Skills’ Booklet

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INTRODUCTION

“A teacher who loves learning earns the right and the ability to help others learn.” ― Ruth Beechick, An Easy Start in Arithmetic

Languages are generally taught and assessed in terms of the four skills: listening, speaking, reading, and writing. Listening and reading are known as “receptive” skills while speaking and writing are known as “productive” skills. All language learners will need to develop their skills in each of these areas, and their language classes should incorporate activities related to all these skills. Students from Licenciatura en Lingüística del Idioma Inglés, of Universidad de San Carlos de Guatemala, has produced a booklet with different activities practicing the four skills; listening, speaking, reading and writing. There are activities for each level; beginners, intermediate, and advanced level. Each activity contains description, level and resources needed. This booklet will be useful for teachers and students, everyone who is involved in teaching-learning process.

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INDEX

Student’s name 4 1. Reading Activities 5

1.1 Jason is ready to leave for school..................... 7 1.2 Material............................................................. 8 1.3 Setting and achieving your goals...................... 11 1.4 All for love......................................................... 13 1.5 Great pumpkin mystery..................................... 15 1.6 Read aloud and spot the differences................ 17 1.7 Remembering.................................................... 19 1.8 The story of blue jeans...................................... 22

2. Writing Activities 25 2.1 The fair.............................................................. 27 2.2 Teenagers......................................................... 28 2.3 School’s magazine............................................ 29 2.4 Soccer or basketball.......................................... 30 2.5 Interactive Writing............................................. 31 2.6 Using precise language..................................... 32 2.7 Joe’s blog.......................................................... 33 2.8 Writing activity................................................... 34

3. Speaking Activities 35 3.1 Talking about life events................................... 37 3.2 Picture cues...................................................... 38 3.3 Hide and speak................................................. 39 3.4 Best friends’ conversation starters.................... 40 3.5 Whodunit?......................................................... 42 3.6 Tell us................................................................ 44 3.7 Opening a new restaurant................................. 45 3.8 Popsicle up!....................................................... 46

4. Listening Activities 48 4.1 My gift................................................................ 50 4.2 Which one is it?................................................. 51 4.3 Eating out.......................................................... 52 4.4 Hotel Reservation....................................... ...... 53 4.5 Emergency call.................................................. 54 4.6 Tour of London.................................................. 55 4.7 John sees a UFO!............................................. 57 4.8 News radio........................................................ 58

References 59

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STUDENTS’ NAME

READING

WRITING

SPEAKING

LISTENING

Norma Luisa López Mejía 8415139 Raquel Rosales de Sosa 8716793 Elmer Adolfo Hernández Pérez 8750333 Rosario Delfina Pocón Talé 8814017 Dora Mérida Rosales 9050520 Mayra Eugenia Mendizábal Tuc 9220077 Ingrid Mariela Lucas Paz de Palomo 9311296 Mildred Amarilis Ordoñez Vallesteros

Jerssica Carolina Galiano Rodas 99818673 Johana Ivonne Illescas 200121298 Karla María Hernández Ramos 200514546 Nydia María González Ordoñez 200516610 Dorian Leonor de León Contreras 200613942 Mirza Paola Barrueto Valdez 200616702 Annie Ademia Suriano Gómez 200619967 Berly Mabelyn Arevalo Ortíz 200710764

Silda Nicté de León. 200722319 Diana Lorena Morales Ruíz 200918437 Ilse Fabiola Gómez Morales 200919090 Lilian Graciela Hidalgo Corado 200919694 Eva Beatriz Bolaños Miranda 200923282 Dinorha Lissette López Gómez 201015882 Wendy Roosmery Pérez Arana 201017629 Elí Asturias Cardona 201018140

Ada Gelsi Hernández Corado 201022980 Márilyn Patricia Véliz Castro 201023381 Felipe de Jesús Muñoz Soto 201024659 Emilia Irene López López 201116201 Sheyla Graciela Mateo Tum 201116982 Elmer Valle 201118199 Martha Lucía Ríos Calderón 201119103 Ana Elsa Ríos Calderón 201119104

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Reading

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ESL itself has been categorized into 4 main skills:

ü Listening ü Speaking ü Reading ü Writing

Providing different ways to acquire them will help us, in order to teach students how to improve and strengthen each and every one of them. Reading is one of the most important activities in life as students, without reading

we would not be able to acquire knowledge that is fundamental on intellectual

growth. Several steps are involved in reading and reading comprehension, oral

language and written context play a role in word recognition and in the ability to

construct meaning from print. Comprehension emerges from the interaction of

letter, sound, word meaning, grammatical and contextual processes, and a

reader´s prior knowledge.

The strategies one uses vary according to one’s purpose, including for example

whether one is reading for oneself only or for somebody else, such as reading to

answer comprehension questions, reading to perform for listeners including the

teacher and classmates, and much more.

For foreign language learners to read, they have to be prepared to use various

abilities and strategies they already possess for their reading experiences in their

native language. Researchers have established that the act of reading is a non –

linear process that is recursive and on text – dependent. .

Among the many definitions of reading that have arisen in recent decades, it is

considered the priori ideas as critical understanding of it.

Reading is a process undertaken to reduce uncertainty about meanings a text

conveys. Another is the knowledge, expectations, and strategies a reader uses to

uncover textual meaning, all play decisive roles, way the reader negotiates with the

texts meaning. Most texts are understood in different ways by different reader’s

culture, values and context.

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JASON IS GETTING READY TO LEAVE FOR SCHOOL

Skill: Reading comprehension

Level: Beginner

Objective: Comprehend the dialogue.

Description of procedure: 1. Student will read to the dialogue in silent.

2. Then students will read with the teacher.

3. Students will select the objects that are including in the dialogue.

4. Then teacher will check if the students are correct.

Resources:

Cd player, audio track, book and pencil

Mom Okay. Do you have everything? Jason Yes! Mom Do you have your folder? Jason Yes, I do? Mom Do you have your ruler? Jason Yes, Mom. Mom Do you have your dictionary? You have English today. Jason Yes! Mom Do you have your calculator? Jason Yes, Mom. I have everything. Bye! Mom Jason! Jason Yes. Mom You don’t have your pencil case. Jason Oh…thanks, Mom. Bye. See you later. Part 2: Comprehension. Put a check the things Jason’s mom asks about.

Ingrid Mariela Lucas

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MATERIALS Skill: Reading comprehension

Level: Beginner

Objective: Read and understand the passage and answer the

questions.

Description of procedure: 1- All the students have to read the passage silent.

2- The students read the passage together with the

teacher.

3- The students will answers the questions below.

Resources: Passagesphotocopies and pens.

A material is what something is made of. There are 5 basicmaterials. Most things

are made with these materials. Some things are made of metal. Some things are

made of glass. Some things are made of wood. Some things are made of cloth.

