board, markers.
Preparation: review the grammar contents that will be teaching and write the main
instructions and sentences that you are going to dictate.
Procedure
If you've been studying food, dictate instructions for your students to draw a fridge, with
the door open, and a range of different food items inside.
Keep the language simple and concise.
50
For higher levels, have a picture in front of you and describe it to the class. See who, at
the end, has the most similar picture to the original. Students can take turns in giving the
dictation too.
Conclusion: It provides student develop their creativity, moreover their listening skill
through the comprehension.
Source:https://www.teachingenglish.org.uk/language-assistant/games/drawing-dictations
by Jo Budden.
2.1.3 Commands Game
Aim: To review and reinforce imperatives.
Skills: Speaking and listening
Materials: Students
Preparation: Before perform this game
teacher has to teach the meaning of various
commands, and vocabulary.
Procedure:
Divide the class into groups
of four or five depending on the size of the class.
Select a leader for each group.
Each leader take turns at giving an instruction to a member of this group.
51
If the instruction is followed correctly, the students get a point and the leader then directs
an instruction to another student.
The game continues until there is only one student left standing in the group. This student
becomes the new leader.
Variation: The game can also be played where students are divided into two teams. The
leader of each team takes turns at giving students of the opposing team instructions. Here a time
frame can be included. The game should be played within 10 minutes. The team with the most
students standing when the teacher blows, rings a bell or says "time up" is the winning team.
Conclusion: By means of this game, student can combine nouns, verbs, prepositions, and
other parts of speech in the form of commands and instructions.
Source: Have Some Fun with La Clase Vocabulary Activities, 2012
http://www.brighthubeducation.com/spanish-lesson-plans/119982-teach-classroom-
commands-using-la-clase-vocabulary/ by Audrey Alleyne
2.1.4 Go shopping chain!
Aim: To practice expressions of quantity
through a shopping list created by the students
Skills: Speaking and listening
Materials: a ball and a Timer.
Preparation: You have to carry a timer and a
small ball to class, also you are going to set the
timer up in 5 minutes.
52
Procedure:
Divide the class in 3 groups.
Each group has to choose a name. For example The Gathering, The Others and The
Avengers.
They have to sit randomly, one person of each group is going to sit next to, or behind
the person from another group. So any person from the same group has to sit together.
Give the ball to first person, and you start telling the next sentence: Yesterday, I went
shopping and bought many Apples, so the next person has to complement the sentence,
and she or he says: Yesterday, I went shopping and bought many Apples, much
bread……
Students have to use expressions of quantity, and mention the products that they bought
in alphabetical order.
They have just 5 minutes to perform the activity.
Conclusion: This activity helps students think faster, and increase their concentration in
class, it is a sort of game that is focused in brain working.
Source: Headway book
Adopted by: Aracely Noguera
53
2.1.5 What's on my head?
Aim: To practice and review vocabulary in
general or it can be related to a specific topic. It
works well with lower intermediate and higher
levels and it can be stretched and used as part of a
lesson, as a warmer or filler.
Skills: Speaking, vocabulary
Materials: Rubber bands, mini flashcards and
a timer.
Preparation: Little flashcards can either be made by the students themselves or given by the
teacher (time-consuming and more expensive e.g. if laminated, but worthwhile).
For the mini-flashcards you will need blank cut outs the size of a business card (or slightly
bigger) and markers. As a whole class, get students to think of... an animal, a fruit, an object, a
famous person, a colour, a place/country, etc. and ask them to write down each word on a
different card. Students can draw a picture next to the word for the most difficult ones. Collect
the cards and shuffle.
Procedure
Divide the class into groups of 4's or more and get each student to wear a band around
their head. Give a bunch of cards to each group, making sure all cards are facing down.
In turns, each student grabs a card and, without looking at it, places it on his/her forehead,
so that the rest of the group can see it.
Each member of the group takes turns to ask questions until he/she guesses what is on
the card. The other members of the group should only say yes and no, or give short
54
answers. Set a time limit per person (1-2 mins). Students should come up with questions
like:
1. Am I a person? – No
2. Am I a place/country? - No
3. Am I an animal? – Yes
4. Where would you find me? - In the
forest
5. Which country? - India
6. Do I live in the water? - No
2.2 DEBATE
Instruction: Fill the information requires below in order to prepare and organize your
information, afterwards the debate will be start.
Topic: ………………………………………………………………………………….
Question: ………………………………………………………………………………
Identify the problem:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Identify someone who could address the problem:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Write a thesis statement that states your opinion about the problem and its solution.
……………………………………………………………………………………………………
……………………………………………………………………………………………………
55
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Arguments to support your opinion:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………....................................................................................................
Strength arguments:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
Conclusion
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
56
2.3 PREPARE YOUR PRESENTATION
TOPIC: ………………………………………………………………………………………
ATTENTION GETTING-OPENER:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
PREVIEW:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
BODY:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
SUMMARY:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
57
MEMORABLE CONCLUDING REMARKS:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
QUESTIONS TO THE AUDIENCE:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
…………………………………………………………………………………………………...
ENDING OF THE PRESENTATION:
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………………
2.4 TONGUE TWISTERS
PRONUNCIATION
SOUNDS PRACTICE /p/, /k/, /t/ and /ʃ/
1. Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers,
58
Where's the peck of pickled peppers Peter Piper picked?
2. Can you can a can as a canner can can a can?
3. I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes, I won't
wish the wish you wish to wish.
4. There was a fisherman named Fisher
who fished for some fish in a fissure.
Till a fish with a grin,
pulled the fisherman in.
Now they're fishing the fissure for Fisher.
5. Paul, please pause for proper applause.
6. Mr. Tongue Twister tried to train his tongue to twist and turn, and twit and twat to learn
the letter T.
Source: Language Avenue your place for learning and teaching English, web side, by Frank.
Link:http://languageavenue.com/teaching-ideas/english-tongue-twisters/sound-t
2.5 ACTING TIME
A Frog Dissection
Comedy
PLAN FOR STORY DRAMATIZATION
Setting
(where)
Characters
(Who)
59
Classwork
Divide stage into two areas, the
classroom and the hallway. Lights up
and down on settings properly.
- Teacher Sarah
- Brett (Giant frog)
- Christopher (Pythagoras)
- Tommy
SCRIPT
A TEACHER stands in front of the class checking attendance. TOMMY and
CHRISTOPHER sit together and BRETT and SARAH sit together.
Teacher: And... Jenkins... here.
Brett: Jenkins isn't here ma'am.
Teacher: (looks up) Ah. So he isn't. Sorry. Late night last night. Well, today we delve into
the amphibian anatomy as we dissect the frog.
Christopher: (raises hand) I didn't get a frog. I think you gave me a person instead.
Teacher: That's your lab partner.
Christopher: Well he keeps ribbitting.
TOMMY: I do not! I told you I do not!
Christopher: You don't suggest that I dissect him do you?
Teacher: No Christopher, the frogs are inside the boxes on your desks.
Christopher: Inside the boxes on our desk s, just to be clear, not sitting beside us.
Teacher: Yes, in the boxes, on your desks. We begin by mapping out our course. I want you to
take the marker on your desk and draw a line down the frog's back.
(CHRISTOPHER draws a line down the TOMMY’s back.)
