Презентация, доклад по английскому языку How to start the lesson effectively

SS
into groups

Reduce the strain

in the shape and colours that they feel suit them best. They write their names on the tags, fix them to their clothes with masking tape and start walking around the room.
For a few minutes all the students walk around and look at each other’s name tags. Then they pick out somebody whose tag they find interesting and talk about the colour and shape of their tags. Each student should try and talk to at least five other students.
VARIATIONS: 1. After each student has made his name tag, all tags are collected and redistributed at random. The students fix the “wrong” tags to their clothes on the right side of their chests. Again the students circulate and try and find the owner of the tag they are wearing. The correct tags are then fixed on the left side and a short conversation about the shape and colour of the tag follows. According to the level of achievement in the class the types of questions can be varied.

Questions, giving reasons, expressing likes, getting to know each other.

2. “Mystery name tags” are used instead of proper name tags. First of all the class agrees on the type of information that should be given on the name tags. (e.g. 1 first name(s), 2 surname, 3 marital status, 4 children, 5 pets, 6 hobbies, 7 pet hates, 8 favourite country, 9 where the person would like to be right now.) Each student now draws/writes a “mystery name tag”, by encoding the information for these nine points in abbreviations or symbols.

getting to know each other

The students are grouped in pairs and each of them receives a blank
identity card. The two students in each pair now interview each other in order to fill in the blank on the identity card.
Each student introduces his partner to the class using the identity card as a memory aid.
Variations:
The paired interviews can be conducted without identity cards. Each student must find out those things from his partner which he thinks are important or interesting.
The task “Find out five things about your partner that one could not learn just by looking” can be given before the interviewing starts.
Each student draws a portrait on the identity card. All the cards are exhibited on the classroom wall.
If these interviews are done at the beginning of a course or seminar a question about individual expectations can be added.

speed of reaction, relaxation, dividing a class into groups.

The students walk around the room while the music is playing. As soon as the music is switched off the teacher gives a command, e.g. “Stand together in groups of five.” When students have sorted themselves into groups the music continues and everybody again walks around alone until the next command.
After about five to eight commands which involve everybody, the game can be finished off by calling out numbers, e.g. “seven”. This means that separate groups of seven students have to be formed. Anyone who is not in a group of seven is out.

Possible commands:

Shake hands with as many people as possible
Form a group with people of roughly the same height
Stand together in groups of four and agree on a song you want to sing
Mime a scene with at least three other people
Find people whose birthday is in the same month as yours

Preparation:
A list of command for the teacher, a cassette recorder for background music.
The room should be cleared of
tables and chairs.

the teacher is clapping, everybody walks around the room observing other people’s clothes, hairstyle, etc. As soon as the music stops each student pairs up with the person standing nearest and they stand back to back. Taking turns, each of them makes statements about the other’s appearance, e.g. Student A: “I think you are wearing blue jeans.” Student B: “That’s not right. My trousers are blue, but they aren’t jeans.” etc. After a few minutes the music starts again and all partners separate. When the music stops a second time, the procedure is repeated with a different partner. Three or four descriptions phases are sufficient. (Variations: A student is allowed to keep making statements as long as they are correct. As soon as he mentions something that is wrong, it is his partner’s turn to start describing him.)

ideas and throw the bad ones away.

Celebrate diversity

Don’t overlook the obvious

Don’t fear repetitions

All ideas are good ideas

Involve everyone

the same task. Possible tasks are:
How many possible uses can you find for a paper clip (plastic bag | wooden coat hanger | tea cup | pencil | sheet of typing paper | matchbox, etc.)?
You have to make an important phone call but you have no change. How many ways can you find of getting the money for the call.?
How many ways can you find of opening a wine bottle without a corkscrew?
How many ways can you find of having a cheap holiday?
The group works on the task for a few minutes, collecting as many ideas as possible without commenting on them or evaluating them. All the ideas are written down by the group secretary.
Each group reads out their list of ideas. The ideas are written on the board. The groups choose five ideas from the complete list (either the most original or the most practical ones) and rank them.