And some things are made of plastic. There are some other materials. But they are

not used as much as these 5 materials.

Let’s talk about metal first. Metal is very heavy. And it is very hard and strong. It

usually feels cool if you touch it. We use metal to make lots of things. We use it for

forks and knives. We use it for keys. We use it for cars. We use it for these things

because it is very strong.

Next, let’s talk about glass. Glass is very smooth. It feels cool to touch. It is not as

heavy as metal. It is hard. But it is not strong. It breaks very easily! Then why do

we use it? We use it because it is clear! You can see through glass! That’s why we

use it for windows. That’s also why we use it for glasses.

Now, let’s talk about wood. Wood is lighter than metal and glass. It is not as strong

as metal. But it is much stronger than glass. We use wood to make lots of things.

Things made from wood are usually light and hard and strong. Chairs and tables

are made from wood. Pencils are made from wood.

Now let’s talk about cloth. Cloth is very light. It is much lighter than wood. And it is

very soft. We use cloth to make lots of things. For example, it is used to make

clothing. And it is used to make blankets.

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Last, let’s talk about plastic. Plastic is also very light. But it is different from cloth.

Sometimes it issoft. And sometimes it is hard. Plastic can be used to make thin

plastic bags. These are light, soft, and strong. But plastic can also be used to make

bicycle helmets. These are light, hard, and strong. A helmet and a bag seem

different. But they are both made from plastic.

Questions:

1) Which sentence from the passage best describes the main idea?

A. "We use cloth to make lots of things." B. "Metal is very heavy." C. "There are 5 basic materials." D. "A helmet and a bag seem different."

2) According to the passage, which of these things is a material?

A. chairs B. clothing C. windows D. wood

3) According to the passage, how does glass feel?

A. smooth and cool B. warm and soft C. light and hard D. sharp and heavy

4) In paragraph 4, the passage says, “Wood is lighter than metal and glass.”

What is the main purposeof this sentence?

A. to explain something B. to recommend something C. to compare something D. to demonstrate something

5) Which material would you use if you wanted to make something that was

strong and very light?

A. plastic B. wood C. metal D. glass

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6) In this passage, the author talks about:

A. hard things first, then soft things B. heavy things first, then light things C. strong things first, then weak things D. cool things first, then warm things

Rosario Delfina Pocón Talé

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SETTING AND ACHIEVING YOUR GOALS

Skill: Reading

Level: Intermediate

Objective: Practice English by reading and understand it through

pronunciation.

Description of procedure:1. Student will read for skimming main ideas.

2. Student will read in pairs and share main ideas of

the reading.

3. Students will answer the questions on the reading.

4. In groups the students will dramatize the reading

forming groups of five.

Resources: Worksheets with the reading, pen, and students.

Read the article. Then read the article, after underline the letter of the answer that

correctly completes each sentence.

So you want to be more successful at work. You want to make changes to your

home and you’re still promising yourself that you’ll start to exercise. Does this

sound like you? If it does, then you may need help with setting and achieving

personal goals.

Why should you set actual goals? Here’s one reason: When you set clear goals,

you can watch your progress in achieving them, and you can feel proud when you

finally reach them. Each time you realize a dream, you feel better about yourself.

As you become more confident you’ll be able to achieve more difficult goals.

Here’s tip how to do it first, you need to decide what you want to do with your life,

identify your big dreams. Set a long-term plan for fulfilling your dreams. Then set

short-term goals that will help you take smaller steps to achieve your long-term

goal. For example, make plans for the next five years, one years, six months, etc.

You can even do the same thing for short-term goals. Just make smaller plans.

And here’s another tip. The results of one university study have shown that many

people are more motivated to reach a goal when another person is trying to meet

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the same or a similar goal. So if you need some extra help with meting your goals,

try finding a co-worker to share that work project with a friend to help you paint the

house, or workout partner to exercise with.

1. If you set goals for yourself, you____________________. a. can feel good when you reach them. b. might not need help achieving them. c. will become successful 2. After you have reached one goal, it’s easier to________________. a. decide on the next step. b. find a lifelong dream. c. achieve another goal. 3. If you want to achieve your goals, you should_______________. a. identify what you want to do. b.have a childhood dream. c. share your work projects. 4. According to the article, you should_____________first. a. set long-term goals b. set short-term goals c. reach a long term goal 5. After you set a goal you should_____________ a. identify your big dream- b. tell people about it c. plan small steps to achieve it.

Norma López

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ALL FOR LOVE

Skill: Reading

Level: Intermediate

Objective: Apply scanning strategy to comprehend pieces of reading for

classifying content of three different letters.

Description of procedure:

a) Explain students that an advice columnist (colloquially known in British English asagony aunt/uncle) is someone who gives advice to people who send letters to the newspaper telling her/him their problems.

b) Ask students if they have ever read letters that people send to an “agony aunt” columnist, or if they have ever sent one to that type of newspaper column.

c) Give students a copy with the pieces of reading. d) Explain students that the following three letters have all been sent to an agony aunt in a magazine, but the paragraphs are mixed up. e) Read them and classify which paragraphs are from each letter. f) Cut the paragraphs that belong to the same letter; put them in order and then paste them in your notebook. g) As a follow up activity students can choose one letter, and take the role of an agony aunt/uncle to write a reply giving a good advice. Resources: Photocopies of the pieces of reading Students’ notebooks Scissors Glue

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A  I  know  you  don’t  get  many  letters  from  men  but  I  felt  I    had  to  write  because  I’m  at  the  end  of  my  tether.      The    problem  is  my  wife  is  very    possessive,  and  it’s  running  our  relationship.    

C  I  think  about  him  all  the  time  and   if   I   see   him   talking   to  other  girls,  I  feel  sick.  He’s  a  very  popular  boy          but  I   don’t   think   he’s   got   a  girlfriend  at  the  moment.  B  

The   problem   is,   they   always  expect   me   to   side   with   one  of  them  and  I  don’t  feel  that  I   should   support  one  against  the   other.   I   love   them   both  equally   and   I   think   they  should   sort   out   their   own  problems   Besides,   I’ve   got   a  lot   to   think   about   myself   at  the  moment   How   can   I   deal  with  situation?                      

D  I’m   26   and   I’m   getting  married   in   a   few   months.   I  am,   obviously,   really   happy  and   excited   about   this,   but  one   thing   is   spoiling   my  happiness  -­‐  my  patents.  

E  However,  my  wife  does    not   believe   that   I’m   not  interested   in   any   of   them.  I’ve  told  her  that  she  is  the  only   woman   for   me,   but  she  wants  me  to  stop  going  out   with   the   people                from  work.   I   love  my  wife,  but   I   don’t   know   if   I   can  cope   with   these   feelings.   I  spend   as   much   time   with  her   as   I   can,   but   I   also  enjoy   socializing   with   my  workmates.  What  can  I  do?  

