Bruce

Lee

Lesson

Planning Frustration

A book of classroom tips and educational games and activities

that relate to a wide range of grammar points.

Endorsed by Chuck Norris

My Dear Teachers,

Once it was spoken…by me, “I fear not the man who has practiced 10,000 kicks once, but I fear the man who has practiced one kick 10,000 times.” Soooooo, hmmmm… I guess what I mean to say is here are some of my best ‘one kick’ activities. They have been practiced many times. The first pages are lesson plan forms to help you plan in peace and harmony. After the forms are: classroom management techniques, instructions for classroom games, ways to drill with flashcards, instructions for flashcard based games, and instructions and materials for classroom activities. This book is available both in hardcopy form and on the sever as a PDF. Try what is written here and you will succeed (or so we hope): for there are no limits to success in the YL classroom.

The Map to Classroom Success

Type Class Level AimsPage

Number

Lesson Plan Forms

Language Lesson(Your typical YL lesson with vocab and grammar aims)

All YL To help teachers plan lessonsmore efficiently and better

1-3

Skills Lesson(lessons focused on reading,

listening, and writing)

All YL To help teachers plan lessonsmore efficiently and better

Classroom Management

Techniques

A range of things you can do in all YLand possibly TE levels to make your life

easier and your classroom environment more educational.

To help you not lose control of your class and/or your sanity 4-11

-Master Bruce Lee, ESL Teacher

The Map to Classroom Success…Continued

Activity Class Level AimsPage

Number

Warmers and Classroom Games

(10 minutes max)

1) Numbered Board Race

Any Various 12

2) Numbered Board Slap

Any Various 12

3) Spelling Strips of Glory

Starters 2-Flyers 17

Any vocabulary 13

4) Pictionary Any Any vocabulary 13

5) Stop the Bus(Also can be called ‘Stop the

Xe Ôm’)

Any (YL, TE, AE, PE)

Various 14

6) The Rhyming Game Movers 3+Pronunciation of final

consonants, rhyming, and wordplay

15

7) Typhoon Movers 1+ Review 16-17

8) The Wright Family Flyers 1+ Listening (kinda), Fun 18

9) Evolution Movers 1+ Animals, Comparatives 19

10) First Letter Last Letter

Movers 3 + Language Play 19

11) Wordsmith Movers 4+ Language Play 20

12) Classroom Maze Movers 2 + Directions 20

The Map to Classroom Success…Continued x2

Activity Class Level AimsPage

Number

Warmers and Classroom Games

Continued(10 minutes max)

13) Go Fish Movers 2+ Question Form, Vocabulary Review

21

14) Uno Starters 1 –Flyers 3

Various 21

15) Musical Textbooks Starters 1 –Movers 2

First day fun and introductions 22

16) Blockbuster Movers 1+ Various 22-23

17) What’s the Time Mr. Wolf?

Starters-Movers

Time, basic 24

Sherree’s

Flashcard Drilling Strategees and

Activitees

This is a table of 19 flashcard based activities.The appropriate class level for each is listed in the table.

Drilling Strategees

25Activitees

26-30

Activitees(In the neighborhood of

15 minutes or less of class time)

1) Classroom Rules Poster

(A 1st Day Activity)

Starters 3-Flyers 3

Establishing Classroom Rules. Should do the first or second

lesson.

31-32

2) Yes Booklets &Starters Rules Poster

(A 1st Day Activity)

Pre-Starters1- Starters 3

Establishing Classroom Rules. Should do the first or second

lesson.

33-36

The Map to Classroom Success…Continued x2

Activity Class Level Aims Page Number

ActivitiesContinued

(In the neighborhood of 15 minutes or less of

class time)

3) Student Record Booklet

Starters 1-Movers 3

Establishing Classroom Rules, Classroom Management, Learning Students’ names

37-39

4) Gingerbread Outline

All YL(depending on

your aims)

My name is, I like, Body Parts, intros on the first day, it is also adaptable to a wide range of grammar and vocab points.

40-41

5) Running Dictation Movers 1-Flyers 3

listening comprehension, reading, pronunciation

42

6) The ‘Listen and Read’ Sections in

Family and Friends

All YL Making the ‘listen and read’ sections more interactive

42

7) No David Puppet Mask

All YL(depending on

your aims)

Emotions, Facial Features, Posttest/final class project

43-44

8) Hap-Happy Time Clock Face

All Starters & Movers

Time (on hour, quarter, half past, etc.)

45-46

9) Fortune Teller Movers 3 –Flyers 3

Future Tense (‘will’ or ‘going to’)

47-50

10) Dinosaur Masks Starters 1 –Movers 3

Final classes, After Tests, Fun 51-54

Lesson Plan FormsAims: To make lesson planning more efficient and possibly better

Levels: Do with all YL lesson planning

Materials Needed: Just copies of the forms

The Idea: So many of us start our lesson plans by grabbing some scrap paper to plan on, scribbling some stuff, moaning about not knowing any more warmers, and then stumbling over how to present the materials, how to stage it, and where to put everything. All in all, we sit and plan and fret over how to make the lesson not clunk along like a poorly maintained DeSoto.