60
Tommy: Ah! Ms. Femur, Chris just drew a line down my back!
Teacher: Christopher! Stop pestering your lab partner! Tommy, stop interrupting class! Now,
if everyone will open their diagrams and draw your attention to the right centre...
Christopher: Ms. Femur, Tommy just caught a fly with his tongue and ate it!
Tommy: What?! I did not!
Sarah: Ewwwwwwwwww!
Tommy: (to SARAH) I did not!
Teacher: That is enough! Chris, stop annoying people! Tommy, stop denying things!
Tommy: But I didn't do it!
Teacher: What did I just say? You want detention? Now, class, on your desk you'll find a
set of pins. I want you to place the first one into your frog's left flipper.
(CHRISTOPHER places a pin in TOMMY's hand.)
Tommy: (in pain) Ah! Ow! Ah!!
Christopher: Hold still!
Tommy: (to TEACHER) He just jabbed me with a pin!
Christopher:: Stop moving your flippers!
Tommy: I don't have flippers!
Christopher: Ms. Femur, Tommy keeps lying to me!
Teacher: Tommy, stop lying to people! I've had enough of your outbursts. I'm separating
you! You're switching lab partners. Chris, you team up with Brett, Tommy, you team up with
Sarah.
Tommy: Thank you!
61
(CHRISTOPHER switches places with BRETT. SARAH walks over to TOMMY's
desk.)
Teacher: Good. Okay, now that the flippers are secure, I want you to remove the scalpel
from the kit beside you and make a small incision down the...
Christopher: Ms. Femur, Tommy just passed me a note that says "let's release all of the
frogs!"
Tommy: What?! I did not!
Teacher: Tommy!
Tommy: I didn't do it! I just switched seats! How could I possibly have had time to write a
note, let alone pass it?
Teacher: Are you questioning my understanding of time? I'm your science teacher! I was
learning about time back when you were in kindergarten!
Tommy: I was learning about time back when I was in kindergarten too.
Teacher: Ooohhhh that does it!
Tommy: Come on Ms. Femur. Sarah, did you see me writing a note?
SARAH: I am trying to learn. I'm not paying attention to your antics.
Tommy: What antics?!
Teacher: That's it! Tommy! You're out here! Go wait in the hall until class is over!
Tommy: This is unbelievable!
(TOMMY turns to leave)
Christopher: Ms. Femur, can I release my frog too?
Tommy: I'm not a frog you idiot!
62
Teacher: Out!
(Lights down on the class. TOMMY storms out into the hall, furious.)
Tommy: Unreal!
(A GIANT FROG walks up.)
Giant frog: Hey man.
Tommy: Ahhhhh!!! Who are you?
Giant frog: I'm a giant frog. They kick you out too?
Tommy: What do you mean did they kick you out too? You weren't in my biology class!
Giant frog: No, I just got kicked out of geometry. I don't buy that whole Pythagorean
Theorem.
Tommy: I... What are you doing in a math class?
Giant frog: Trying to learn. So what did they get you for?
Tommy: This idiot in my class kept bothering me while we were dissecting.
Giant frog: And you're the one who got kicked out? Unreal. I hate when people bother me
while I'm trying to digest.
Tommy: No, not digest. Dissect. We were dissecting frogs.
Giant frog: Excuse me?
Tommy: We were dissecting... Oh man.
(The FROG becomes enraged.)
Giant frog: Ribbbiiittt!!!
(Lights back up on the classroom.)
Teacher: (to CLASS) Now that you've secured the right leg, I want you to make an
incision....
63
(The GIANT FROG busts in)
Giant frog: Stop right there!
Teacher: Ahh!
Christopher: Ms. Femur, Tommy returned to class even though you kicked him out.
(TOMMY busts in.)
Tommy: That’s not me! I'm not a frog you idiot!
Giant frog: Everyone, put down your scalpels. Look at you! Monsters, all of you! Your
science book says what's inside of a frog, but oh no, you couldn't just take the book's word for
it; you had to slaughter dozens of innocent frogs!
Christopher: Not all of the frogs were that innocent. One of them disrupted class.
Tommy: Hey! Shut up!
Giant frog: Yes, that's right, shut up! Let me tell you what's going to happen now. We're all
going to take a nice field trip to the cemetery and give these frogs a proper burial!
Teacher: You don't have the permission slips to take these students on an unauthorized field
trip!
Giant frog: Ribbit! Well then, we'll just have to take a field trip... (dramatic pause) without
permission slips!
Teacher: Noooooooooooooooo!!!!!
Source: Kochenderfer, Tim sketch night, 10 comedy skits for teens Brooklyn Publishers,
LLC. World Wide Web:
http://www.brookpub.com/bp/Scripts/Samples/SketchNight10ComedySkitsforTeens=122612.pdf
64
UNIT 3
LEISURE ACTIVITIES
Language: Adverbs of frequency, Present Simple and Present Simple, Adjectives (too,
enough), future arrangements.
Vocabulary: Sports activities, classroom activities, clothes, phrasal verbs.
3.1 GAMES
3.1.1 Stop the Bus or Hold it
Aim: To revise vocabulary and use it with any age group and any level by changing the
category headings. It really gets students focused and working on task as a team and can be a
saviour to fill the last ten minutes on a class when you have run of ideas.
Skills: Speaking and listening
Materials: Board, Slips of paper.
Preparation: Identify the vocabulary that you have
taught in previous lessons in order for the students
reinforce the content and the vocabulary acquired.
Procedure
Put the students into teams of three or four.
Draw on the board a table like the ones below and get each team to copy it onto a piece
of paper.
Students simply have to think of one item to go in each category beginning with the set
letter.
Give an example line of answers for the first time you play with a new group.
65
The first team to finish shouts “Stop the Bus!
Check their answers and write them up on the board and if they are all okay that team wins a point. If there are any mistakes in
their words, let the game continue for another few minutes.
If it gets too difficult with certain letters (and you can’t think of one for each category) reduce the amount of words they have to
get. You can say. “Ok. For this round you can Stop the Bus with 4 columns”.
Example: this is an example for basic level, but in the next page you have some tables that you can print and give to each student.
Letter Animals Colours Food Clothes Countries Sports Total
P Penguin Purple Potato Pyjama Pakistan Polo
T Tiger Turquoise Tuna trousers Tunisia Tennis
For higher levels change the category headings.
Letter Somethi
ng in the
kitchen
Something in the
living room
Something
in the
bedroom
Something in
the bathroom
Something in
the office
Something In the
garden
S Sauce
pan
Sideboard Sheet Soap tray Stapler Spade
66
Or, for even higher levels:
Letter Something made of
metal
Something
made of glass
Something
made of plastic
Something
made of Wood
Something
made of material
B Bike Bottle Bin Bench Belt
Conclusion: When students play this game not only have got good time, they learn or remember vocabulary, too. So they feel
motivating and they try to complete correctly the information into the boxes.
Source: https://www.teachingenglish.org.uk/language-assistant/games/stop-bus by Jo Budden
Photocopiable
Letter Animals Colours Food Clothes Countries Sports Total
67
Sth = Something
………………………………………………………………………………………………..