Brainstorming increases mental flexibility and encourage original thinking. It is a useful strategy for a great number of teaching situations.

is called Hot Potato because it involves students quickly tossing a ball around as if it were a hot potato burning their hands. To play the game students stand in a circle. The teacher picks a topic, such as favourite sports. The teacher begins by saying: “My favourite sport is swimming, ”and tossing the ball to the student in the circle. The next student must repeat the teacher’s sentence in third person and make his / her own sentence. (Her favourite sport is swimming. My favourite sport is football.) The student then tosses the ball to another student who must repeat what the two people before said and make his / her own sentence.
Benefits: The exercise is good for keeping students alert, training their memories and helping students think on their feet. It is especially useful in practicing verb tenses and new verbs.

T I C – T A C – T O E

The class is divided into two teams. The teacher draws a tic-tac-toe board on the blackboard and assigns x’s and o’s to each team. The teacher says a word and the first team must write the past tense form of the verb on the blackboard. If they write the word correctly, they may put an X where they like. If they are incorrect, the opposing team puts an O where they want.

H O T S E A T

The class is divided into teams. Each group is given a different category that they are to make a list of 10 items for. For example one group could have the category, “food”, another group could have “countries”, another “verbs”, etc.
When the list is ready, the teacher brings two chairs up to the blackboard so that they are facing each other, one student should sit with his / her back to the blackboard, one student should face the blackboard.
The other members of the group should stand in a line behind the student who is facing the blackboard
The teacher takes one of the lists from the other groups (not the group who is at the front of the classroom), and writes a word on the blackboard so that the student whose back is to the board cannot see it. The student who is facing the board must try and describe the word so that the student whose back is to the board can guess the word.

CHANGING THE SUBJECT

The students are divided into groups. Each student receives a card with a number and a word on it. The students must go in numerical order and say a sentence containing the word on the card. The first person begins: “I had a very quiet weekend, I just stayed in and watched TV.” Person 2: “Speaking of weekends we are thinking of having a party next weekend because it is “Super Bowl Sunday.” The conversation goes around the circle until someone can think of nothing to say.

and B. The As starts talking about themselves and the Bs pick up on a content word from what has been said and then say: “Tell me about (word)”. The As then have to talk about this word until interrupted again. The teacher lets the conversation go on for one or two minutes, with the Bs interrupting with “Tell me about…” as much as possible. Then the As and Bs swap roles.

BY THE WAY

The teacher holds up an object and says “Here’s a -------” She tells the class that they are going to pass it from one person to another ( this can be done in smaller groups as well). The students must state what the object is and then make a comment about how the object relates to themselves. For example:
“Here is an apple, by the way I’m from Washington State, the apple growing capital of the USA.” or
“Here is an apple, by the way, I eat lots of apples.”

Lecture 5%

Reading 10%

Audio Visual 20%

Demonstration 30%

Discussion Group 50%

Practice By Doing 75%

Teaching Others 90%

ONE-MINUTE SPEECHES

The class is divided into two teams. The teacher prepares small pieces of paper with topics written on them (for example, London, sports, music, clothing, etc.) One student from the first team chooses a piece of paper and must speak on that topic for one minute. If the student can speak for one minute and everything he / she says is correct, his / her team receives two points. If he / she speaks for one minute but someone he / she says is incorrect, his /her team receives one point. One-minute speeches are good to help students practice free speaking.

In this game, students should form a group of four. Each suit represents a topic.
For instance:
Diamonds: earning money
Hearts: love and relationship
Spades: an unforgettable memory
Clubs: best teacher
Each student in a group will choose a card. Then each student will write 4-5 questions about the topic to ask the other people in the group. For example:
If the topic “Diamonds: earning money” is selected, here are some possible questions:
Is money important in your life? Why?
What is the easiest way of earning money?
What do you think about the lottery? etc.
Yes | No questions are forbidden.

Students pretend that they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. The teacher can tell the students: “You are David, you go to the doctor and tell him what happened last night, and…”

thing I’ve ever seen was….
If I had 24 hours to live………………………..
I’d like to spend a long holiday in……..
I wish politicians would……………………….
Parents should always…………………………..
This world would be a better place if..
The thing that worries me most is………
I never worry about……………………………….
Some day I am going to…………………………
I get very angry if…………………………………..
I find it difficult…………………………………..
I’d like to be more……………and less……..
I am not interested in…………………………..
Studying is………................................................
If I could be somewhere else now, I’d….

Stem sentences or

My favourite animals are ……………
I like people who …………………………
I could not live without ………………
I have never ……………………………………
I am frightened of …………………………
......................................makes me good
Everybody should …………………………
The last time I laughed a lot was…...
I’d like to have ………………………….........

