PPP with Fun

Celina dos Anjos

Liliane Basile

União Cultural Brasil – Estados Unidos

Making use of a series of activities

compiled from workshops and talks

and implemented a good number of

times with diverse groups, the

participants will actively "join in" a

variety of games and warm-ups which

will help students consolidate grammar

points and vocabulary.

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Learning Styles

• Logical/Mathematical

• Musical/Rhythmic

• Visual/Spatial

• Interpersonal

• Body/Kinesthetic

• Intrapersonal

• Verbal/Linguistic

Teaching Methods

Presentation

• “Chinese Whispers”

“I think I’ve seen a cat”

Practice

• Lap – Shoulders –

Hands up

• Past participle Bingo

practice, practice and practice

Controlled to less controlled activities.

• Magic board

• Relay race

• Tic-tac-toe

• Game board

Production

• Relay Race

- Divide the class in 2

groups. Show verb cards.

One student from each

group should run to the

board and write a sentence

using the Present Perfect

structure.Use prompts for

affirmative, negative or

question. Gets a point the

student who finishes first the

correct structure.

• Truth or Lie?

-Speaking practice

focusing present perfect

for past experiences.

Truth or Lie?

• Put questions such as the following on cards or pieces of

paper.

• Put students in groups of 4-6. Students in each group take

turns doing the following

• Student #1 draws a card and asks another student in the

group the question on the card.

• The student answering the question must answer ‘Yes I

have’ regardless of the actual truth.

• One by one, students in the group ask questions to

determine if the student is telling the truth or lying. You can

place a time limit on the questions or a limit on the number

of questions that each person in the group can ask.

• At the end of the question period, each person votes “truth”

or “lie”.The student who answered the questions then

reveals the answer.

Truth or Lie?

Have you ever...

spoken to a famous person?

danced on a table in a public place?

been trapped in a lift?

swum naked in the sea?

sung karaoke?

appeared on television?

left a bar or restaurant without paying?

Truth or Lie?

Have you ever...

written graffiti on a wall?

appeared in a photograph in a newspaper?

done a very dangerous sport?

won a medal or trophy?

missed a flight?

stayed in a five-star hotel?

broken an arm?

My neighbor’s cat

Draw a cat on the board telling students that it is

your neighbor’s cat , a cat filled with qualities, good

and bad.

Students can work in small groups or pairs. For

every letter of the alphabet, students should come

up with an adjective. The group that finishes the

task first, wins.

Alternatively, you can define which letters to give

students, instead of making them complete the

alphabet, which might be too difficult or time-

consuming.

Beans

• Ask 6 Ss to stand and pair them up. Give to eachone 3 beans. Explain that one row will askquestions and the other will answer them. Whenanswering, Ss are not allowed to say “yes”, “no”, “hum”, “shake heads” or “nod”. If they do it, they lose a bean. Demonstrate. Remind them touse yes/no questions and to keep pace to distractthe partner. Give some time for questions and theninvert rows. Next, one row steps to the side, so wecan have new pairs. The winner is the one who isholding more beans at the end of the time set.

3. My bonnie

Write the words of the song on the board. Practice singing with the group. Arrange chairsin a semi-circle. First student stands up, secondsits. Third ups, fourth sits etcetera. The groupstarts singing. Everytime the word “bring” appears, who is standing up, sits; who is sitting, stands up. The same with the word “back”. After practicing – and having fun – for a while, substitute on the board “bring back” for differentphrasal verbs.

My bonnie - lyrics

My bonnie lies over the ocean

My bonnie lies over the sea

My bonnie lies over the ocean

Oh bring back my bonnie to me

Bring back, bring back

Oh bring back my bonnie to me, to me

Bring back, bring back

Oh bring back my bonnie to me

My bonnie lies over the ocean

My bonnie lies over the sea

My bonnie lies over the ocean

Oh carry on my bonnie with me

Carry on, carry on

Oh carry on my bonnie with me, with me

Carry on, carry on

Oh carry on my bonnie with me

My bonnie lies over the ocean

My bonnie lies over the sea

My bonnie lies over the ocean

Oh don’t give up my bonnie on me

Don’t give up, don’t give up

Oh don’t give up my bonnie on me, on me

don’t give up, don’t give up

Oh don’t give up my bonnie on me

My bonnie

• Suggestions of phrasal verbs:

Carry on

Count on

Go after

(Don’t) Give up

Start (it) over (with me)

Cater to

...etcetera

Yarn

• Demonstrate. Give some information about yourself tothe group. Hold the end of the yarn and throw it to a student. He/she now gives some personal information. Holds a piece and throws it to another student. Remindthem to pay attention to each others sentences. At theend, go backwards. Students try to remember their peersanswers reporting to the class. Good for 3rd personsingular, past tense, conditionals, etc...