The lesson plan forms on the next two pages do not ensure that lessons won’t bomb, but they can help quite a bit. Instead of starting from scratch and writing everything out each time, just fill in the form. The lesson plan forms are staged appropriately (review, presentation, closed practice, exposure in context, free practice) and provide a framework to plan your lesson around. (And by review I mean your warmer, which should almost always be a review of the target language from your prior lesson. ) The lesson forms will also help you fall into a routine with your classes. I once said, “A good teacher can never be fixed in a routine,” but that was when I was teaching martial arts and defeating bad guys right and left. As a YL teacher it is good to follow a pattern in your class. Then the students will know what is coming next, what they need to do, how they need to behave, and how much longer it is until a fun thing or the end of class. Using a routine in YL classes = better behaved students. Using a routine in martial arts = the triumph of evil.

There are two very different forms. The first is a form for your typical class: presenting and practicing grammar and vocab. The second is a form for a skills lesson, which is a different beast. It involves introducing topics, lexis, pre and post reading activities, etc.

Try them out. I promise they will make your life easier.

Bruce Lee Quote: Learn the principle, abide by the principle, and dissolve the principle. In short, enter a mold without being caged in it. Obey the principle without being bound by it.

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Langu

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Lexis & G

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Bruce Lee Quote: As these techniques become more innate, new meaning will begin to emerge and better techniques can be formulated.

Classroom Management TechniquesAims: To help you manage your classroom

Levels: Do with all YL and TE

Materials Needed: Resilience

Sometimes really difficult classes come along and you have to work hard to make them manageable. More often, though, teachers create difficult classes for themselves. So, below are ways to avoid problems before they begin. These are followed by ways to deal with the problems that are inevitable in any class. Explanations of each point are found on the following pages.

Avoiding Behavioral Issues

1) Good Planning: Using Routine, Variation, and Time Limits2) Engagement4) Rapport4) Classroom Presence5) Listing the routine on the board in a ‘Class Schedule.’

Dealing with Behavioral Issues

1) Making and Using Behavior Management Tools3) Closed Choices and Avoiding Power Struggles4) Proximity5) Heavy Artillery (figuratively speaking)6) A final note

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Avoiding Behavioral Issues

1) Good Planning: Using Routine, Variation, and Time Limits

Planning is very, very important. There is a pervasive attitude that planning a YL class is easy. Supposedly you just need some wordsearches and a lot of clown-like energy. This is false. (And wordsearches should be kung-fu kicked right out of your planning materials. They are almost always entirely passive and pointless.) When you teach adults, your chief concern is achieving your aims. When you teach children you have two concerns: achieving your aims AND classroom management. This is difficult.

Therefore, please use the two planning forms that are in this book. They will help you to plan a lesson with appropriate variation. Kids need to move between active and low-key activities. Too many high energy activities in a row will make your kids go bonkers. This is bad. Too many low-key activities will bore them. Boredom inevitably leads to students acting out. The forms will also help you to fall into a routine. A routine means that students know what is coming next, what they need to do, how they need to behave, and how much longer it is until a fun thing or the end of class. In short, a routine equals better behavior. Finally, as you use the form to plan, keep the ‘Ten Minute Rule’ in mind. Kids will stay with you for about that long before they wander off into their heads or into the land of disruptive behavior. The exception is multiple stage, hands on projects. If a project is well staged, it can go on for quite some time. (Refer to Walker, Project Maker for projects. It should be on your YL Resources shelf.)

2) Engagement

Bored classes are inevitably naughty classes. Further, creating engaging lessons helps students to learn easier and better than dry grammar and vocabulary exercises. This is simply because an engaging project or game will make students want to use the target language so they can complete whatever it is that they find so exciting. The key to engagement is asking yourself: Is this/would this be fun for me? If you find or create an activity or project that you are excited to do with your students, chances are your students will be excited as well. Students that are engaged are well behaved students. BUT, more importantly, they are students who are much more likely to be learning.

5

4) Rapport

Your classroom is a pyramid. The base of the pyramid is a positive relationship between you and your students. If you have a relationship with your students in which they like you, respect you, and want to be in your class, then you have mostly smooth sailing ahead. If this base is not there, then the higher parts of the pyramid such as good behavior, engagement, and learning will be much harder (and often impossible) to build.

To develop this rapport make sure to: smile, learn the students names, ask them questions, remember things about them, greet them when they come into the room, congratulate them for doing a good job or winning a game, joke with them, and to use engaging activities in class. This is by no means a complete list, but it is a start.

A simple rule to help you develop/maintain rapport is making 1 ‘withdrawal’ for every 4 ‘deposits.’ This means that you should give students positive input four times for every time you have tell them to do something or have to give them negative input (such as: “Why didn’t you do your homework?” or “Minh, you can stop talking or you can move to the desk next to me”). There is no way to follow this exactly, but it is helpful to keep it mind.

In short, students that like and respect you will want to behave for you.