Each student is asked to fill it in.
Individual students asked others to read out certain sentences. Students may refuse if they feel their answers are too personal. A short discussion with other members of the group sharing their ideas can follow.

Variations

1. All completed handouts are collected. Each handout is read out and its author guessed.

2. The students put their completed handouts like name tag. Then they walk around the room and talk in pairs or small groups about their views and feelings

to imagine the results. Some suggestions for subjects for this exercise are listed below. All begin with “What would happen if…” :
civil war broke out?
Vast resources of oil were discovered here?
Everyone went colour-blind?
Everyone forgot how to read?
The wind stopped?
We were all telepathic?
All drugs were legal and cheaply available?
The group sets itself to brainstorming all the possible results of such eventualities. They may do this as a straight–forward discussion, or through role-playing various characters, each of whom is interested in the effects on his or her own life or sphere of activity: a mother, a ruler of the country, a doctor, a child. Or the roles could be rather those of attitude: the optimist, the pessimist, the coward, the money-grabber, the power-seeker, the philanthropist. As a follow-up after the results have been displayed and discussed, the groups may be asked to try to decide what measures should be taken to anticipate or cope with those implications which appear problematical.

This in a way is the opposite of Foreseeing results. Instead of giving a cause and asking students to imagine the results, we give them results and ask them to reconstruct the cause(s). Groups are given a description of an apparently incredible or incongruous set of circumstances. The classic example of such a situation is the famous Marie Celeste mystery: a ship found floating on the ocean without crew or passengers, no sign of violence, and everything in good working order; but obviously hastily abandoned, with meals half-eaten and jobs half-done. The group has to think up a logical explanation that fits all the facts. If role-play is used, then the group becomes a team of professional investigators called in to solve the enigma. Below are some examples of such situations:
A parcel was delivered to the school, addressed to a Mr Wilbur Welkins. Nobody had ever heard of him. The parcel was left on the staff-room table, and disappeared during the night.
A small boy, naked and with his head shaved, ran down a big city street. He was laughing happily though it was a cold day, and he had a photograph in his hand.
One of the school classrooms was found to be locked. The sound of a man groaning was heard from within. When it was broken into, it was discovered that most of the furniture had been smashed. There were two dead mice near the door and a strong smell of burnt rubber in the air.

slips of paper with sentences like this on them: “What would happen if a shop gave its goods free every Wednesday?” “What would you do if you won a trip for two to a city of your choice?” One student starts by reading out his question and then asks another student to answer it. The second student continues by answering or asking a third student to answer the first student’s question. If he has answered the question he may read out his own question for somebody else to answer. The activity is finished when all the questions have been read out and answered.
SOME MORE SUGGESTIONS:
What would happen
if everybody who told a lie turned green? if girls had to do military service?
if gold was found in your area? if a film has made in your school/place of work?
if smoking has forbidden in public places? if the price of alcohol was raised by 300 per cent?
What would you do
if you saw your teacher picking apples from her neighbor’s tree? if it rained every day of your holiday?
if a salesman called at your house and tried to sell you a sauna bath? if you found a snake under your bed?
if you got a love letter from somebody you did not know? if you got lost on a walk in the woods?
if somebody hit a small child very hard in your presence? if you were not able to remember numbers?
if your friend said that she did not like the present you had given her? if you could not sleep at night?
if you suddenly found that you could become invisible by eating spinach? if you have won 1mln pounds?
if you broke an expensive vase while you were baby-sitting at a friend’s house? if you were absolutely blind?

and question cards. The question cards are put in piles face down next to the numbers 1 to 5 on the question board. Each student in group is given a number from 1 to 6.
Taking turns, each student throws the dice. One die indicates the question to be asked (the one on top of the pile of question cards next to the number thrown) the other, the person who must answer the question. If the “question-die” shows a 6, the person whose turn it is may ask a question of the student whose number was thrown with the “student-die”. The exercise is finished when everybody has answered every question.
VARIATIONS:
1. Students can prepare different questions.
2. Instead of personal questions others concerning subjects or topics taught in class can be chosen.

