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ENGLISH IS FUN!! Peace Corps Ecuador English Camp Training January 23-24, 2014

ENGLISH IS FUN!! Peace Corps Ecuador English Camp Training January 23-24, 2014 . By: Amy E. Lingenfelter English Language Fellow 2013-14. INITIAL INTRODUCTIONS. January 23 rd / 9:00-9:10 am : Initial introductions in a circle : 1. My name is _______. 2. I live in _______.

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ENGLISH IS FUN!! Peace Corps Ecuador English Camp Training January 23-24, 2014

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  1. ENGLISH IS FUN!!Peace Corps EcuadorEnglish Camp TrainingJanuary 23-24, 2014 By: Amy E. Lingenfelter English Language Fellow 2013-14

  2. INITIAL INTRODUCTIONS • January 23rd / 9:00-9:10 am: • Initial introductions in a circle: • 1. My name is _______. • 2. I live in _______. • 3. I’m originally from _______. • 4. Name one interesting fact about • yourself that most people don’t • know about you.

  3. INITIAL INTRODUCTIONS • January 23rd / 9:10 – 9:30 am: • Inner/Outer Circle “Getting to Know You:” With the person facing you in the other circle, please complete the following statement: • 1. When I was younger. . . .

  4. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 2. In the future, I plan to. . . .

  5. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 3. If I had 1,000,000,000 dollars, I would . . . .

  6. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 4. I joined the Peace Corps because. . . .

  7. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 5. If I weren’t here, I would be. . . .

  8. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 6. What I like about Ecuador is. . . . • What I dislike about Ecuador is. . . .

  9. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 7. If laws didn’t exist and no one were watching, I would. . . .

  10. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 8. A regret I have is. . . .

  11. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 9. If I could spend one day with someone (dead or alive) it would be ___________ because. . . .

  12. INITIAL INTRODUCTIONS • With the person facing you in the other circle, please complete the following statement: • 10. I wish I were more. . . .

  13. TEAM BUILDING ACTIVITIES: “Are You Who I’m Looking For?” January 23rd / 2:00-2:30 pm: • On a sheet of paper, write down at least 10 adjectives that describe you (they could be from the following list or additional ones).

  14. TEAM BUILDING ACTIVITIES: “Are You Who I’m Looking For?”

  15. TEAM BUILDING ACTIVITIES: “Are You Who I’m Looking For?” • Now think about the qualities you seek in a good friend, colleague, and/or significant other (choose one for time purposes). • On this same sheet of paper, write down at least 10 adjectives that describe this “ideal” person (they could be from that list or additional ones).

  16. TEAM BUILDING ACTIVITIES: “Are You Who I’m Looking For?” • Pretend you are mingling at a party or “speed dating.” • Stand in the “inner/ outer circle” like before. • When the music starts, “interview” the person facing you to see if they have the qualities you are looking for. • (For lower levels, write out the questions).

  17. TEAM BUILDING ACTIVITIES: “Blind Caricature Pictionary” • January 23rd / 2:30-3:15 pm: • Get into groups of 5 people each based on the color of the index card you have. • Decide who is the best “artist” of the group • Each group will be given a caricature of a very famous person. Do NOT show this to the group “artist.” • Each group member will explain how to draw this caricature in as detailed English as possible. Group members can help each other word it appropriately so that the “artist” draws accurately.

  18. TEAM BUILDING ACTIVITIES: “Blind Caricature Pictionary” • Do NOT mention anything about the person that would give it away. • After looking at what he/she has drawn, the “artist” must try to guess which famous person it is. The first “artist” to identify the person wins for the group! • If the artist is having difficulty, he/she is allowed no more than 5 yes/no questions related to the identify of the person. This means, however, that the group cannot be a “true” winner.

  19. TEAM BUILDING ACTIVITIES: “Blind Caricature Pictionary”

  20. TEAM BUILDING ACTIVITIES: “Blind Caricature Pictionary”

  21. TEAM BUILDING ACTIVITIES: “Blind Caricature Pictionary”

  22. TEAM BUILDING ACTIVITIES: Suggestions, Modeling, Brainstorming • January 23rd / 3:15-4:00 pm: • Previous volunteers model team building activities that worked in the past. • Share here: • Round Robin • Trolls, Giants, and Wizards • Worm tag • Red light, green light • Sharks and Minnows • Spell word with bodies • Where the Wind Blows/I Love my Neighbor Who. . . • Make team flag and name, and t-shirts

  23. LANGUAGE GAMES • January 24th / 9:30-9:40 am: • Rumor Game / “Broken Telephone:” • Using the same groups as yesterday’s Blind Pictionary Caricature Game, each group stands in a line facing the front. • The first person will get a card and read it . Then he will “spread this rumor” to the person behind him, and so on. • The last person will say what he heard out loud. The group that got it 100% right the fastest is the winner!