Letter Sth in
the kitchen
Sth in the
living room
Sth in the
bedroom
Sth in the
bathroom
Sth in the
office
Sth in the
garden
TOTAL
Sth = Something
68
Or, for even higher levels:
Letter Sth made of
metal
Sth made of
glass
Sth made of
plastic
Sth made
of Wood
Sth made of
material
TOTAL
Sth = Something
69
………………………………………………………………………………………………..
Advanced
Letter Celebrity
name
Verb Adjective Country Places in a
city
General
vocabulary
TOTAL
70
71
3.1.2 Mime game
Aims: To encourage the students´ skills in acting using their body
language, in order to improve their confidence in public.
To check if students are studying the contents learned in each
lesson individually in home.
Skills: Vocabulary and body language
Material: Slips of paper, a bowl, and a chair
Preparation: Prepare slips of paper with instructions like these:
You’re knitting on a fast train.
You’re eating spaghetti with chop sticks.
You’re sweeping leave outside on a windy day.
You’re washing a big, angry dog.
You’re a clumsy waiter.
You’re a drunk tightrope walker.
These can be relatively easy or very complicated linguistically depending on your students.
Procedure:
Give a slip of paper to one student with the instructions that she is going to mime the
activity and the others must guess what she is doing. No words, in any language, can be
spoken.
The first person to guess – in English what she’s doing is the winner and gets the next
slip of paper. (If the same students always guess, let others have a chance to mime).
72
Once they get the idea of the game, get students to write similar instructions on slips of
paper.
This can become incredibly fun.
Conclusion: This game develops students acting skills, so it permits students to use their
body language and on the other side reinforce vocabulary.
Source: https://www.onestopenglish.com/teenagers/skills/games/teenagers-game by One
stop English.
3.1.3 Triple pelmanisms
Aim: To recognize the meaning of words in pictures.
Skills: Vocabulary, Reading
Materials: Board, flash cards (pictures and words)
and sticky tape
Preparation: write on cards certain words according
with the vocabulary that you have taught to students, for example phrasal verbs in other cards
draw pictures related with the vocabulary (phrasal verbs) stick the cards in from of the students
upside down, so they must take turns turning over two. If they get a word that matches the
picture they keep the cards. The student with most pairs at the end is the winner.
Procedure:
Cut up the cards, ensuring you cannot read the words when the card is upside down.
Spread them on the floor upside down and mixed up.
73
Divide your class into up to five teams. Each team must nominate a secretary who will
choose the cards.
One at a time each secretary will ask the teacher to turn over three cards (great for ‘on
the right’, ‘that one near your foot’).
The team only wins the cards if the words are all in the same lexical set.
Otherwise the teacher turns them over again in exactly the same place as they were.
The teams with most ‘threes’ at the end is the winner.
Conclusion: The current game stimulates students´ concentration. Students really focus on
the position of the cards and think carefully about meaning of words and how they connect them.
Source: http://www.onestopenglish.com/teenagers/skills/games/teenagers-game-7-triple-
pelmanisms/ by one stop English.
3.1.4 Deja vu
Aim: To get students to think in English and use their
memory, simultaneously. It is a simple way of recycling
texts previously studied in class.
Skills: speaking and vocabulary
Materials: Texts/authentic articles previously studied or
quizzes completed in class.
74
Preparation: Prepare few questions about factual information from the text(s) e.g. dates,
proper names, percentages, figures.
Procedure: Get students to read the recycled text(s) /article(s) again and make notes about
factual information they consider relevant. Ask students to compare notes with a partner.
Divide class into groups. Each group nominates a representative who will take turns to
answer.
The teacher asks the first question, but the student mustn’t reply.
The teacher asks the second question and the student answers the previous one (first
question).
The teacher then asks the third question and the student answers the previous one (second
question), and so on - see samples below.
Each student should answer all the questions correctly in a row to win the round.
Sample 1 – General Knowledge Quiz
How many legs does a spider have? – (SKIP ANSWER)
What is the currency in India? – 8
Where will the next Olympic Games take place? – Rupee
What was Bob Marley’s birth name? – London
When is St Patrick’s Day celebrated? – Robert Nesta Marley
What is 6 + 3? - 17 March
9
Conclusion: This game is helpful to increase students ‘reading comprehension and promote
their speaking skill.
75
Source: https://www.teachingenglish.org.uk/language-assistant/games/deja-vu by Ender
Velasco.
3.1.5 Talking topics
Aim: To provide an excellent way to give students a
bit of free speaking practice.
Skills: speaking and listening
Materials: worksheet and dice
Preparation: You can choose your own topics either based on the topics you've covered in
lessons or topics that you think will be of interest to your students.
Procedure:
Print off a copy of the board and fill in the squares with topics your students could talk
about for one minute. Choose topics they’ve covered in classes with you or general ones
such as friends, family, music, TV, hobbies, last weekend, next weekend, holidays,
English classes, food, films etc. You could also add in a few ‘go back three spaces’ or
‘miss a go’ squares.
Making the game could be a class activity if you ask your students to prepare the boards
for each other in groups then they can swap boards and you’ll have a whole class set to
use.
If talking for a minute is too difficult for your students, they can write questions in the
squares to ask the person to their right/left as they move around the board.
If you don’t have dice to use, use a coin and make heads mean they move on one space
and tails they move on two. This will obviously take longer than with a dice.
76
If your students enjoy playing board games they could make their own in small groups.
Conclusion: This game helps students to talk and express their ideas about certain topic, also
encourage them to look for information about the question increased their knowledge.
Source: http://www.teachingenglish.org.uk/language-assistant/games/talking-topics by Jo
Budden.
77
Photocopiable
1. What are
you like?
2. Should
school uniforms
be required?
3. What is
your favourite
time of day?
4. Should sex
education be
taught in school?
9. To be or not to be?
Is that really the
question?
8. What do you
want to achieve in
the next 5 years?
7. Should law
enforcement
create a DNA
database for
criminals?
6. What is
your favourite
place and why?
5. Should
government take
over the health
care system?
10. Should the death
penalty be abolished?
11. What was
the happiest event
in your life?
GO BACK 2
12. Should
students be
allowed to use
cell phones and
other electronic
devices during
school?
13. Does the
Internet cause
more harm than
good?
17. Is public
shame an
appropriate mode
of punishment?
16. Is it
morally
acceptable to
experiment on
animals?
15. What do
you think about
bullying?
14. Who is
your best friend?
How long have
you been friends
for?
78
3.1.6 Right or Wrong? Right or Left?
Aim: To check information acquired in class, in order to
encourage student participation, concentration and their
listening and speaking skills.
Skills: Listening and speaking
Materials: students and teacher
Preparation: You have to tell sentences according to the topic reviewed in class, explain the
students about the activity and its procedure.
Procedure
Line up the class in a row facing you.
Say a sentence and students have to decide if the sentence is right or wrong. For example,
‘Today is Friday' or ‘There are 14 students in our class today' or ‘Mateu is wearing a
green jumper'.
If the sentence is right students should take a big step to the right. If it is wrong, they
should take a big step to the left.
When the students get the idea, one of them can make up the sentences.
If you like, the last person who stepped the wrong way can be eliminated.
Conclusion: This is helpful to check grammatical structure, and students have to be very
attentive in order to tell the correct answer.
Source: https://www.teachingenglish.org.uk/language-assistant/games/right-or-wrong-
right-or-left by Jo Budden.
