I. Brief Introduction To Life

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I. Brief Introduction To Life Study in Leeds
II. About Our Tutors
III. About Our Training
IV. Some Useful Materials Websites
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Teaching Listening Skills
Teaching Speaking Skills
Teaching Reading Skills
Teaching Writing Skills
Using Games
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• Short listening activities
• listen and identify
• bingo
• listen and take away
• find the odd man/one out
• listen and put
• listen and choose
• tennis
• guess my animal/job/a person etc.
• choose four animals and use four adj. to describe
  each of them, then write a poem and draw a
  picture
• jigsaw listening
• non-stop dictation
• reader-runner-writer dictation
• some other activities

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Skater Boy (a song)

• Step1 Listen to part 1, understand the
  situation, then guess what happened.

• Step2 Listen to part 2 and answer some
  questions. (discuss in 2 What happened 5 years
  later?)

• Step3 Listen to part 3 to see the result, then
  match the beginnings and ends of the sentences.
  Guess the end of the story.

• Step4Listen to the end of the story and fill in
  the blanks, finish the sentences.

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• make a clock, then choose the time you like best
  and tell why

• describe one thing and try to sell it

• debate

• set up your own school

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(Little Johnnys final letter)

• Step1Listen to the title and think about
  What letter? Who wrote it ? Where? Why?

• Step2 Listen to some sentences and discuss the
  questions again.

• Step3 Listen to the whole poem. Draw Johnny the
  day before Johnny in his rented room mother in
  radio

• Step4 Give the poem to the Ss. Discuss
  Why.leave home? How does mother feel?

• Step5 Explain the strange expressions Write down
  the sentences that mother said in the radio and
  act out.

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• Can A Parrot
• (by Spike Milligan)
• Can a parrot
• Eat a carrot
• Standing on his head?
• If I did that my mum would send me
• Straight upstairs to bed
• Step 1 close your eyes and think of one of your
  favourite animals ----What does it look like?
  What can it do? What is it doing now? ( ask Ps to
  imagine)
• Step 2 draw the picture about your imagination
• Step 3 exchange ideas in groups (Ps show their
  pictures and talk about it)
• Step 4 learn the poem---a. (T Do you know what
  my favourite animal is ?) T read the poem. b. Ps
  read to poem. c. ask Ps to draw the picture of
  the poem
• Step 5 task make a poem using their own
  favourite animal and draw a picture of it if you
  like

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• (A story from
  Mali)
• Activity1 Match these words with the pictures on
  the picture sheet.
• Spear , ear, eye, mosquito, antelope, stew
• Activity2 All the pictures on the picture sheet
  are from the same story, In a small group, tell a
  story which uses all the pictures.
• Activity3 Listen to the teacher read the story.
  Is it similar to the story your group told?
• Activity4 In a small group, use the picture
  sheet to tell the story the teacher told you.
• Activity5 Read the story and think about the
  message of the story.
• Activity6 With your partner, discuss these
  questions
• What was the message of the story?
• Do you think the chief was clever?
• Do you know any other stories with a similar
  message?
• Activity7 T divide the Ss into groups to play a
  part in the story. Act your part and say the
  words.

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• (The
  Little Girls Room)
• 1.Readiness Activity
• Close your eyes and imagine your bedroom.
• What colours do you have in your bedroom? What
  furniture?
• What do you like about your bedroom?
• What dont you like about it?
• 2, Experiential
• Imagine you are the little girl while listening
  to the story. Try to see the story in your mind.
• Listen to the story again and act it out with
  your partner. One of you is the little girl and
  your partner is a magic fairy.
• 3, Intake response
• Think back to the story youve just heard. Try
  and picture the little girl in your mind. Think
  about these 4 questions
• What do you think about he little girl?
• What do you think about the fairy?
• Does the story remind you of any people
  in your own life?
• What do you think the moral of the story
  is?
• Draw a picture of how you think the little girl
  looks at the end of the story. Show your picture
  to your group and describe it to them
• 4, Development
• Now read the story yourself. Think of another
  colour and write another small part of the story.
  