G  I’m   15,   I’ve   just   moved   to   a                                    new   school   and   I’ve   got   a  huge   crush   on   a   boy   in   my  class.   The   trouble   is,   he  doesn’t   even   seem   to   notice  that  I  exist.    

F    They   argue   all   the   time,   about  the  most  ridiculous  things-­‐      for  example,   whose   turn   it   is   to  load   the   dishwasher,       who  should  pay  the  electricity  bill  or  what  to  have  for  dinner.   I   think  they   will   probably         end   up  getting  a  divorce.  

I  How   can   I   get   him   to                      notice   me?   I’m   too   shy   to                                                        start   a   conversation   with                  him,   and   I   can’t   sit   next   to            him   in   class   because   he            always   sits   next   to   his   best  mate.   Please   help   me.   If   I            don’t   get   to   go   out   with                    him,  I’ll  go  mad!  

H  I  work  in  a  bank  and  I  socialize  quite  often  with  the  people  I  work  with.  Unfortunately,  a  lot  of  my  work  colleagues  are  single  women.  I  enjoy  their  company  and  I  get  on  very  well  with  them,  but  they  are  just  friends.  

Raquel Rosales Pineda de Sosa

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GREAT PUMPKIN MYSTERY

Skill: Reading Level: Intermediate Objective: Apply knowledge and engage in readings to

analyze information, give opinions and interact in

the school environment.

Description of procedure:

Reading comprehension tasks focus on the meaning of the paragraph and draw

students’ attention to the target structure. As students read the high-interest

paragraphs, they encounter the form, meaning, and use of the grammar.

Resources: Newspaper article and pens.

Instructions: Read the following actual newspaper article.

CLARKSVILLE, Michigan – State Police in this western Michigan town are puzzled

over the disappearance of the Great Pumpkin.

It was the most gigantic pumpkin ever in this rural county –a 240- pound orange

monster that was seven feet around!

Until Monday, when the owners discovered the theft, the pumpkin was growing on

the most incredible vine in the garden – 100 feet long! Then suddenly, Mr. and Mrs.

Livingston couldn’t find their most extraordinary pumpkin.

“I can’t understand how they moved it!” said Mrs. Livingston. “It rained over the

weekend, but I can’t see any tire tracks. One man couldn’t lift it. No way. Especially

that kind of thing. The most difficult task is to get hold of it. And that’s not the least

of the problems. How do you push it into a truck? Impossible!”

Mr. Livingston, a 70-year-old electrician, was planning to take their most

remarkable pumpkin to a fall festival this weekend at the Clarksville School.

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A. Choose the correct answer. 1. Who discovered the theft? ⃝ a) The state police. b) Mr. and Mrs. Livingston c) A school teacher. 2. When did it rain? ⃝ 3. How many feet was the vine? ⃝ a) During the weekend. a) Two hundred and forty. b) All day Monday. b) One hundred. c) During the fall festival. c) Seventy 4. Where did the pumpkin disappear? ⃝ 5. What was the biggest problem for the thief? ⃝ a) At the Clarksville festival. a) To cut the pumpkin from the vine. b) In a large Michigan city. b) To find the tire tracks. c) In a rural county. c) To get hold of the pumpkin. B. Answer the following questions on the story. 1. What does Mr. Livingston do? ___________________________________________ 2. How much did the pumpkin weigh? _______________________________________ 3. How large was the pumpkin? ____________________________________________ 4. Where was the fall festival? _____________________________________________

Elmer Adolfo Hernandez Perez

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READ ALOUD AND SPOT THE DIFFERENCES Skill: This is done with a reading text and students read and listen.

Level: Advanced

Objective: Practice reading but they also practice speaking as well as

listening.

Description of procedure: In the example below, which is done in pairs, one

student reads a text aloud about one animal. The other student listens and reads a

text silently until he or she realizes there is a difference. This student informs the

partner of the difference in the text. Students write the differences on their texts,

and after each student has read aloud, they discuss the differences and decide

which information is correct. The teacher can provide the students with a new text

which has all the correct information. Students scan it to discover the correct

answers.

Resources: Worksheets, pens

Partners A and B

Partner “A” Reads Aloud Tigers are large carnivores of the dog family. They live in the forests of Asia. Their

yellow-orange fur has many purple stripes. Males may reach 3 meters in length

and weigh 290 kilograms. Tigers usually live alone. They can swim well, but cannot

climb well. Tigers usually hunt at noon. Many species of tigers are endangered

because people kill them to make medicines from their body parts and jackets from

their fur. Habitat destruction has also endangered them. Baby tigers are called

cubs. The average tiger lives sixty years

Partner “A” Reads Silently Lions are large carnivores of the cat family. They mostly live in the grassy plains of

Africa. The Roman lion used to live in many parts of Asia, but it is now endangered

because of hunting and overfishing. The male lion usually has a long, thick mane

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and may reach 2.7 meters in length and weigh 180 kilograms. Lions sometimes

live in large groups of up to 30 lions. Adult lions are called cubs. The average lion

lives fifteen years.

Dora Estela Merida Rosales

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REMEMBERING

Skill: Reading practice

Level: Advanced

Objective: a) Give a critical thinking, on the article

b) Answer questions about the paragraph

c) Write in the chart, related with the reading.

Description Procedures: 1. Read the paragraph:

- Volunteers read the paragraph aloud

- Project the story on the wall in prezzi or power point (if it is desired) *

2. Share oral ideas with a partner

- Students do pairs

- Give comments, opinions, agrees, and disagrees

3. Give a brainstorming about the article

- main ideas, key words, comments, opinions

4. .Write True or False for reading comprehension in pairs

- On a paper 4 questions about the paragraph and 5 minutes to answer

5. Write in the chart in pairs

- A list of main ideas

- Key words acrostic poem

- An opinion

- Pictures, images, drawings are necessary

6. Evaluation in pairs:

- A rubric

7. Resources or materials needed

- Copies of the article

- Copies of the rubric

- Copies of the questions

- Copies of the chart

- students

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- pen

- projector*

- lap top*

- images, draws

- markers, crayons

- glue and scissors

Instructions A. Read the excerpt from a textbook and complete the tasks that

follow. (5 pts.)

Why Is Reading in a Second Language sometimes Difficult?

Cross-cultural research shows that cultures have varying

attitudes about language in general and that these differences

are reflected in the printed word. As a result, the way ideas are

organized in expository writing (e.g., in essays) varies across

cultures. Originally called to our attention by Kaplan (1966),

this suggestion has inspired research in several different languages. Ostler, for

example, found that the patterns of expository writing in a language "reflect the

patterns valued in the native culture." Researchers have found significant

differences in text organization between English and the Korean, German,

Japanese, Arabic, and Athabaskan languages. It is logical to conclude from this

that when people read in a second language they comprehend best the texts that

meet their beliefs and expectations about the patterns of written language. To the

extent that the patterns in the text of a second language are different from those of

the first language, the reader is likely to have difficulty comprehending.