79
3.1.7 Gestures
Aim: To reinforce the vocabulary acquired in each lesson
in order to embrace it.
Skills: Vocabulary
Materials: Students, Cards, a timer.
Preparation: Make some cards according with the vocabulary that were reviewed.
Procedure:
The teacher has to prepare some cards with vocabulary; it could be, nouns, adjectives,
verbs. Besides, he or she has to explain how the game is going to develop.
The teacher puts the cards into a bowl, cap or any container.
The teacher chooses a student in a random way or he/she could ask for a number and
select one student from the role.
The student who is selected has to take one piece of paper from the container after that
he/she has to use his or her body language, the contestant isn´t allowed to talk, he/she
has just 60 seconds to perform the action.
On the other hand, the rest of the class has to guess what is the word performed,
The student who guesses the word has to tell a sentence using the it. If he/she says the
sentences correctly, he/she will have extra points.
Conclusion: Gestures help students to develop their English understanding and active
participation.
Source: Gestures game adapted by Aracely Noguera.
80
3.1.8 Tick tack toe
Aim: to guess some words in order to remember the vocabulary acquired and reinforce it,
through the use of clues which are exposed in sentences.
Skills: Speaking, listening, writing
Materials: tick tack toe board, cards, markers.
Preparation: Teachers need to have a tic tac toe board, it
could be made by cardboard that will be laminated, also some
cards which contain examples or meanings of English words that students have to guess will be
necessary.
Procedure:
The teacher draws the “tick tack toe” on the board, divides the class in 2 groups, the
teacher has to explain that she/he is going to tell a meaning of one word and they have
to guess which word is that.
The students have just 15 seconds to guess if they don´t guess on time, they lose their
turn and the other group has the chance. If they guess the word, they have to write it
correctly, also they are allowed to mark on “tick tack toe” a cross or circle.
The game is ending when one group completes a line with the same symbol; it will be
cross or circle.
Randomly, the teacher will choose some students and ask the meanings of the words
that were written on “tick tack toe”; this will help to identify if they were concentrated
or not in the activity.
Conclusion: This activity motivates students to get interested in reviewing vocabulary; they
learn the meanings of the difficult words in English so it is not necessary translation.
Adapted by: Aracely Noguera
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3.2 DEBATE
Instruction: Fill the information required below in order to prepare and organize your
information, afterwards the debate will start.
Topic:
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Question:
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Identify the problem:
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Identify someone who could address the problem:
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Write a thesis statement that states your opinion about the problem and its solution.
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Arguments to support your opinion:
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Strength arguments:
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Conclusion
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3.3 PREPARE YOUR PRESENTATION
TOPIC: ………………………………………………………………………………………
ATTENTION GETTING-OPENER:
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PREVIEW:
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BODY:
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SUMMARY:
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MEMORABLE CONCLUDING REMARKS:
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QUESTIONS TO THE AUDIENCE:
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ENDING OF THE PRESENTATION:
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3.4 TONGUE TWISTERS
PRONUNCIATION
SOUNDS PRODUCTION /p/, /k/, /θ/, /ð̠/ and
/tʃ/
1. Picky people pick Peter Pan Peanut-Butter,
'tis the peanut-butter picky people pick.
2. Three thin thieves thought a thousand
thoughts. Now if three thin thieves thought a
thousand thoughts how many thoughts did each thief think?
3. How many cookies could a good cook If a good cook could cook cookies? A good cook
could cook as much cookies as a good cook who could cook cookies.
4. If a dog chews shoes whose shoes des he choose?
5. What a shame such a shapely sash should show such shabby stitches.
6. I can think of six thin things, but I can think of six thick things too.
Source: http://www.uebersetzung.at/twister/en.htm by David Philips.
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3.5 ACTING TIME
Dracula
PLAN FOR STORY DRAMATIZATION
Setting
(where)
Characters
(Who)
The action takes place in
and around the Purley
Sanitorium on the west coast
of England in the late
nineteenth. There is also a
brief memory sequence in
Transylvania.
Main
characters:
.-Narrator
.-Dracula
.-Jonathan
.-Mina
.- Lucy
.- Arthur
.- Van Helsing
Supporting
characters:
.-Citizen
.-House Keeper´s wife
.-Woman 1
.- Woman 2
.- Lucy´s servant
.- Lucy´s mother
.- Jack Seward
SCRIPT
DRACULA SCRIPT
The story began in 1897, Jonathan Harker a solicitor started business with a rich men in
Transylvania, called Count Dracula, for that reason Jonathan must go to Castle Dracula, at first
87
Jonathan was disappointment because he didn´t want to leave to his fiancée Mina, but she told
him…
Mina: you must go because after the Count will give you more work. My dear!
Jonathan: ok. I´m going to travel to Transylvania and meet with the Count
Narrator: Jonathan arrived to Bistritz on May 4th, it was a strange and beautiful town, Count
Dracula lived in the high of the mountain and got there took 6 hours approximately. So Jonathan
was waiting into a hotel that the coach from Castle Dracula came and carried him.
(Jonathan got into the hotel everybody there was laughing and talking)
Citizen: where are you going?
Jonathan: to castle Dracula
Narrator: suddenly the room was silent
House keeper´s wife: (takes a gold cross from her neck) take this, there is danger at Castle
Dracula. Perhaps this will help you
Narrator: few minutes later, the coach arrived and Jonathan got into it. He started his journey
to Castle Dracula, the road to go there was dark and narrow, and the wolves were howling.
Then he arrived and he was standing in front of the dark and silent castle, slowly, the door
opened, and a tall man stood in front of him, his hair was white and he was dressed in black
from head and feet.
Dracula: come in, Mr. Harker. I´m Count Dracula
Narrator: Jonathan went into the Castle and the Count carefully locked the door he asked to
Jonathan sit and eat, but the Count didn´t eat with him, then they talked by the fire and Jonathan
realized that the Count´s appearance was very strange he look as a wolf. The next morning
Jonathan found his breakfast and a letter on the table
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(Jonathan reads the letter) Go anywhere in the castle but some rooms are locked. Don´t try
to go into these rooms
Narrator: at night Dracula and Jonathan talked again. Now Dracula wanted to know about
his new house in England
Dracula: tell me Jonathan about my new house in England
Jonathan: it is very big house, old and dark, there are trees everywhere and a little church,
too. (he shows a picture)
Dracula: Ah! Mmm a church. So I shall be near the dead
Narrator: Jonathan never saw Dracula in the mornings only at nights, one night they talked
again.
Dracula: tell me something about England. I have plans to go there myself soon. Tell me
about sending things to England by ship.
Jonathan: Well, sending things by ship to England is very safe. Oh! I miss England
Dracula: why? Mr. Harker
Jonathan: Because in England lives my fiancée Mina, we are thinking get married as soon
as I arrive to England, she has a friend called Lucy, Lucy and her mother are staying by the sea.
Narrator: In castle Dracula you couldn´t find any mirror but Jonathan has one, it was a
present from Mina. One morning Jonathan was shaving when Dracula got into his room and
Jonathan realized something.
Dracula: Good morning!
Jonathan: Good Morning! (Jonathan thinks) why I couldn´t see him in the mirror?