• 5, Input

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• Writing
• 1. most neglected most hated both by Ss and by
  Ts most given as homework
• 2. must have a clear purpose
• 3. make up a check list for the Ss for the common
  mistakes or errors theyve made
• Chinese English Correct English
• 4. How to evaluate? ---We can ask them to correct
  their writings in groups or in pairs, find out 5
  mistakes, then we can use the game grammar
  auction to help them correct the mistakes.
• 5. How to deal with the mistakes or errors
  theyve made?

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• Fun and games in the classroom
• Vocabulary tennis
• Choose a vocabulary topic the class has studied
  recently e.g. animals.
• Divide the class into 2 halves, group A and group
  B, so that they are facing each other.
• Each group elects a speaker.
• The speaker for group A says the name of an
  animal e.g. lion.
• Group B must then respond immediately, through
  their speaker, with another animal.
• Group A must then respond immediately, through
  their speaker, with the name of another animal.
• The process continues until one group cant think
  of any more animals.

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• Chain vocabulary
• Choose a vocabulary topic the class has studied
  recently e.g. animals.
• Get the pupils to sit in circles with 7or 8
  people in the group.
• Each member of the group, in turn, must give the
  name of an animal.
• If a group member cant think of an animal,
  she/he drops out.

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• Grammar auction
• Explain what an auction is. Explain other key
  terms such as bid and budget.
• Tell the class you are going to sell them some
  sentences. Tell them how much money they have to
  spend.
• Divide the class into pairs and hand out one
  worksheet to each pair.
• Ask the learners to identify the correct
  sentences and to find the mistakes in each wrong
  sentence.
• Explain to the class that they must buy as many
  correct sentences as possible.
• Go through every sentence on the worksheet
  selling it to the highest bidder. Dont tell them
  if the sentence is correct or not at this stage.
• Go through the sentences again. Tell them which
  are correct and discuss with them where the
  mistakes are in the wrong sentences.
• Find out which pair bought the most correct
  sentences.

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• Board pen relay
• Procedure
• Divide the class into 3 or 4 equal teams, with a
  maximum of 10 or 12 learners per team.
• Divide the board so that there is a section for
  each team e.g.
• Team 1 Team 2 Team 3 Team4
• Get each team to stand in a line as if they are
  forming a queue.
• Give the first member of each team a board pen or
  a piece of chalk.
• Explain that each team has to write a sentence on
  the board that is at least 10 words long. So the
  first member of the team runs to the board,
  writes one word and passes the pen or chalk to
  the second member who writes another word and
  passes the pen or chalk to the third member. The
  first team to write a complete, correct sentence
  wins.
• Tips
• Its a good game to use at the end of a difficult
  or tiring lesson.
• You can make the game more challenging by
  specifying that the sentence must include a
  particular structure e.g. present continuous.

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• Hot Seat
• Procedure
• Divide the class into two teams. The teams should
  be on different sides of the class, but as close
  to the board as possible.
• Put 2 seats (hot seats) at the front of the
  class, one in front of each team, facing away
  from the board.
• One member of each team sits in the hot seats
  (facing away from the board, but towards
  his/her.)
• The teacher writes a word on the board (one class
  has recently learned) e.g. elephant. The teams
  have to get the team member in the hot seat to
  say this word by shouting clues to him/her e.g.
• Its a big animal it lives in the jungle its
  got big earsits got a good memory.
• The first team to get their hot seat member to
  say the word elephant scores a point.
• Change the hot seat members, then continue until
  you have finished your list of words. The team
  with the most points at the end wins.

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• Blockbusters
• Aims to revise vocabulary the class has recently
  learned.
• Equipment/preparation
• (a). A list of about 30-35 words the class has
  learned recently
• (b). A 55 square made from the first letters
  of the words they have learned recently (see fig.
  1)
• (c). Different coloured pens or chalk for the
  board.