By George James

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Instruction B. Write next to each statement T (true) or F (false).

1. Texts such as essays have the same form in every language.

2. Different cultures have different ways of organizing texts.

3. When you read in a second language, you can find the same patterns as in

your first language.

4. It is easier to read in a language that has text patterns similar to those in

your first language.

Instruction D: Fill in the chart. Use images, pictures, drawings, crayons or

markers.

Make a list of main ideas of the story, write key words, make an acrostic poem and

write an opinion.

Make a list of main ideas of

the story

Write key words Make an acrostic

poem

Write an opinion

Mayra Mendizábal

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THE STORY OF BLUE JEANS

Skill: Reading and Writing.

Level: Advanced

Objective: Learn a little more about the history of a piece of cloth

that never will pass away of fashion.

Description of procedure: Read the article and answer the questions below.

Resources: Photocopies about the story and pens.

Blue Jeans, the all-American fashion.

Blue jeans are the most popular type of clothing in the world; but they are not

modern! In fact, jeans have existed for over 140 years.

In 1996, someone found some very old clothes in an old mine in Nevada, USA;

they included a pair of dirty old jeans. Today, those jeans are very valuable, and

they are now in the Levi Strauss Archival Collection, in San Francisco. The jeans,

which are over 120 years old, are the oldest pair of Levi's 501 jeans in the world.

They are almost the same as a modern pair of 501's; there are just some small

differences in the detail. For instance, today's 501's have two back pockets; the old

pair just has one.

Jeans were the classic clothes of the American West. In 1853, a young tailor from

Germany, called Levi Strauss, began working in San Francisco; Levi sold thick

canvas to miners; the miners used the canvas to make tents.

One day, a miner told Levi that he could not find trousers that were strong enough

for work in the gold mines. Levi decided to make some trousers out of canvas.

Very soon, he had sold all the canvas trousers he had made! They were just what

miners wanted.

However, the canvas was rather heavy and stiff. Levi therefore began to look for a

different textile; soon he found a heavy textile from France; it was called serge de

Nimes. Americans just called this de Nimes, and this name soon got reduced to

denim.

Denim was a bit lighter than canvas, but it was very strong; it was ideal for miners.

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However, original denim was almost white, and miners did not like the color! Their

denim trousers got dirty as soon as they began working!

Levi Strauss therefore decided to use colored denim, and he chose dark blue. In

1873, he began to make denim trousers with metal rivets to make them stronger.

This was a radical new idea: "Blue jeans" had arrived!

Levi's jeans were so popular, that his company got bigger and bigger; soon, other

firms were making blue jeans too. Miners liked them, but so did cowboys and other

working men. Blue jeans became classic American working trousers. After the

Second World War, jeans became popular all over the world. Today, blue jeans are

made over the world – most of them in Asia. Very few jeans are now made in the

USA, because of the cost: but it is still possible to buy blue jeans that are made in

San Francisco.... if you have a lot of money to spend.

Today there are hundreds of different brands of jeans. Many top fashion brands,

like Armani or Benetton, make their own blue jeans. But for real authentic jeans,

"Levi's" are still the most popular brand.

JEANS for EVERYONE?

In America, everyone wears jeans as leisure wear. Some people wear jeans all the

time, even for work. But Americans are perhaps less formal than other nations.

At the "G7" summit in Denver, in 1997, American President Bill Clinton gave all his

visitors jeans, for a "Western evening". Tony Blair, the British Prime Minister, put

them on, but other European leaders, including Chancellor Kohl of Germany and

Jacques Chirac, the President of France, refused. Some people still think that

jeans are not respectable clothes!

Not the young! Jeans are now the international uniform worn by young people.

Why? That is a good question!

WORD GUIDE For instance: for example - tailor: clothes maker - canvas: a very strong form of

cloth, used for tents or by artists - stiff: rigid - chose: (from to choose), selected -

leisure wear: clothes for free time - .

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The Story of Blue Jeans - Exercise Complete this summary of the article, by putting in appropriate words.

The first jeans were made over 140 _______ _______ by a young _________

called

Levi Strauss. At first, Levi sold _________ to miners; the miners used this to make

_______ .

Then Levi began making ___________, because miners needed __________ that

were very

______. However, the _________ was really too _______ , so Levi looked for a

textile which

was _________. He found a textile _________ “serge de Nimes”; it was just what

he wanted

– except that miners ____ _____ _______ the colour. So Levi coloured the “denim”

blue, and

made the world’s first ______ _______. He also made his fortune, because jeans

were ____

popular; everyone wanted to ______ them.

Today, jeans are popular ____ ______ the world. They are the _______ popular

type of

________ ____ the world.

Mildred Amarilis Ordoñez Vallesteros

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Writing

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Good writing conveys a meaningful message and uses English well, but the message is more important than correct presentation. If you can understand the message or even part of it, your student has succeeded in communicating on paper and should be praised for that. For many adult ESL learners, writing skills will not be used much outside your class. This doesn't mean that they shouldn't be challenged to write, but you should consider their needs and balance your class time appropriately. Many adults who do not need to write will enjoy it for the purpose of sharing their thoughts and personal stories, and they appreciate a format where they can revise their work into better English than if they shared the same information orally.Two writing strategies you may want to use in your lessons are free writing and revised writing. Free writing directs students to simply get their ideas onto paper without worrying much about grammar, spelling, or other English mechanics. In fact, the teacher can choose not to even look at free writing pieces. To practice free writing, give students 5 minutes in class to write about a certain topic, or ask them to write weekly in a journal. You can try a dialog journal where students write a journal entry and then give the journal to a partner or the teacher, who writes another entry in response. The journals may be exchanged during class, but journal writing usually is done at home. The main characteristic of free writing is that few (if any) errors are corrected by the teacher, which relieves students of the pressure to perform and allows them to express themselves more freely. Revised writing, also called extended or process writing, is a more formal activity in which students must write a first draft, then revise and edit it to a final polished version, and often the finished product is shared publicly. You may need several class sessions to accomplish this. Begin with a pre-writing task such as free writing, brainstorming, listing, discussion of a topic, making a timeline, or making an outline. Pairs or small groups often work well for pre-writing tasks. Then give the students clear instructions and ample time to write the assignment. In a class, you can circulate from person to person asking, "Do you have any questions?" Many students will ask a question when approached but otherwise would not have raised a hand to call your attention. Make yourself available during the writing activity; don't sit at a desk working on your next lesson plan. Once a rough draft is completed, the students can hand in their papers for written comment, discuss them with you face to face, or share them with a partner, all for the purpose of receiving constructive feedback. Make sure ideas and content are addressed first; correcting the English should be secondary. Finally, ask students to rewrite the piece. They should use the feedback they received to revise and edit it into a piece they feel good about. Such finished pieces are often shared with the class or posted publicly, and depending on the assignment, you may even choose to 'publish' everyone's writing into a class booklet.