Narrator: Dracula takes the mirror and drop it, Dracula was really anger and Jonathan
realized that he was prisoner, at night Count Dracula talked with Jonathan again
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Dracula: you must write to your London office and tell Mr. Hawkin that you´ll be here for
another month.
Jonathan: another month? But what could I do here?
Dracula: only do that! You are so curious, but anyway, well, my young friend sleep only in
this room. You must never fall asleep in any other room in this castle. You´ll be in danger if you
do.
Narrator: Jonathan couldn´t sleep and he started to walk around the castle all the rooms
were locked but one didn´t, so, he got into and saw a window and the night was really beautiful
and he decided to rest there, when he felt he saw three beautiful young women:
Woman 1: He is young and strong
Women 2: yes, there are kisses for all of us!
Jonathan: kiss me, kiss me
(Dracula got into the room)
Dracula: get off him! He is not for you, stay away from him
(Jonathan is alone in his room)
Jonathan: they were vampires, I´m in danger here
Narrator: two nights later, the Count came to Jonathan
Dracula: write to Mina, tell her that your work in Transylvania is finished and that you are
coming home. Say that you are in Bistritz and put June 29th on the letter.
(Dracula goes out the stage)
Jonathan: what could I do? He will kill me in that date, I must escape.
Narrator: Jonathan realized that he couldn´t be in danger in the mornings, so in the next
morning Jonathan went to Dracula´s room because he wanted to find the key for open the door,
90
but when he was in the count´s room he only saw a coffins full of earth, but in one coffin was
Dracula he couldn´t find the key, but Jonathan wanted kill him. He listened some voices, the
workmen were coming back, they were getting the coffins ready for a Journey to England.
When the workmen drove away Jonathan tried to escape.
Mina: I´m very unhappy because I don´t have news about Jonathan, all the letters that he
sends me are very short and strange. Sometimes I think that Jonathan is in danger or maybe he
is ill.
Narrator: Mina received a letter from her friend Lucy
Mina reads the letter: I know that you will be happy for me, Arthur has asked me to marry
him! Isn´t it wonderful? I love him very much, he´s away just now, and you know that mother
and I are staying at Whitby, by the sea. Please come and stay with us, and I can tell you about
it
Narrator: Lucy and Mina met at the station.
Lucy: oh! Mina. I´m really happy. I love Arthur very much
Mina: I’m happy for you my friend, congratulations!
Narrator: Mina and Lucy slept in the same room, but Lucy started to walk in her sleep, so
her mother decided locked the door at night. That night was dark and stormy, Lucy was excited
about that and she sat by the window all the night and watched the sea. The next morning, there
was a Russian ship on the beach.
Lucy´s servant: it´s a Russian ship, from Varna on the Black Sea, there are coffins on it, and
they are full of earth, and a big black dog jumped off the ship and run up the hill
Lucy: And is everybody on the ship alive?
Servant: that`s the strange thing about it, there was no one on the ship, either dead or alive
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Narrator: that night as all the nights Lucy`s mother locked the door of her bedroom but that
night something strange happen, the door was open and Lucy wasn´t there.
Lucy´s mother: Mina, I´m afraid for Lucy, I don´t know why
Mina: don´t worry, I´m going to find Lucy, maybe she is in the churchyard, Lucy enjoy
sitting there.
Narrator: Mina was right, Lucy was in the churchyard and she called out Lucy! Lucy! (Mina
speaks), Lucy was alone, asleep in the moonlight, when Lucy woke Mina realized that Lucy had
2 little drops of blood in her neck. After than night Lucy was worst.
A day or two later Mina received a letter from Jonathan he was ill and she must go, when she
arrived to Budapest she saw that Jonathan was very ill but with the time he´ll better, Jonathan
couldn´t tell to Mina about what happen with him but he gave her his diary where Mina could
to know all the terrible things that Jonathan happened in castle Dracula. When Jonathan was
better they got married on September 1st, , but when they drove through the streets of London
something happened.
Jonathan: oh! Mina I love you
Mina: I love you, too Jonathan
(Jonathan saw the Count)
Jonathan: it´s the Count, here´s in London!
Narrator: Jonathan was very afraid for him, when they arrived home, there was a letter from
Arthur, it that letter Arthur told them that Lucy was dead.
Lucy´s death scene
Arthur: Hi Jack, I have terrible news for you, my dear Lucy is very ill
Jack Seward: oh! That´s terrible, I´m going to see her immediately
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Narrator: When Doctor Seward arrived and saw that Lucy was losing blood, he decided to
send for his old teacher Van Helsing from Holland.
Van Helsing: We must give her blood at once
Arthur: She can have my blood. All of it-to the last drop!
Van Helsing: Ok Arthur we are start with the blood transfusion, also put these garlic flowers
in her neck.
Arthur to Lucy: My dear, these are garlic flowers, don´t take them from your neck tonight,
and don´t open your window.
Van Helsing: You must watch Lucy every night, and be sure that she wears the garlic
flowers. I return to Holland in a few days I´ll come back, please be careful with Lucy
Narrator: Lucy´s mother was very ill, and Arthur had to go back home because his father
was dying, so Seward took care to Lucy. Also he had a note from Van Helsing
(Seward reads aloud) watch Lucy carefully, I shall with you tomorrow
But Seward read the letter too late Van Helsing arrived and he didn´t have an answered when
knocked the door
Van Helsing: What happened? Did you not get my note? Quick! Perhaps we are already too
late!
Narrator: When finally they got into the room they saw the bodies of two women- Lucy and
her mother- lay on the bed
Van Helsing: the poor mother is dead, but Lucy it is not too late, Jack, put her in a hot bath.
Narrator: Lucy began to show some life, but she couldn´t eat anything, they sent for Arthur,
he came back very unhappy his father was now dead.
Van Helsing: the wounds on her neck have gone, she will soon be dead, bring Arthur
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Lucy to Arthur: (weak voice) Oh, Arthur, kiss me my love
(Arthur moved his head nearer to her)
Van Helsing: No!
Lucy to Van Helsing: My true friend
Van Helsing: She´s gone
Jack Seward: poor girl, it´s the end
Van Helsing: No, this is only the beginning
Narrator: Some years later there were strange stories in the newspaper, all these children
had drops of blood and two little wounds on their neck, Van Helsing read these stories and
brought the paper round Jack
Van Helsing: What do you think of that?
Jack: I don´t know, these two little wounds sound like poor Lucy´s wounds, but how can
that be?
Van helsing: Lucy was killed by a vampire, and when someone is biting by a vampire tend
to turn into a vampire, too
Jack: Are you saying that poor Lucy was killed by a vampire, and that now the vampire is
taking blood from these children too?
Van Helsing: No, you haven´t understood, the vampire which is taking blood from these
children is…Lucy
Jack (angry): that´s not true
Van Helsing: Come with me, and I´ll show you
Narrator: Van Helsing took jack to Lucy’s tomb, when Van Helsing open the coffin, it was
empty, and they saw something white moved in the trees near the tomb, they found a little child
94
but she didn´t have wounds in her neck, so they were in time, they returned to Lucy´s coffin and
when Van Helsing opened again the coffin Lucy was there, they told about that to Arthur, and
the 3 men went the next day to Lucy´s tomb.