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• Procedure
• Write the first letters of 25 words the class has
  learned recently in a 55 square on the board. It
  doesnt matter if you use the same letter more
  than once e.g.
• Fig 1
• 1 2 3 4 5
• G M N C S
• C F H L H
• E R T P R
• H A A R T
• S I S K W

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• Divided the class into two teams. Give each team
  a colour, say red or blue.
• Explain that the letters are the first letters of
  words they have recently learned. Tell then you
  will give them a definition, explanation or
  example to help them remember the word e.g. If
  they have learned the word apple recently, your
  question could be What A is a round and green
  fruit?
• The first team to shout out the right answer wins
  that letter and that letter is underlined in
  their colour.
• If the blue team shout out the answer first, they
  get to choose the next letter on the square.
  Anyone can answer any question.

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• The objective of the game is for a team to make a
  connected line of underlined letters from top to
  bottom to side of the square. It can be a
  straight line, but it doesnt have to be. See the
  examples in figs 1 and 2 below.

Fig 2 1 2 3 4 5 G M N C S C F
H L H E R T P R H A A R T S
I S K W
Fig 3 1 2 3 4 5 G M N C S C F
H L H E R T P R H A A R T S
I S K W
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• Tips
• Its a good idea to make a photocopied worksheet
  of all the words you use in the game to give to
  the learners after the game (you can use this
  worksheet for pronunciation practice or more
  detailed work on the words.)
• Its a good idea to prepare your definitions,
  explanations and examples of the words as it can
  be difficult to think of them on the spot.
• Its a good idea to have extra words beginning
  with the same letter in case neither team can
  remember the word in the square.
• One possible problem with the game is that two or
  three players dominate. You might want to
  introduce a rule so that when a player answers a
  question s/he cant answer the next one.

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• Pictionary
• Divided the class into 2 or more teams.
• One representative from each team comes to the
  teacher and the teacher secretly tells them a
  word. The representatives go back to their team
  and draw a picture or do a mime to elicit the
  word from their team.
• The first team to correctly identify the word
  gets a point.
• Each team sends another representative to the
  teacher.

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• Vocabulary Bingo 1
• The teacher writes 10-12 numbers on the
  whiteboard.
• Each pupil copies 4 of the numbers.
• The teacher reads out numbers from the whiteboard
  at random.
• Pupils cross out their numbers as they hear them.
• The first pupil to cross out all his /her numbers
  is the winner.

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• Vocabulary Bingo 2
• The teacher writes 10-15 words on the whiteboard
  which the pupils have learned recently.
• Each pupil copies 4 or the words.
• The teacher gives definitions or explanations of
  the words on the board at random.
• Pupils cross out their words when they hear the
  teacher define or explain them.
• The first pupil to cross out all his words is the
  winner.

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• Stop or continue?
• The teacher chooses a text or dialogues the
  pupils have learned recently.
• The teacher divides the class into 2 teams.
• The teacher reads the first words of the
  story/dialogue and team A have to continue it
  word for word. They score one point for every
  correct word and they can stop when they are not
  sure what the next word is. If they continue and
  make a mistake they lose all the points from that
  turn.
• Team B continue from where Team A stopped. When
  team B chooses to stop, team A start again, and
  so on until the story/ dialogue is finished. The
  team with the most points is the winner.

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• Step 2.
• Draw the shapes you ticked.
• Step 3.
• Learn the shapes.
• Step 4.
• Choose a shape to name your group.
• Step 5.
• Find the shapes around the classroom.
• Step 6.
• Listen and make shapes in pairs.
• Activity 2.
• Listen and Read the dialogue, answer
  the questions.

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• Step1. make an example for the students.
• Step 2. teacher gives an instruction, pupils make
  shapes in pairs .
• Step 3. pupils give instructions in turns.
• Step 4. pupils make shapes they like in pairs and
  ask other groups using What shape is
  it?
• Step 5. Teacher asks pupils to count how many
  circles, squares, triangles and rectangles the
  children made, find out the most popular one.