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THE FAIR

Skill: Writing Level: Beginners Objective: To write short paragraphs applying the Simple Present Tense. Description: Students read a short story. Then, finish the reading using the

grammar tense studied. Instructions: Read the story below. Then finish it with your own writing.

“The Fair”

Today is the opening day of the state fair. I am going with my dad. We go

together every year. I always have fun at the fair. We wait until the evening,

when it is cooler outside. Then, we get in the car and drive to the fairgrounds.

We have to park far away because it is very crowded. We walk for a long time.

Then, we finally arrive at the fair! We are both very hungry. We look for

someone selling food. Then, we find someone selling hamburgers. I eat a

hamburger and my dad eats a slice of pizza. I want an ice cream cone, too. But,

my dad tells me to wait until later. Next, we go to the petting zoo. I pet a sheep

and a goat. I ride a pony around a ring. It is scary at first, but I have a lot of fun.

Now it is time to ride the carnival rides. Which one should I ride first!

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Resources: Piece of paper and pens. Annie Suriano.

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TEENAGERS

Skill: Writing

Level: Beginners

Objective: Using and applying knowledge, rewrite the paragraph replacing nouns with pronouns.

Description: Students develop writing skills by rewriting a paragraph replacing nouns with pronouns.

Instructions: Rewrite the paragraph. Use pronouns to replace some of the nouns.

Sally is 17 years old. Sally is not a normal teenager. In the afternoon Sally is an

employee at Macro Ads. Sally is not the only teenager there. Mark is an employee,

too. Mark is only 16 years old. Both teenagers are students at West Valley High

School. West Valle High School is near the offices of Macro Ads.

____Sally is 17 years old. She…________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Resosurces: Whiteboard, photocopies and pen.

Jerssica Lima.

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SCHOOL’S MAGAZINE

Skill: Writing Level: Intermediate Objective: To make students organize ideas in order to describe a person

and start writing formal papers to be published later on. Description: Ask students to look at the ad below, and then ask them to

writea 100–150 wordsin fourparagraphs descriptionof oneof their friends.Include the following information:

Resources: Dictionary, ad, paper and pen. Karla Hernández.

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SOCCER OR BASKETBALL?

Skill: Writing Level: Intermediate Objective: To write a formal argument stating their position and

supporting their point of view of a specific topic. Description: Answer the question below using a formal argument. In a

formal argument, you must: 1) State your position. 2) Provide point(s) that support your position. 3) Support each point with specific reasons/examples.

Question: Which is a better sport: soccer or basketball?

Example Answer: Soccer is a better sport than basketball. This is because soccer is more popular than basketball. Soccer is the most popular sport in the world. It is popular in Europe, Africa, the Middle East, Asia, and the Americas. Basketball is only popular in the United States. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

______________________________________________

____________________

Resources: Dictionary, paper and pen.

Nydia González.

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INTERACTIVE WRITING

Skill: Writing Level: Intermediate Objective: To stimulate students’ creativity and writing skills through the

addition of their own ideas to a story that was started by others.

Description: Have students sit in a circle. Then you hand out a writing

prompt (a piece of paper on which the beginning of a story is already written). Have the students read the introduction, then give them 2-3 minutes to continue writing the story. After the predetermined amount of time has passed, yell, "Stop!" at which time the students pass their papers clockwise. Each student now must read what has been written by another student, and they have another 2-3 minutes to continue the story. Keep going, passing papers clockwise, until the student has his/her original paper back. The student can then provide his/her own conclusion to the story.

The Magic Hat

I was bored one Saturday afternoon, so I started looking around the

basement. That’s when I found a strange hat with many colors on it. Without thinking, I put it on my head; what happened next was unbelievable . . . __________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Resources: Creative writing prompt (included here) and pen.

Paola Barrueto.

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USING PRECISE LANGUAGE

Skill: Writing Level: Advanced Objective: To practice eliminating vague constructions and unnecessary

verbiage in a sentence. Description: Rewrite the following sentences to replace vague language

with precise language. Example: Vague Sentence: I think that there should be law against using too much water. Precise Sentence: It should be illegal to waste water. 1. I think it may be true that you can make water turn into steam if you make the

water hot enough. _______________________________________________________________

2. You and I will be able to see the first stars appear in the night sky at exactly eight thirty at night. _______________________________________________________________

3. I think that my new car is an extremely high quality piece of machinery. _______________________________________________________________

4. Tom is a careless person. _______________________________________________________________

5. Thousands of types of animals that live on the land were destroyed in the great amazing flood of 1675. _______________________________________________________________

Resources: Precise Language Worksheet, dictionary and pen.

Berly Arévalo.

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JOE´S BLOG Skill: Writing Level: Beginners Objective: To be able to complete sentences in a logical sequence by

using the understanding of a reading. DESCRIPTION: Read the following blog. Then choose with a circle the correct

option and write it to complete the sentences. Hi, everyone..!! My name is Joe. I am 13 years old and I`m new at this school. I`m from Canada. My dad is Canadian and my mum is Scottish. I´m in class 28. I love basketball and listening to music. I´ve got a pet dog called Scruff. Nice to meet you all. ~Joe 1. Joe is ___________________________. 13 years old 15 years old

2. Joe is from _______________________. Canada Scotland

3. Joe's mum is from _________________. Canada Scotland

4. Joe's in class __________ ___________. 13 2B

5. Joe loves ________________________. baseball basketball

6. Joe's got a pet dog called _______________. Scottish Scruff

RESOURCES: Worksheet, pen, dictionary.

Dorian De León.

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WRITING ACTIVITY

Skill: Writing

Level: Advanced

Objective: Teach the student to use the reported speech with vocal verbs and adverbs.

Description: Each one of the students will listen to a story and will take notes, then will search for a partner and will report what they listen in the video is short sentences using verbs and adverbs.

Notes:

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Resources: Internet, projector, whiteboard, pencil, paper sheet.

Johana Illescas.

35

Speaking

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Speaking can be defined as the delivery of language through the mouth. In order to

speak, we create sounds using many parts of our body, including the lungs, vocal

tract, vocal chords, tongue, teeth and lips. (What is speaking?, 1997 - 2015) It is

categorized as the second language skill because it is usually the second one we

learn and develop.

It usually requires a listener in order to complete a process. When two or more

people speak or talk to each other, the conversation is denominated as “dialogue”.