Arthur: it´s Lucy
Lucy: oh! Arthur, come to me. Leave those others, and come to me, my love
(Van helsing ran between them, and held out his little gold cross. Lucy stopped and stood
back from it, she went to the tomb and through the door)
Van Helsing: Now, Arthur, my friend, do you understand?
Arthur: I do! Oh, I do!
Narrator: the next day they were to Lucy´s coffin again
Arthur: is this really Lucy (when he opens the coffin)
Van Helsing: it is and it is not. But wait, and you will see the real Lucy again!
(van helsing took from his bag a long piece of wood and a hammer)
Van Helsing: You loved Lucy. You must bring her back to us. You must take this piece of
wood in your left hand, and the hammer in your right hand. Then you must drive the wood
through Lucy´s heart, it isn´t easy for you, but it will soon be done. Can you do this for her?
Arthur: I can
Narrator: the body turned from side to side and a horrible scream comes, at the last the body
stopped moving and lay quiet.
Van Helsing: Now you may kiss her. See! The vampire is dead, and the real Lucy has come
back
(Arthur kissed her)
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Van Helsing: now my friends, we have only just begun. We must find the vampire that killed
Lucy. It will be difficult and dangerous. Will you help me
Jack and Arthur: yes, we will
Mina in danger scene
Narrator: after that terrible facts, Van Helsing, met with Jonathan and Mina, they now knew
all that happen with Lucy and Mina gave to Van Helsing the diary of Jonathan and he learnt
about the Count.
Van Helsing: ah! Now I begin to understand many things! This count Dracula, he was the
vampire that killed poor Miss Lucy, will you help us to find him?
Mina and Jonathan: of course!
Narrator: So that night Van Helsing, Jack, Arthur and Jonathan went out together to the
Count´s house, Mina didn´t go with them, they found the coffins and they put into each coffin a
piece of holy bread, but when they are opening the last coffin, Count Dracula came back Van
Helsing held out his gold cross and the count stopped, they ran from the house.
Van Helsing: Quick! We must get back! Now he has seen us, Mina may be in danger!
Jonathan: oh Mina. I can´t lose Mina!
Narrator: When they arrived they found Mina and Dracula was drinking her blood
Van Helsing: get off! (he shows the gold cross)
Jonathan: Oh! Mina my love. What has happened? Tell us
Mina: Don´t leave me. Oh, please don’t leave me.
Narrator: the nest day Van Helsing, Jack Seward, Arthur, Jonathan, and Mina made plans,
they had to kill Dracula before Mina died.
96
Van Helsing: if we don´t kill Dracula. Mina will die and will be a vampire forever I have
been back to Count´s house this morning, and the last coffin has gone. We must find it, Dracula
will be in it during the day. If we can find him before dark, we can kill him
Jonathan: but where is it now?
Mina: I felt that I´m half a vampire already, and sometimes strange thoughts come into my
head. I think that this thoughts are Count Dracula´s. just now, when you were speaking, I could
hear the sound of a ship moving through water
Van Helsing: of course. Dracula has decided to leave England. So he is going back
Transylvania by ship. So, the ship will take about 3 weeks to sail to Varna, but we will take the
train across Europe and get there much faster. We leave tomorrow!
Narrator: they left London on a cold October and Mina told then that the ship was not
coming to Varna, and was already to Galatz! When they got there were too late. The box wasn´t
longer on the ship, so Jack, Arthur and Jonathan, followed Dracula in another boat. Van Helsing
and Mina continued in carriage. By late afternoon on the next day, they were getting near to
Castle Dracula.
Mina: he has gone, and he is taking me with him. Oh my dear friends! Before I changed into
a vampire, you must kill me!
Van Helsing: she´s right. She is already beginning to change. We must find him and kill
him, before is too late. Ok, Dracula is traveling in boat, so Jack, Arthur and Jonathan, follow
him in boat , Mina and I will continue in carriage
Narrator: they followed the Count´s boat for five days, but they couldn´t catch it. Then they
learnt from some villagers that he was now travelling by road, so they bought horses
Jonathan: we are near to Castle Dracula, we must ride faster!
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Narrator: Finally Jonathan got to the cart and he jumped from his horse onto the cart, and
while Jack and Arthur fought the driver and the other men, Jonathan pushed the coffin to the
ground, Count Dracula lay there, he jumped down to the ground, held his knife high over his
heart, and brought it down as hard as he could. Count Dracula gave a horrible scream and they
lay quiet.
Mina was alive, so Jonathan and Mina began to live again.
AUTHOR: Bram Stoker
SCRIPT: Aracely Noguera Yandún.
98
4. ADDITIONAL PAGES
EXERCISE 1 Daily life
Choose the correct form of a phrasal verb from the box to replace the words in italics in the
sentences below. Put the verbs in the correct tense.
work out get up turn off put on go out take-off wake up
1. I (1) stopped sleeping very early this morning.
………………………………………………………………………………………..
2. I (2) stop sleeping and get out of bed at 6:30 a.m. during the week.
………………………………………………………………………………………..
3. She (3) removed her jacket as she came in.
………………………………………………………………………………………..
4. I (4) donned a coat and left the house.
………………………………………………………………………………………..
5. He (5) left the house for a social activity with some friends.
………………………………………………………………………………………..
6. She (6) does physical exercise in the local gym every day.
………………………………………………………………………………………..
7. Is the computer turned on? Will you (7) stop it working by pressing a button, please.
………………………………………………………………………………………..
99
……………………………………………………………………………………..
EXERCISE 2 Food
Complete the sentences below using the correct form of phrasal verb from the box.
Rustle up dish up tuck into finish off eat out
1. The children were all at the table waiting for me to …………………………….
2. I´m afraid there isn´t any cake left we………..it………….
3. Judging by the way they………………………dinner, they must have been very hungry.
4. I can´t probably…………………a meal with what´s left in the fridge.
5. There are some very good restaurants in the city center if you like to……………….
EXERCISE 3 Money
Use the correct form of a phrasal verb from the box to replace the words in italics in
the sentences below.
Splash out save up fork out settle up dip into put down
1. I´ve paid a part of the cost and promised to pay the rest later a deposit on a new house.
………………………………………………………………………………………………
2. I´m not spending when I do not want four hundred dollars on hiking shoes.
………………………………………………………………………………………………
100
3. I may have to take a small amount of money from my savings to pay for the repairs.
………………………………………………………………………………………………
4. I´m keeping my money so I can use it in the future for a round the world trip.
………………………………………………………………………………………………
5. If you pay for dinner I´ll pay you money I owe you at the end of the evening.
………………………………………………………………………………………………
6. She´s just spent a lot of money on a smart phone.
……………………………………………………………………………………………....
……………………………………………………………………………………………
EXERCISE 4: Travelling and transport
Complete the text with the phrasal verbs below. Put them in the correct tense.
Check in get on get off(2x) break down take off turn back
John and David´s flight home from Brazil was at nine in the morning. They had arranged to
meet with John´s friend Mark at half part six but Mark arrived at the hotel almost half an hour
late-that however, was just the beginning of their problems. On the way from the hotel to the
airport their car (1)…………………in the middle of a busy intersection, causing a traffic jam.
