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2013 Survival activities

2013 Survival activities. A circle/clapping game to introduce names Who stole the cookie from the cookie jar?. (You must keep the clapping rhythm going!) Who stole the cookie from the cookie jar? Lynn stole the cookie from the cookie jar. (Lynn) Who me? Yes you! (Lynn) Couldn't be!

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2013 Survival activities

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  1. 2013 Survival activities

  2. A circle/clapping game to introduce namesWho stole the cookie from the cookie jar? (You must keep the clapping rhythm going!) • Who stole the cookie from the cookie jar? • Lynn stole the cookie from the cookie jar. • (Lynn) Who me? • Yes you! • (Lynn) Couldn't be! • Then who? • (Lynn) Wendy stole the cookie from the cookie jar. • (Wendy))Who me? • (Lynn) Yes you! • (Wendy) Couldn't be! • (Lynn )Then who? • Ruhong stole the cookie from the cookie jar • (Ruhong) Who me? • Yes you! • Couldn't be! • Then who? • Name.........................

  3. Stamp, slap, clap, click Stand up for this-and get faster and faster each time! Helps to wake up the class! • Stamp, stamp, stamp, stamp. 4 X • Slap, slap, slap, slap. 4X • Clap, clap, clap, clap. 4X • Click, click, click, click. 4X • Stamp, stamp, stamp 3X • Stamp, stamp 2X • Stamp, Slap, Clap, Click 1X

  4. Activities that promote language learning • Circle activities Sentence Stems: I like … I like … because My favourite.............is....... The last time I.................... I want to.....

  5. Cross the circle

  6. Lining up Line up in order • The number of years that you have been teaching • Alphabetical order of your English name • The tallest to the smallest person in the group.

  7. Activities that promote language learning Talking Partners Tell your partner Co-operative pair/group work Teach students how to work in groups – model the process and language for them These can be groups to plan projects – drama activities- discussion groups-cooking- model making-making games.

  8. Activities that promote language learning Talking Partners Tell your partner Co-operative pair/group work Teach children how to work in groups – model the process and language for them These can be groups to plan projects – drama activities- discussion groups-cooking- model making-making games.

  9. Jazz Chants • Jazz chants are based on a combination of repetition and learned response. Jazz chants set everyday situational English to strong rhythms that give the user practice with pronunciation, stress and the patterns of English. The rhythm is the glue that holds the chant together and you find that the language “sticks” in your head and so aids learning. • They are like Raps, poems or dialogues with a clear steady beat and rhythm and the Chinese teachers respond well to the chants as they are familiar with this method of choral chanting. • They are an effective and fun approach to language learning but they also provide a good way to model and then repeat.

  10. Jazz Chants Method • The essential element in presenting a chant is to maintain a clear, steady beat and rhythm. • Review the chant-the cultural context, the situation. • Model the chant. Suggest that they tap out the rhythm with a pencil or tap the table with their fingers as they listen to the chant. • Choral chanting-take one line or section at a time depending on the ability of the class. Practice any parts, pronunciation that the students have difficulty with. • Group or individual chanting. Act out the chant if necessary or helpful. • Personalize the chants-substitute their own names, situations etc. • Exercises based on the chants.

  11. Personal questions Where were you born? • I’d rather not say. Where are you from? • I’d rather not say. How tall are you? How old are you? How much do you weigh? • I’d rather not say. How much rent do you pay? • I’d rather not say. How much do you earn? • I’d rather not say. Why aren’t you married? • I’d rather not say. Why don’t you have children? • I’d rather not say. Where were you last night? Why weren’t you home? Did you stay out late? Did you come home alone? Did you have a good time? Did you see a good play? Did you go to a concert? I’d rather not say. • Practice with questions-where, how, how much, why? • Acceptable questions to ask-becoming increasingly more personal. • I’d rather not say is a polite way to avoid answering a question.

  12. Jazz Chants Where can I buy a ticket? Excuse me, where's the coffee shop? Not here! It's behind the ticket office. Excuse me, where's the coffee shop? Not here! It's across from the exit. Excuse me, where's the coffee shop? Not here! It's between the phone booth and the luggage lockers. Excuse me, where's the coffee shop? Not here! It's in front of the restrooms. Excuse me, where's the coffee shop? Yes, it is. But sorry! It's closed.

  13. Jazz Chants 3. I do karaoke on Wednesdays Mondays, Mondays. What do you do on Mondays? On Mondays I usually watch television. Tuesdays, Tuesdays. What do you do on Tuesdays? On Tuesdays I sometimes go for a walk. Wednesday, Wednesday. What do you do on Wednesdays? On Wednesdays I always go to the market. Thursday, Thursday. What do you do on Thursdays? On Thursdays I often go to a football game. Fridays, Fridays. What do you do on Fridays? On Fridays I always do karaoke. Weekends, Weekends. What do you do at the weekend? On weekends I usually stay in bed.

  14. Jazz Chants I have a headache Head, head, I have a headache. I have a headache. And my eyes hurt! Stomach, stomach, I have a stomach ache. I have a stomach ache. And I have flu! Ear, ear, I have an earache. I have an earache And I have a fever! Tooth, tooth, I have a toothache. I have a toothache And a sore throat! Back, back, I have a backache. I have a backache And my knee hurts! I have a headache, I have an ear ache. A toothache, a backache And a sore throat! My eyes hurt, my knee hurts, I have a stomach ache. I have a fever. And I have the flu!

  15. I get up at seven thirty I get up at seven o' clock. Here's my day. This is what I do. I get up at seven o'clock. Seven o'clock? Seven o'clock. I take a shower at seven thirty. Seven thirty? Seven thirty. I have breakfast at seven forty-five. seven forty-five? seven forty-five. I go to school at eight fifteen. Eight fifteen? Eight fifteen. I start classes at nine o'clock. Nine o'clock? Nine o'clock. I have lunch at one o'clock. One o'clock? One o'clock. I go home at five fifteen. Five fifteen? Five fifteen. I have dinner at seven thirty. Seven thirty? Seven thirty. I go to bed at ten forty- five. Ten forty-five? Ten forty-five. And then I start all over again...

  16. SONG Head and shoulders knees and toes • 1. Head and shoulders knees and toes, knees and toes. • Head and shoulders knees and toes, knees and toes. • And eyes and ears and mouth and nose • Head and shoulders knees and toes, knees and toes. • 2. Forehead, chest and hips and feet, hips and feet. • Forehead, chest and hips and feet, hips and feet. • And neck and back and ankles too • Forehead, chest and hips and feet, hips and feet. • 3.Cheeks and arms and thighs and calves, thighs and calves. • Cheeks and arms and thighs and calves, thighs and calves. • And elbows , stomach, soles of feet • Cheeks and arms and thighs and calves, thighs and calves. • 4.Face and fingers, wrists and hands, wrists and hands • Face and fingers, wrists and hands, wrists and hands • And thumbs and chin and legs and all • Face and fingers, wrists and hands, wrists and hands

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