Speaking can also be formal or informal. While informal speaking is typically used

with family, friends or people you know well, formal speaking occurs in business or

academic situations.

Speaking is probably the language skill that most language learners want to

improve the most as soon as possible, this is why a series of accurate activities is

always necessary for EFL teachers. It is also important to consider and remember

to provide enough speaking practice once in class, since this time will be the only

real practice they will hold.

It is also important to take into account the four basic different types of learning: Visual, Auditory, Kinesthetic and Tactile

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TALKING ABOUT LIFE EVENTS

Skill that develops: Speaking Level: Beginners

Objective: Talk about life events using the established questions and some examples of how

students are going to answer.

Use a conversational dialogue and to create a conversation by practicing the

speaking skills and also the fluency.

Description: Students will ask some questions about Life Events to their

classmates. Resources or Materials: Worksheet with questions.

Example:

When is your Birthday? December 29th

What year did you born? 1988

Were you born and raised? In Guatemala City.

Author’s Name: Anonymous

Lilian Graciela Hidalgo Corado

38

PICTURE CUES

Skill that develops: Speaking

Level: Beginners

Objective: Practice speaking using real and usual situation.

Description: 1. Use a picture about a simple or common situation. (like a secretary in

the office, a boy in a pool, etc)

2. Ask students what they see in the picture, what is happening here,

where is she, what does she does, what do you think is going to happen

now, etc.

3. Teacher takes notes to correct at the end of the activity.

Resources or Materials: Picture with a simple situation

Wendy Roosmery Pérez Arana

39

HIDE AND SPEAK

Skill that develops: Speaking

Level: Intermediate

Objective: Activate students by answering comprehension questions with specific

vocabulary

Description: (Write a bunch of questions on index cards, the questions must be

comprehensible to students. You could write them using new target structures)

• Before your students arrive, hide the cards with the questions throughout

your classroom. Break the students into two teams.

• Explain that you have hidden cards; on your word students will search the

room for them.

• Students can only pick up one card at the time, when a student find a card

he/she must bring it to the teacher. (students read the questions and think

possible answers quickly practice of previous knowledge)

• Teacher read the question to the student and he/she can answer. If the

student answers it correctly, he/she earns the card for their team.

• If the student does not answer it correctly, he/she must get someone else

from their team to help him/her find the answer.

• Once students have correctly answered the question on their card, they can

search for another card.

• At the end of the activity or game (after a certain amount of time or when all

the cards have been found) the team with the most cards in their possession

wins.

• Wrap Up: both teams stand up in front of each other; one student makes

one question from the earned cards and the other group gathered and tried

to answer, switch places at a time.

Resources or Materials: Little index cards, markers, tape, timer, teacher and

students.

Eva Beatriz Bolaños Miranda

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BEST FRIENDS’ CONVERSATION STARTERS

Skill that develops: Speaking

Level: Intermediate

Objective: Practice conversation starters with recent events using “Guess what?” and “What´s

new”

Description: 1st step (Warm Up) The teacher discusses with the students the new event

in their community using the expressions Guess

what?” and “What´s new”

·Do you know what´s new in the school, town, etc?

·Guess what? ……. I have a surprise for you. It is

about your grades.

2nd step (Students practice) Student will pick a partner and practice with the

following situations using the expressions “Guess

what?” Or “What´s new?”:

The teacher will present the following situation in a poster and the students will use

them. (The situations can be given in a copy to the students)

Situation 1:

You got an A on your Science test. Tell your partner the good news.

Situation 2:

You won a gold medal at the Winter Olympics. Tell your partners about it.

Situation 3:

Your brother broke his leg while playing soccer last week. Tell your partner the

news

Situation 4:

You are about to move to another city but you do not want to leave. Tell your

partner about it.

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3rd step (Evaluation) Once the students had finished the activity above, the teacher will ask the students

to ask another partner something that has happened recently in their life and then

share with the class.

Resources or Materials: ü Poster

ü Markers

ü Eraser

ü Copies

Eli Asturias Cardona

42

WHODUNIT? Skill that develops: Speaking and grammar

Level: Advanced Level

Objective: Focus on correct question structure and past tense verbs

Description:

1. Tell your students that a crime was

committed last night sometime

between the hours of 6:00 and 10:00

p.m. It can be anything silly like

someone broke into your classroom

and stole the class stash of cookies.

Then, tell the students they are all

suspects, and that they need to come

up with an alibi.

2. Students then work in pairs to create

an alibi - something they will claim to

have been doing together the previous

night between six and ten. Give them plenty of time to come up with their

story and know it backwards and forwards, and encourage them to discuss

as many details as possible because they will be questioned.

3. The next step is the interrogation. Choose a pair to go first; put one student

in the hot seat at the front of the room, and put the other student out of

earshot (in the hallway or another room). Let the rest of the class ask

questions to find out what the student in the hot seat did last night with his

partner. When the class feels that this student has answered all of their

questions sufficiently, send him out, and bring in the partner. The class will

ask the same questions to try and find any discrepancies in the two stories.

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4. Repeat the process with all the pairs, and then have the class vote on which

pair’s stories differed the most. Judge them to be the culprit, and then reveal

that you were the one who stole the cookies.

Resources or Materials: Teacher, students

Lorena Morales

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TELL US

Skill that develops: Speaking

Level: Advanced

Objective: Develop student’s fluency in conversations. It encourages them to think and speak

in the target language, and have a lot of fun while learning.

Description: This simple activity that can be used in any time of the class is great for all ages

and proficiency levels.it will depend in the topic and how the teacher uses it. The

teacher needs to have a color code to be used. The students pick up a M&M and

according to the color they have a specific question or topic to talk about. it is

flexible in the amount of group members.

Resources or Materials: color code, M&M`s

Author’s Name: Reference: M&M Speaking Game for Young ESL

Learners.(n.d.).Retrieved November 3, 2015.

Dinorha Lissette Lòpez Gòmez

45

OPENING A NEW RESTAURANT Skill that develops: Speaking Level: Multilevel (can be adapted to all levels)

Objective: You are going to have a big meeting in front of the class in order to:

1. Discuss the style and name of restaurant 2. Give opinions about the different menus 3. Establish the prices of the dishes and drinks

Description: 1. Form groups of five

2. Each one have different roles (write on the

board)

Student A is the owner

Student B designs the breakfast menu

Student C designs the snack menu

Student D designs the lunch menu

Student E designs the dinner menu

3. As a group you need to establish an agenda for the meeting. “During the

meeting you must not read aloud from notes. You must talk.

4. Groups do their meeting in front of the class.

5. After the meeting two members of the class will give their opinions of your

restaurant.