Then, David realized that he had left his mobile phone in the hotel, but it was too late for them
to (2)……………When they arrived at the airport, they had just enough time to (3)…………,
go through passport control and security check and (4)……………the plane. The plane
(5)………………very shortly after that and hours later, they landed in Chile, but they couldn´t
101
(6)……………the plane because there was a problem on the runway. They felt a jet lag and
finally, forty-five minutes after landing, they (7)…………………. .
EXERCISE 5 Journey
Complete the conversation with a phrasal verb from the box in the correct form. The
definitions in brackets will help you.
Set off pick up hang on get in
A: You are arriving in Quito next Friday, right?
B: Yeah! That is right.
A: I´ll (1)………………you…………..if you like? (collect)
B: oh! That would be lovely. Thanks
A: What time does the plane (2)……………….? (arrive)
B: (3) ……………………(wait). I´ll just check on the ticket. Er… 18:30
A: ok. If I (4) ………………(leave the house) at 5:45 pm., I´ll be there on time.
………………………………………………………………………………………………..
EXERCISE 6 Emotions
These phrasal verbs all relate to emotions and feelings. Try to match them to their
meanings on the right:
1. calm down ……
a. to feel happier
2. chill out …….. b. an informal phrasal verb meaning to make
someone angry and upset.
3. cheer up……
c. To stop being angry, excited or upset.
4. look forward to something…....
d. an informal phrasal verb meaning relax.
102
5. wind somebody up…....
e. to feel pleased and excited about
something that is going to happen.
6. freak out ….….
f. an informal phrasal verb meaning to be
very excited or emotional to cause someone be
this way.
CROSSWORDS
PERSONALITY ADJECTIVES
Read carefully the hints given and complete the crossword with the correct
adjective
ACROSS
1) Capable of dealing with danger or pain, without seeming to be frightened BRAVE
2) Unhappy and
dissatisfied, often for no
obvious
reason…………………
4) Enjoying the pain or
distress of others………..
5) Very unpleasant to
taste, smell, see, or
feel……………
6) Showing good
manners;
courteous…………..
Score
_____
18
103
7) Characteristic of or appropriate to a friend.
8) Lacking good fortune………………..
9) Determined to be successful, rich, famous………………….
12) Happy and positive because you are confident that you will get what you want………….
13) Overly proud of or concerned about one's own appearance, qualities, achievements,
15) Meaning what you say or do, and not making a joke……………….
18) Having or showing understanding and good judgment………………….
19) Without culture, learning, or refinement…………………..
DOWN
1) Behaving in a way that shows that you think you are very important or
intelligent………………….
2) Giving people more of your time or money than is usual or expected……………….
3) Someone who is liked by many people……………………..
10) (of a person) changing one's moods………………………
11) Neat and orderly, as in appearance or dress………………….
14) Relaxed and casual…………………
16) Having or showing quick intelligence or ready mental capability………………..
19) Agreeable…………………….
Source: Aracely Noguera
104
CROSSWORD
FOOD
Most of the words have relation with food and eating. Use you dictionary to
help you if necessary.
ACROSS
3. The most common
kind of fruit grown in
England
7. People often wear
this when working in the
kitchen
8. America´s
favourite food, maybe?
10. A cup that does
not need a saucer.
11. A form in which
corn is often eaten.
14. Prepare a table for
a meal.
16. Evening meal.
17. Very small piece of bread.
20. Utensil for cooking in or making sauce in.
Score
_____
22
105
21. Sometimes eating as a pudding, or else used to thicken soup or casseroles.
22. Where people cook. 23. Parsley is one, so is basil.
DOWN
1. Orange jam MARMELADE
2. Gastropods much appreciated in France.
4. Dried plum.
5. Roast………..of mutton is a popular joint
in England.
6. Waiters do this.
9. Small whitish vegetables, served in a
tomato sauce.
12. Two slices of bread with a filling between them.
13. Drink made in a brewery. 15. A meal combining breakfast and lunch.
18. Wash………..after meal. 19. Synonym of mutton
20. A tart upside down. 21. Britain´s favourite drink.
Source: Linguapress Puzzle Zone EFL resources (2001 – 2012) World Wide Web
http://linguapress.com/puzzles/xwd-s181-food.htm
106
CROSSWORD
TRAVEL
Most of the answers to the crossword have something to do with travel and
holidays.
ACROSS
Score
_____
25
107
1. The train stops here. STATION
5. The people who work on a ship, or on a plane.
7. To invalidate, stop a booking or a planned journey.
10.You can cross the Channel by ferry……….
11. Stop.
13. A booking, a guaranteed place.
15. Luggage.
16. Section of a journey.
19. Person travelling on holiday.
24. Opposite of “finish”
25. Your destination must be…………on your booking form.
26. Entrance hall, or foyer.
DOWN
2. He sells holidays.
3. You need them before you take
the plane.
4. To be the proprietor of.
5. This train is for Edinburg
CALLING at York, and Newcastle.
6. While you´re on holiday, others
are at………
108
8. A flight that is not on a regular service, but has maybe been hires by a tour operator.
9. Perhaps you do this differently on holiday.
12. We´re going ……..the Coast Brava.
14. Visitors who are staying in your house, maybe.
17. A place where tourist often spend the night
18. Use soup and water.
20. I´m going to………….with my grandparents for a fortnight this summer.
21. A nice pale bronze colour on your skin.
23. Opposite of night.
Source: Linguapress Puzzle Zone EFL resources (2001 – 2012) World Wide Web:
http://linguapress.com/puzzles/xwd-s179-travel.htm
109
CROSSWORD
PHRASAL VERBS WTH UP
COMPLETE THE CROSSWORD BELOW ABOUT PHRASAL VERBS WITH UP
110
Across
1. Did you _____ up for the course yet?
2. I really have to ______ up on my sleep.
5. If it continues to be too difficult, he
might _____ up.
6. We've been rehearsing for 6 hours.
Let's _____ it up.
7. We had to _____ up to get tickets.
8. It's difficult for a single mother to
______ up three children.
11. Why don't you _____ up painting or
tennis?
13. ______ up the good work.
14. I was so sick I felt like I was going to
_____ up.
Down
1. If you ____ up late again, I won't wait
for you.
3. This room is a mess! ______ it up.
4. I wonder when the new restaurant will
____ up.
7. If you don't know what it means, _____
it up in the dictionary
8. She decided to ______ up with her
boyfriend.
9. I ___ up at six every morning.
10. When I ____ up, I want to be a
scientist.
12. If the children _____ up, put them to
bed earlier.
Source: www.bogglesworldesl.com
111
KEY ANSWERS
EXERCISE 1
1. woke up
2. get up
3. took off
4. put on
5. went out
6. works out
7. turn it off
EXERCISE 2
1. dish up
2. have finished it off
3. tucked into
4. rustle up
5. eat out
EXERCISE 3
1. put down
2. forking out
3. dip into
4. saving up
5. settle up
6. splashed out
EXERCISE 4
Travelling and transport
1. broke down
2. turn back
3. check in
4. get on
5. took off
6. get off
7. got off
EXERCISE 5
Journey
1. pick you up
2. get in
3. hang on
4. set off
EXERCISE 6
Emotions
1. c
2. d
3. a
4. e
5. b
6. f
Crossword 1
Adjectives
Across Down
1. brave 1. big
headed
Crossword 2
FOOD
Across Down
Crossword 3
TRAVEL
Across Down
1. Station 2. travel
agent
112
2. grumpy 2. generous
4. cruel 3. popular
5. nasty 10. moody
6. polite 11. tidy
7. friendly 14. easy-
going
8. unlucky 16. smart
9. ambitious 19. nice
12. upbeat 20. shy
13. vain
15. serious
17. lazy
18. honest
21. wise
22. rude
3. Apples 1.
Marmelade 7. Apron 2.