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The Reasons We Adapt Unit 17

• Activity 1 (Competition)
• Find shapes in the classroom as quickly as
  possible. Then count them .(group work)
• Activity 2
• What is the next shape?
• Steps.

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Steps

• Listen and draw (teachers modeling)
• Listen and draw (Students activity)
• Look at the pictures and predict the missing
  shapes.
• Pair work (pupil 1 thinks about a group of shapes
  which have regularity and asks pupil 2 to predict
  the next shape or next group of shapes)

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Can you try?
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ACTIVITY 3 Lets make

• Step1 Teacher takes out a piece of paper.
• Folds it and asks questions.
• Step 2 Pupils learn to make a paper ship.
• Ask and answer questions in pairs
• while folding.
• Step 3 Pupils colour the paper ships and
• draw some shapes on them.
• Step 4 Present their own paper ships in
• group/in class.Ask and answer the
• questions.

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ACTIVITY 4 Fill in the blanks

• Look at the pictures of Unit 17, read the
  following dialogue and fill in the blanks.
• Mr Chen How many are there?
• Ben Four. One, two, , four.
• Yongxian No, there are . One, two,
  three, four .
• Mr Chen Good.
• Mr Chen Xiaoling, how many are
  there?
• Xiaoling . One, two, three, four, five,
  .

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• Yongxian No, there are . One,two,
• three, , five, six,
  .
• Yongxian No, there are .One, ,
• three, four, five, six, seven,_____.
  
• Mr chen _______ ______ fingers are
• there?
• Ben Ten. _____, two, three, four, five, six,
• seven, eight, _____, ______.
• Jiamin No. ______fingers and two thumbs.
• Mr Chen Very good, Jiamin.

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ACTIVITY 4 Fill in the blanks

• Listen and check the answer.
• Mr Chen How many squares are there?
• Ben Four. One, two, three, four.
• Yongxian No, there are five. One, two, three,
  four, five.
• Mr Chen Good.
• Mr ChenXiaoling, how many triangles are there?
• XiaolingSix. One, two, three, four, five, six.
• Yongxian No, there are seven. One, two, three,
  four, five, six, seven.
• Yongxian No, there are eight. One, two, three,
  four, five, six, seven, eight.
• Mr chen How many fingers are there?
• BenTen. One, two, three, four, five, six, seven,
  eight, nine, ten.
• Jiamin No. Eight fingers and two thumbs.
• Mr ChenVery good, Jiamin.

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• What shape is it?
• What shape are they?
• How many rectangles / triangles/
• are there ?
• What is it?
• What are they?
• ...

BACK
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Lets make
BACK
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• The pupils notice the different shapes in the
  first and second steps,and from the first and
  second step, we help the pupils to prepare for
  learning. While in the second step they are
  drawing the four different shapes, the teacher
  teaches the pronunciation of the shapes as well.
• Pupils try to repeat for 2 or 3 times. These
  first three steps can help the students have the
  first awareness of the new vocabulary.
• The following steps help the pupils to recycle
  using the main sentences and vocabulary in
  meaningful situation.

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This unit is very good to help the pupils to
develop their ability of observation and a sense
of logic, why we adapt the following 4
activities, just because we would like to help
the pupils to use their brain more and work with
the Language more effectivelymore details? Lets
go back!
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2. Some Websites
http//falcon.jmu.edu/ramseyil/poeform.htm http/
/www.kidsjukeboxinc.com/ http//kidsmusicweb.com/
http//www.gigglepoetry.com/ http//www.angelfire.
com/mn/kellyshouse/preschoolroom/themes/zooanimals
.htm http//the_english_dept.tripod.com/teachers.h
tmlpoetry http//www.arm.arc.co.uk/pixindex.html
(animal pictures)