of names of other students (in small groups where students know each other the list of names is not necessary). Each students now questions everybody else, according to his task. He writes the answers down, and crosses off the names of the people he has asked. When everybody has finished asking, each student reads out his question/task and reports his findings.
VARIATIONS: 1. The types of task can be varied according to the background, age and interests of the group.
Two or three students can be given the same task.
FIND OUT
who likes spiders, frogs and beetles. who can dance the tango.
who knows the capitals of Australia and New Zealand. who likes spinach.
who does not watch TV for more than two hours a week. who can knit.
who can cook a really good meal. who reads a daily paper.
who usually sings in the bath. who has more than 100 books.
who collects something unusual. who likes horror films.
who can sew on buttons and darn socks who likes to get up early.
who can repair a flat tyre on a bicycle. who writes poems.
who can play musical instrument. who keeps a diary.
whose name has more than twenty letters. who has had a holiday job.

around the room and questions other people about things on the handout. As soon as somebody finds another student who answers “yes” to one of the questions, he writes his name in the space and goes on to question someone else, because each name may only be used once. If a student overhears somebody answering “yes” to another person’s question he is not allowed to use that name himself. After a given time (15 minutes) or when someone has filled in all blanks, the questioning stops. Students read out what they have found. They can preface their report with: “ I was surprised that X liked…”, “I never thought that Y liked…”
FIND SOMEONE WHO
chews chewing gum likes doing jigsaw puzzles likes to have very hot bath
reads more than one book a week can tell you which language the word “cymru” is taken from
can recite the alphabet in under 10 seconds owns a pet with fore legs likes liquorice
has been to Scotland has got more than three brothers and sisters
is wearing something purple has got a driving license wears socks in bed
pronounces these English towns correctly: Worcester, Gloucester, Carlisle, Durham
knows what “lads” and “lasses” are can hum the tune of “Yankee Doodle”
dreams about flying collects something believes in reincarnation
rolls their own cigarettes can tell you a joke in English was born on Sunday
likes working in the garden has got a three-speed bicycle believes in ghost
can speak another language apart from English and their own language goes jogging
has flown in a helicopter or a glider can play more than one musical instruments

you weren’t you but something else entirely, e.g. an animal or a musical instrument. Just think what you would like to be and why, when I tell you the categories.” Possible categories are: colours, days of week, kinds of weather, musical instruments, months, countries, cities, articles of clothing, kinds of fruit, flowers, pieces of furniture, food, toys, etc.
VARIATIONS: SOMETHING ELSE can also be played as a guessing game. Two students are asked to leave the room while the rest of the class agree on a person to be guessed. When the two students are called back in they ask questions such as: “What would the person be if he or she was an animal? a colour? a building? a flower? a landscape?, etc. From the answers, characteristics of the person can be deduced and his or her identity guessed. If the person to be guessed is present he can comment on the comparisons made, e.g. “I was surprised that…/ I don’t see myself as…/ Being compared to…was quite startling/disappointing/flattering/embarrassing…”

following questions:
What do you like about your present age?
What did you like about being younger?
What will you like about being 5 / 10 / 30 years older?
What will you like about being elderly?
What is the ideal age? Why?
What could you say to someone who is not happy about his age?
Do you often think about age, growing old, staying young?
Does advertising influence your feelings?

VARIATIONS:
The questions can be distributed to different students, who ask the other members of the class / their group when it is their turn.
REMARKS:
The exercise works well if the students have known each other for a while and a friendly, supportive atmosphere has been established.

other in turn about the things specified on their cards.
(If several cards have been distributed each pair of students exchanges cards with another after having answered all the questions.) VARIATIONS:
Each student receives a different card and has to find his partner before he can start with his questions

Ask your partner questions about A Australia:
About its size
About its wildlife
About its native people
Big cities: Sydney, Melbourne, Adelaide, Perth, Brisbane, Darwin
Flag:


Natural resources: uranium, coal, iron ore, copper.

KEEPING FIT A

Talk with your partner about keeping fit.
Start like this:
What do you do about keeping fit?
……….
Would you like to do more or less?
…………
What do you think?
…………..

Go on in this way

Here are the answers to your partner’s B questions:
Native people of Australia: Aborigines – arrived 30,000 years ago, many tribes, lived in harmony with the land. Today: discrimination, poverty.
Size: as big as Brazil
Wildlife: lots of animals not found elsewhere, e.g. kangaroo, koala, emu.
Ask your partner questions about Australia:
About the flag
About natural resources
About big cities

KEEPING FIT B

Talk with your partner about keeping fit
Answer the questions then go on.
………..
What about you?
………..
Do you think it is important to keep fit? Why?
………….
………….
Go on in this way