Snails
8. Hamburger 4. Prune
10. Mug 5. Leg
11. Flakes 6.Serve
12. Sandwich 9. Baked
beans
13. Beer 14. Lay
16. Dinner 15. Brunch
17. Crum 18. Up
20. Pan 19. Lamb
21. Tapioca 21. Tea
22. Kitchen
23. Herbs
5. Crew 3. ticket
7. Cancel 4. Own
10. Or 5.Calling
11. Halt 6. Work
13.reservation
8.Charter
15. Bags 9. Eat
16. Stage 12. To
18. we 14. Guests
19. tourist 17. Hotel
22. and 18. Wash
24. Start 20. Stay
25. Stated 21. Tan
26. Lobby 23. Day
Crossword 4
Phrasal verb up
1. sign 2. catch 3. clean 4. open 5. give 6. wrap
7. line 8. (Across) bring 8. (down) break 9. get 10. grow
11. take 12. act 13. keep 14. Throw
113
GAMES RUBRIC
STUDENT´S NAME:………………………………………………….DATE:………………
GAME NAME:………………………………………………………………………………...
3 2 1 Points
Participation Student is
eager to
participate and
collaborate with
the activity.
Student is a
little bit eager to
participate
Student does
not want to
participate.
……..
Quick
learner
(Instruction)
Student listens
carefully the game
aim, instructions
and examples
Student listens
but is difficult to
she or he
understand the
instruction.
Student does
not pay attention
the instructions at
all.
……..
Game
development
Student follows
the instruction
correctly, and use
the material
appropriately if is
necessary.
Student finds
some difficult in
game
development.
Student cannot
develop the game
correctly.
……..
English use
in game
Student can
develop the game
because he or she
has checked the
contents learned
previously.
Student has
some difficult to
develop the game
because he or she
can remember the
answer fast.
Student has
not checked the
contents learned
previously, so he
or she cannot
develop the game
……..
Group
teamwork
(depends the
game)
All team
members
participate
actively in game.
Finish
individual task,
but does not assist
group during the
game.
Contributes
little to the group
effort during the
activity.
……..
TOTAL POINTS
/15
114
DEBATE RUBRIC
STUDENT´S NAME:………………………………….DATE:…………………………..
DEBATE TOPIC:…………………………………………………………………………
3 2 1 POINTS
Preparation Student
gathers much
information about
the debate topic to
support her or his
arguments
Student
gathers just a little
information
about the topic
that is not enough
to support his or
her arguments
Student does
not gather
information about
the topic
……..
Viewpoint His or her view
points are
understandable
and coordinated
Most
viewpoints are
understandable
Viewpoints are
not
understandable
……..
Arguments
to support his
or her opinion
All supporting
arguments are
relevant
Many, but not
all, supporting
arguments are
relevant
Few
supporting
arguments are
relevant
……..
Strength
arguments
All arguments
are strong and
convincing
Some
arguments are
convincing
Arguments are
not convincing
……..
Participation Student has
enough
confidence to
speak clear and
his or her voice
can always be
heard.
Student has
not enough
confidence, so her
or his voice
cannot be heard
most of the time.
Student has
lack of
confidence and is
difficult to
understand what
he or she says.
……..
TOTAL POINTS
/15
115
PRESENTATION RUBRIC
STUDENT´S NAME:…………………………………………….DATE:…………………
TOPIC:…………………………….…………………………………………………………
3 2 1 Points
Attention
getting opener
Student use non-
verbal skills like:
eye contact and
body language, also
verbal skills like:
enthusiasm and
elocution to hold
attention of entire
audience
Student displays
minimal non-verbal
and verbal skills
Student does
not show interest
in topic presented,
so he or she does
not hold the
attention of
audience
……
Preview Student explains
the purpose clearly
about what he or she
is going to speak.
Student explains
the purpose.
The purpose is
not evident
……
Body Student prepare
logically, and
organized the
contents clearly and
fluid transitions.
The organization
of the content is
congruent,
transitions are
evident.
The content
lacks organization,
transitions are
abrupt and
distracting
……
Summary and
Memorable
concluding
remarks
The conclusion
gets the main points
of the presentation
and encourage
future discussion.
The conclusion
summarize main
ideas.
The speech
ends without a
summary.
……
Questions to
the audience
The questions are
based on
presentation and
they are organized
and understandable
The questions are
correctly.
The questions
are confused and
they aren´t
organized
correctly.
……
Visual aids Student prepares
the whole
presentation with
visual aids, these are
organized
appropriately.
Most of the
presentation counts
with visual aids.
Student just use
a few pictures in
her or his
presentation.
……
TOTAL POINTS /18
116
DRAMA PERFORMANCE RUBRIC
STUDENT´SNAME:…………………………………………………..DATE:……………
TITLE:………………………………………………………………………………………
Criteria 4 3 2 1 POINTS
VOICE Voice was
loud and clear;
words were
easily
understood
Student spoke
clearly but it was
difficult to understand
some of the script;
could’ve been louder.
Voice and language
was not very clear;
could’ve been much
louder.
Could not understand
what was being said due to
unclear and low speech.
……
AUDIENCE
Audience
felt like part of
the show.
Was aware and
well-connected to the
audience.
Needed more
audience awareness and
connection.
No audience awareness or
connection at all.
……
BLOCKING
Good use of
stage and
movement—
did not turn
back to
audience
Almost used entire
stage—turned away
from audience only
once or twice.
Could have used
more of the stage; must
concentrate on facing
forward.
Needed more blocking—
always face audience and use
the stage!
……
SCRIPT/
PURPOSE
(When applicable)
Enticing
vivid detail
used in
script/dialogue;
evident reasons
for the
performance.
Script/dialogue was
well-written;
considerable detail
with good purpose.
Some detail used in
script/dialogue; needed
more of a purpose.
Script/dialogue contained
no purpose and very little
detail.
……
MEMORIZATION
/IMPROVISATION
Script was
fully
memorized;
Script was almost
fully memorized-some
Script was partially
memorized; student did
Script was not at all
memorized; no improvisation
used.
……
117
(When applicable) student
improvised in
place of lines.
improv used to make
up for missed lines.
not attempt
improvisation.
FACIAL
EXPRESSION/
BODY LANGUAGE
Great use of
gestures, facial
expression and
body
movement!
Contained some
facial expression,
gestures & body
movement.
Needed more facial
expressions gestures &
movement.
Contained little to no
facial expression, gesture or
movement.
……
OVERALL Committed,
cooperated &
concentrated-
WOW!
Semi-committed,
concentrated &
cooperative-
GREAT!
Almost committed,
cooperative &
concentrated-
NOT TOO
BAD…
No commitment,
cooperation or concentration
MORE
REHEARSAL!
……
TOTAL POINTS
……
Source: UHill English 2011. World Wide Web: https://uhillenglish.wikispaces.com
COMMENTS………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………….
118
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