6. Finally there are 2 minutes for questions and peer assessment

Resources or Materials: copybooks, pens, marker, board

Ilse Fabiola Gómez Morales

46

POPSICLE UP! Skill that develops: Speaking Level: Multilevel

Objective: Reinforce speaking through a creative process in which students are allowed to

use their imagination in order to create a story with Popsicle sticks.

Description: Pair up students in order to do this activity.

1. Provide Ss. with at least 10 colors

Popsicle sticks and indicate a topic for

them to create a story.

2. Give a character, place or item to

each Popsicle and encourage

students to use their imagination as

they are telling the story.

3. Every Time they add an event or character to their stories, students need to

place a Popsicle on top of the desk and build up their narration until they

build up their entire story.

4. Once the story is done, clear up the space by picking up all popsicles and

give them to their partner so they can start building their story.

5. Model a story so that students know how to do it themselves.

Variation:

ü Use color Popsicles and label each of them with a different part of the

speech so that students need to use them to mention all of them while

telling the story.

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ü Classify Popsicles according to color in order to differentiate people, places,

animals and things. This way the story would be a lot more visual for

students when identifying all its components. Resources or Materials:

ü Color Popsicle sticks (10 – 12 per pair)

Author’s Name: ü Variations by: Nicte De Leon

Nicte De Leon

48

Listening

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Listening is the ability to accurately receive and interpret messages in the

communication process.

Listening is key to all effective communication, without the ability to listen

effectively messages are easily misunderstood – communication breaks down and

the sender of the message can easily become frustrated or irritated.

If there is one communication skill you should aim to master then listening is it.

Listening is so important that many top employers provide listening skills training

for their employees. This is not surprising when you consider that good listening

skills can lead to: better customer satisfaction, greater productivity with fewer

mistakes, increased sharing of information that in turn can lead to more creative

and innovative work.(Skills you Need, 2015).

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MY GIFT

Skill: Listening

Level: Beginners

Resources

• Box

• Paper

• Teacher

• Students

Objective: Engage in social interactions. Describe one’s personal experiences and

to inquire about another person’s experiences. Listen for: Names of people and

things, descriptions of what happened.

Description: Explain that you once received a gift that has become your favorite.

Say that you would like learners to ask you questions in order to get details about

the gift. Answer each question as you also write the question on the board. Provide

additional questions and your answers as needed. When finished, describe the

favorite gift in full, including all the answers to the questions as a demonstration of

organized, elaborated speech. Then put learners in pairs. The first member of the

pair thinks of a favorite gift. The second member of the pair asks questions about

the gift using the questions on the board as necessary.

Márilyn Patricia Véliz Castro

51

WHICH ONE IS IT?

Skill: Listening

Level: beginners

Objective: Learn the differences between words that have a different, but similar

spelling by playing a listening game about similar words.

Resources: Ø Students

Ø Teacher

Ø Set of cards

Ø Desks

Description:

Have a set of cards printed out with troublesome words like leave/live, fill/feel,

tree/three, fit/feet, etc….

Divide the class into two teams. Students take turns.

You place the two cards on the desk in front of them: live and leave.

Say one of the words out loud: live.

If the student chooses the right card, the team gets 2 points.

Now, if the student is unsure, he/she may choose to request “an example”, i.e. the

word used in a sentence: I live a few blocks from here.

If the student chooses the right card in this case, the team gets 1 point, and so on.

Ada Gelsi Hernández Corado

52

EATING OUT! Skill: Listening

Level: beginner

Objective: Students will Practice and improve their listening skills

Resources:

• paper

• markets, pen

• CD player

• Audio track

Description: Students will listen carefully to the conversation in a restaurant, 2 or 3 times and

then they will do the exercises to practice and improve their listening skills and all

together will check the answers.

Felipe de Jesús Muñoz Soto

53

HOTEL RESERVATION Skill: Listening

Level: Intermediate

Objectives:

• To get familiar with the vocabulary, words, phrases or sentences needed

when trying to make a hotel reservation.

• To practice the listening skill

• To practice listening comprehension activities

• To practice the speaking skill

• To continue developing the technological skill.

Resources:

• Computer, laptop

• Internet access

• Speakers

Description:

This Listening Activity is addressed to the intermediate level students consisting of

5 parts. In the first one there is a Pre-Listening exercise with information about

hotel reservations. The second part is to listen to a conversation by pressing a

“Play Audio” button and then to answer some questions. The third part is a

vocabulary activity in order to review the key vocabulary from the conversation.

The fourth part is the post-listening exercise where the students must talk about

hotels and the last part is an online investigation also related to hotels.

Elmer Estuardo Valle Pérez

54

EMERGENCY CALL

Skill: Listening

Level: Intermediate

Objective: Students will be able to understand the listening “Emergency Call” by

completing the dialogue of the track and answering the questions about it.

Resources:

• Whiteboard

• CD player

• Audio track

Description: Pre listening; students get in groups and discuss the questions “Have you ever

needed roadside assistance?”, “What emergency or survival supplies (including

72-hour) might be useful in such situations?”

During Listening: Students read the incomplete dialogue and try to guess the

missing words; students listen to the track and complete the dialogues; students

listen one more time the track and check the answers. Students read the

questions related to the listening, students listen again the track and answer the

questions; students listen to the audio one more time and check their answers.

Post Listening: Students get together in pairs and discuss the following questions

“How would you have reacted if you had been another passenger in the car? What

would you have done to help in this situation?”. Then change partners and make a

roleplay about an Emergency Call.

Sheyla Graciela Mateo Tum

55

TOUR OF LONDON Skill : Listening

Level: Intermediate

Objective: Students develop listening skill though an audio about a guide in a

Tour of London. As well as, check their understanding working in a worksheet after

audio.

Resources:

• Worksheet

• CD player

• Audio track

• pencil

Description:

Step 1: students will listen this audio at least 3 times

Tour guide: Good afternoon, ladies and gentlemen and welcome to this fantastic

tour of London by bus. My name’s Greg and I am your guide this afternoon on our

tour of London. As you can see, we’re on an open-top bus, so you can see all the

attractions from your seat and you don’t need to walk anywhere. And please don’t

worry about the rain; I’m sure it’ll stop soon. A-a-and please ask any questions at

any time.

Tourist 1: I have a question.

Tour guide: Yes? Tourist 1: Do you have extra umbrellas? I mean, if it rains a lot.

Tour guide: Err, no, we don’t have any extra umbrellas, but don’t worry, I’m sure

the rain will stop soon. Right, OK, so where are we going on our wonderful tour?

Well, the tour takes two hours and we are going to visit all the famous sites. First

we’ll see Madame Tussauds, the museum with wax models of famous people and

celebrities, and then we’ll drive along the most famous shopping street in the world,

Oxford Street. After that we’ll see the famous clock Big Ben and The Houses of

Parliament. As we drive along the river you’ll see the popular attraction, the London

Eye, from which you can see the whole city on a sunny day. Then we’ll see Tower

Bridge and the famous Tower of London before arriving at Buckingham Palace,

just in time for a cup of tea with the Queen. Tourist 2: Is that included in the tour?