• Demonstrate. Provide students with threads of yarn ofdifferent sizes. Each student gets one. With thumbs oneafter another he/she has to come up with sentences. Good for adverbs, past tense, past continuous, etc...

insects

roach grasshopper

mantis

beetle dragonfly

Woman• 2 groups – with A, B, C

• A’s sit with their backs to theprojector.

• B’s describe the image in details to A’s. A’s take notes of sentences.

• C’s are out of the class.

• C’s enter. A’s try toreconstruct image using C’sas model. Class decides which one is the best model.

• Show the image. Groups gettogether and interpret it. Theycome up with 2 sentenceseach, using “Maybe” and“What if”

• Open for discussion.

Park picturepresent continuous

Project a picture (or provide copies) where

several people are doing different things.

In small groups or pairs, students are to make

sentences, orally or in written, using the Present

Continuous or any other structure you want them

to practice, such as the Present Simple with

frequency adverbs, the Simple Past or even the

Present Perfect.

Simple Present X Present Continuous

• Before playing the game, go to the board

and elicit the correct box for adverbs and

time expressions. Remind students that

the present continuous is used for

activities happening now or a plan for the

future.

• He’s studying English now.

• He’s studying English this semester.

Simple Present X Present Continuous

• Tuesdays

• once a week

• three times a month

• on weekends

• never

• sometimes

• every day

• now

• tomorrow

• next Monday

• this weekend

• in the evening

• tomorrow afternoon

• next month

• tonight

Matching (conditional

sentences)

• Give each group of 2-4 students a set of cards with the

first part of a conditional sentence (numbered 1-10) and

a set of cards with their second part (letters a-j). Ask

students to match them.

• After they have finished, they should try to create their

own endings for each first part of the conditional

sentence.

Story Starters

1 . Work in pairs.

2 . Choose a “story starter” that interests each of you(there will be two stories).

3 . Write a middle for your story.

4. Exchange papers and write an ending for yourpartner’s story.

5. Ask your partner to help check your work. For this, read it out loud.

6. As a follow up activity, you can work with correction.Ask students to illustrate their work and hang them onthe wall.

Sentences discussion

(2nd Conditional)

• In small groups or pairs, students discuss the followingquestions. Make sure they make complete sentences!

If you could be a superhero, which one would you be?

If you could be another person for a day, who would you

be?

If you could be invisible for a day, what would you do? Why?

What if your cell phone fell in the toilet, what would youdo?

If you had 25-hour days, what would you do with theextra time?

Song

• 1. Play the song and ask students to writedown all the adjectives they can hear.

• 2. Elicit and write them on the board.

• 3. Play the DVD and give the lyrics. Askstudents to fill in the blanks with wordsending in __al.

• Check the words and then students match the definitions.

What a question!

Prepare the cards with the tough

questions provided.

Put students in groups of 4-5 and give each

a set of cards. Each one takes a card and

answers the question. After about two or

three rows, ask students to report what their

groupmates would do in the situations they

have discussed.

How long...?

• Divide the class in 2

groups.

• Write sentences on the

board using Tic-tac-toe.

• Students are supposed

to ask questions using

“How long” + Present

Perfect or Simple Past.

• I teach English.

• I live in São Paulo.

• I lived in Maceió.

• I studied French.

• I worked as a DJ.

• I work at UCBEU.

• I have a Honda.

• I had a Monza.

• I know Sabrina Sato.

Verbs or Nouns?

Choose four students and have them sit two by two, facing

each other.

Give each student a card written “NOUN” and a card

written “VERB”.

Tell them you will say a word and they have to raise the

card showing if it is a verb or a noun.

There are verbs and nouns with the same spelling, but with

different stress (first syllable is stressed in nouns, but last

syllable is stressed in verbs).

Example: preSENT (verb) / PREsent (noun)

Verbs or Nouns?

• Suggested pairs of verbs and nouns:

Verbs Nouns

conDUCT CONduct

deSERT DEsert

reCORD REcord

proDUCE PROduce

perMIT PERmit

preSENT PREsent

proGRESS PROgress

conTRACT CONtract

subJECT SUBject

Prepositions with hands

Mimic day one

Vocabulary voice pitch

I’m up in my room