  24. LANGUAGE GAMES • January 24th / 9:40-9:50 am: • Board Game: “Would You Rather…?” • Get into groups of 3. • Roll the dice and on the space where you land, read the choices aloud. • Select one of the possibilities and then say what you would rather be or do (even if the idea may be imaginary and really impossible). You should explain your choices. • If you are unable to answer correctly, you cannot move forward.

  25. LANGUAGE GAMES

  26. LANGUAGE GAMES

  27. LANGUAGE GAMES • January 24th / 9:50-10:05 am: • Grammar Sentence Auction Chart • Get into groups of 3. • Read the sentence and decide with your group mates whether it is correct or not. • If it is incorrect, rewrite the sentence correctly in the space provided. • Decide with your group mates how much you want to “bet” that your assessment was correct. • The group that bets the most money total on the most correct sentences is the winner!

  28. LANGUAGE GAMES

  29. LANGUAGE GAMES • January 24th / 10:05-10:20 am: • English Relay Race • Similar to a relay race with “checkpoints.” At each checkpoint, students must answer a question correctly in English, and can't leave until they do- this process could also require making a basket or doing something physical, or simply just running from one place to another answering questions at checkpoints. A teacher should be at each checkpoint monitoring correct usage. • You can have one checkpoint per team or multiple, depending on space.

  30. LANGUAGE GAMES • January 24th / 10:05-10:20 am: • English Relay Race • “Checkpoint” questions depend on English proficiency level and interests/lives of the camp attendees. They shouldn’t include yes or no questions but require an answer of at least a phrase. Examples: • What did you eat for breakfast today? • Have you ever been to the United States? • What do you like about your best friend?

  31. LANGUAGE GAMES • January 24th / 10:05-10:20 am: • English Relay Race • Get into groups of 3-4. • 3 people stand at “checkpoints” and the rest form 3 separate teams. • Run to the checkpoint as fast as you can, answer the question, and when it’s answered correctly according to the checkpoint monitor, go to the end of the line and the next team member runs up. • The team that finishes first is the winner! • (The checkpoint monitor can be a student holding a card with the question and correct answer).

  32. “Developments in brain-based research note that central featuers of music and language are housednearoneanother in the human brain, suggestingtheymay share features of “grammar” thatorders musical elements and languageelementssimilarly.” - Lems, 2005 Music Research:

  33. Songs (particularly pop songs) providelearnerswithrepetitive, focused, (yet open-ended) lyricsthatallowfor a myriad of teachingopportunitiesforteachinggrammar, vocabulary, idioms, and listeningcomprehension -Murphey, 1992. Music Research:

  34. Use songswithmeaningful English lyrics. • Studentscreatetheirownlyrics to rythym of music. • Repetitivelyricshelp! • Cloze/“Fill-in-the-blanks” of lyricswhilelistening to song. • Begin orend a lessonwith a song. • Use actions, bodymovements, gesturestoaccompanysongs and poems (e.g. clapping, jumping). Best Practices for Music:

  35. Use puppets to accompanymusic. • Students can create personal songbooks. • Use song, lyrics, and poem charts. • Use lyricstoteachvocabulary, grammar, almostanything! • Use lyrics to teachelements of poetry: ryhmingwords, stanza/refrain, rythm, imagery, melody, meter, form. Best Practices for Music:

  36. www.americanenglish.state.gov • www.bussongs.com • www.songsforteaching.com • www.tefltunes.com • www.eslcafe.com • Yourown YouTube, CD player, and/or iTunes library! Sources for Songs:

  37. LANGUAGE GAMES • January 24th / 10:20-10:30 am: • Camp songs!! • Example: pop song “Unwritten” by Natasha Bedingfield • Other resources available on my website: http://peopleleap.com/peace-corps-volunteers-english-camp-training-music/

  38. LANGUAGE GAMES • January 24th / 10:30-10:35: • For all resources, ideas, materials, links, etc. always feel free to go to my website at: www.peopleleap.com • For camp-specific resources, please visit my EL Fellow Blog at: “EL Fellows Program > “Amy’ Professional Blog” or http://peopleleap.com/category/amys-fellow-blog/

  39. INCORPORATING AMERICAN CULTURE January 24th / 10:35-11:00 am:

  40. INCORPORATING AMERICAN CULTURE

  41. INCORPORATING AMERICAN CULTURE

  42. INCORPORATING AMERICAN CULTURE

  43. INCORPORATING AMERICAN CULTURE

  44. INCORPORATING AMERICAN CULTURE

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