56

A cup of tea with the Queen? Tour guide: Err, well, no, not exactly, but there’s a

lovely café near the palace where you can get a cup of tea. (Sound of a storm

right overhead, loud thunder and very heavy downpour)

Tourist 1: I have another question.

Tour guide: Yes?

Tourist 1: Can we have our money back? We’re getting off the bus. Tour guide:

Err, well, you see ... Quick! Run! Everyone off the bus! ... - See more at:

Step 2: Discuss in a round table what text is about

Step 3: Complete following worksheet

Worksheet Instructions: Check your understanding: multiple choice Circle the best word to

complete these sentences.

1. The tour takes ________________hours.

a. 2 b. 3 c. 4

2. At Madame Tussaud’s you can see

a. maps of London b. models of famous people c. famous shops

3. Oxford Street is a famous street for

a. drinking tea b. eating c. shopping

4. The Queen lives at

a. Buckingham Palace b. the Tower of London c. Tower Bridge .

5. Big Ben is a

a. tour guide b.clock c.bridge.

6. You can see great views of London from

a. Oxford Street b. the Houses of Parliament c. London Eye

Step 4: Give conclusion about the whole activity.

Irene López

57

JOHN SEES A UFO!!

Skill: Listening

Level: Advance

Objective: Students will be able to practice listening skills and acquire vocabulary.

Resources:

• paper

• markets, pen

• CD player

• Audio track

Description:

Students will hear the story about John, who is reporting a UFO he has seen.

Students will hear the story 2 or 3 times and then they will write down the answers

to the questions and all together will check the answers.

Ana Elsa Rios Calderón

58

NEWS RADIO Skill: Listening

Level: Advance

Objective: Students will be able to practice listening skills and acquire vocabulary.

Resources:

• Paper

• Markers

• CD player

• Audio track

Description:

Use a news podcast that you can play it with the students.

Once you have picked the news show or story you would like your students to

listen to, isolate a short portion — about 2-3 minutes. Start things off by asking a

general comprehension question, such as: “Who is the person concerned by the

story?” “What country is the journalist reporting from?” or “Is this a political, cultural

or local news story?” These sorts of questions help students to concentrate on

global understanding, which is very important for foreign language learners.

Next, pass around a sheet of questions that you will have prepared ahead of time.

Make sure that the questions are in the order that their answers appear in the

listening portion. Questions should be multiple choice, yes/no or short answer

questions. You may also want to include questions that involve listening

throughout, like “How many people does the journalist interview?” This sort of

question should appear at the top of the page. If you want to ask students to react

to the listening portion, place these questions at the bottom of the page.

Allow students two listens before asking them to check their answers with their

neighbors and finally as a group.

Martha Lucia Ríos Calderón

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REFERENCES (2015). The English for Everyone website. Retrieved 00:06, November 02, 2015, from http://www.englishforeveryone.org/PDFs/Intermediate%20Making%20a%20Formal%20Argument%20Soccer%20or%20Basketball.pdf About.com. (s.f.). Obtenido de http://esl.about.com/library/listening/blufo2.htm Agenda web, listening comprehension exercises, intermediate, exercise, hotel reservations. . (s.f.). Obtenido de http://www.esllab.com/hotel1/hotel1.htm#pre Anika K., S. W. (2012, August 19). EnglishForEveryone.org-Printable English Worksheets. Retrieved November 2, 2015, from Writing Practice Worksheets: www.englishforeveryone.org/Topcs/Writing-practice.htm Anonymous Author (2010), Web official de ESLgold. Com, Fecha de consulta: 2 de Noviembre de 2015, http://www.eslgold.com/speaking/talking_life_events.html. Barker Chris, Libby Mitchell, Johonston Olivia. (2004) Megatrends I British Council. (s.f.).Obtenido de http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/eating-out British Council. (2014). Retrieved 11 04, 2015, from http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice Brock, Patricia and Houghton, William.(1993). “Workbook Module Six” Guatemala.Editorial Universitaria.Centro de Aprendizaje de Lenguas – CALUSAC-Universidad de San Carlos de Guatemala. Page 54 Buck, Sharon. (1997). File Upper-Intermediate. London: Richmond Publishing. Busy Teacher.org. (2007-2015). Listening games for ESL beginners.Obtenido de http://busyteacher.org/14765-5-easy-listening-games-esl-beginners.html esl.about.education, June 3, 2015, November 4th. 2015, http://esl.about.com/od/advancedwriting/ fluentU. (s.f.). Obtenido de http://www.fluentu.com/english/educator/blog/esl-listening-activities-advanced-tefl-tesol/ Glen Alan PenroadPenrod, G. A. (1993). Touchy Situations, A conversation text for ESL Students (4th Ed.). McHenry, IL, United States: Delta Publishing Company.

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Greg Goodmacher, Kwassui College (Nagasaki, Japan) http://iteslj.org/Lessons/Goodmacher-ReadAloud.html Retrieved on November 1st, 2015 http://esl.yourdictionary.com/lesson-plans/speaking-activities-for-intermediate-esl.html http://martinabex.com/2015/04/28/hide-and-speak-a-twist-on-class-discussion/ Learn English Teens. (s.f.).Obtenido de http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/tour-london Linguapress.com. Recuperado el 2 de Noviembre 2015 de Linguapress. http://linguapress.com/intermediate/blue-jeans.htm M&M Speaking Game for Young ESL Learners. (n.d.).Retrieved November 3, 2015. Makhlouf Charlotte, Brilliant Activities for Reading Comprehension series. Jan. 31 2012. Web visited Nov 1, 2015. ISBN 0857474855, 9780857474858 National Geographic. (2009). Reading Explorer. U.S.A. Heinle, Cengage Learning. Page 55 NTC (National Teacher’s Conference) 2013 Saslow Joan, Asher Allen, Pratt Long Wendy. Summit 2, Complete Assessment Package. Skills you need. (03 de 11 de 2015).Obtenido de http://www.skillsyouneed.com/ Stickyball.net, google, "ESL activity: Interactive writing," 2012, available in: http://www.stickyball.net/writing/282. (11/02/15) Techniques in Testing, Oxford University Press Editorial, First published 1983. 212 pages.www.autoenglish.org www.carl.org. (n.d.).www.carl.org. Retrieved 11 4, 2015, from www.carl.org YDYIO.EDU. Writing tasks for Intermediate level. Retrieved 14:59, November 1st. from http://ydyo.sdu.edu.tr/assets/uploads/sites/66/files/yabanci-dil-hazirlik-siniflari-ingilizce-somestr-odevleri-p-a2-kuru-12012014.pdf