4) Classroom Presence

Think back to the teachers you liked in both grade school and high school. These are the teachers that you behaved for. Now, think of the teachers you didn’t like. These are the teachers who you did not behave for or did not want to behave for. What were the main qualities of the teachers you liked? Most likely, these qualities came down to a balance between:

A: The teachers having good rapport and engagement.B: The teachers having a strong classroom presence.

We talked about rapport and engagement above. Classroom presence is harder to define. It is naturally affected by a number of things that are fundamental to who we are as individuals. Such as: our personality, the quality of our voice, our height, our gender, our age, our typical energy level, and our self-confidence. Therefore, some people will have a much easier time of creating an effective classroom presence than others. But, everyone can do it because everyone can put on an act that eventually becomes second nature. Three elements your ‘act’ should include:

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1) Positive, resilient energy2) Real or pretend confidence

3) A ‘Teacher’s Voice’

1) The students can perceive your energy level the moment you walk in the door. That is when the tone of the class is set. If you come into the classroom with low energy, it shows the students you do not want to be there. If you don’t want to be there, they won’t want to be there and that is when the trouble can start. Trouble can be avoided - and a positive classroom where learning is achieved can be reached - by always having (or acting like you have) positive energy in the classroom. When you do not have it, or when you do not act like you have it, the children will respond like predators spotting a lame wildebeest.

2) Being confident and projecting confidence is important to do at all times. Without confidence you will have no authority. Will you always be confident? Of course not! Therefore, you must pretend. Pretending to be confident has a way of actually making you confident. Further, bringing positive energy into the class really cannot be done without being – or pretending to be – confident in your lesson and yourself. Without confidence the children will descend on you like the hyenas in “The Lion King.” With confidence, you can build positive and meaningful teacher/student relationships with your classes that enhance learning.

3) Just as confidence depends on positive energy, a ‘Teacher’s Voice’ relies on both. Your voice in the classroom is your main tool for communicating your energy, your confidence, and your authority. Therefore, your voice must be quite audible, but not shouting. It should be kind, but still possess authority. Again, keep in mind how your favorite teachers from the past spoke to the classes you were in to help you develop your own teacher’s voice.

Listing the Routine on the Board in a ‘Class Schedule’

This is a simple and straightforward way to help avoid behavioral issues and to deal with them. If you make any given individual stay in a room with you for two hours, the first thing they are likely to ask you is “What are we going to do?” People want to know what is going on, what will happen next, and what they are expected to do. Yet, we expect students to come to class and be our captive audience for 90-120 minutes without them knowing what they are going to do. The result is that in their immature minds class can stretch out into a despairingly long amount of time. This is part of what can lead to bad behavior.

The simple solution is to write out on the board what will happen in class. It can be the first thing you do after greeting the students and reviewing the rules. Then, the students can see what will happen, how long 7

it is until they can do something fun (this makes the not fun stuff more endurable), and how close they are getting to the end of class. Further, the schedule can be manipulated to provide a consequence for widespread bad behavior. For example, a game can be moved back or eliminated. Or, at low levels, the schedule can be a scapegoat. You say, “Ok, let’s open our books…” and the students wail and gnash their teeth. To redirect their anger from you you can say, “Well, that is what the schedule says. So we have to do it.” Many of the students will fall for it. Seriously.

Dealing with Behavioral Issues

Making and Using Behavior Management Tools

In this book, activities one, two, and three are behavior management tools. Activity one is a rules poster for Starters 3 – Flyers 3. Activity two includes a poster that is specifically for Starters 1 and 2. These posters, and the activities that go with them, should be introduced to the class in the first or second lesson. Keep the rules posters in your register. Throughout the course put them up on the board at the beginning of every lesson and review the rules with your students. When behavior occurs that violates the rules, refer back to the posters. For higher levels, talk to them about how they agreed to the rules. That means they have to follow them. For lower levels, show them the photos on the poster so the can see what is expected of them. Sometimes the younger kids simply don’t know what kind of behavior is expected of them. So, using the pictures can help establish expectations.

Activity three is a ‘Student Record Book.’ The students should write and illustrate the rules in the booklet on the first day. Throughout the course it can be used as an individualized behavior plan. This is best done by typing up your students’ names and printing them. Every class when you put up the rules poster you can also put their names up. As the class proceeds, you can draw stars next to the students’ names when they behave well, give answers, agree to be your helper, etc. Then, you can also take stars away for poor behavior. At the end of class, three stars next to a student’s name means he/she gets something. It can be a sticker, a stamp, or a star in their booklets. This ‘Individual Behavior Plan’ practice re-enforces good behavior and deters bad behavior. It can be an invaluable tool as long as you do it consistently and you don’t forget to reward good behavior.

These tools should be enough to deal with most troublesome behavior.

8

Closed Choices and Avoiding Power Struggles

Often bad behavior in class is simply a form of poor communication. Behavior such as continuously talking

over you or blatantly disregarding instructions is communication from the students that they feel bored or they feel powerless. We spoke about boredom and engagement above, but children’s feelings of powerlessness are also a major issue to keep in mind. The children in your classes are forced to be here, they follow orders for much of their day, they have little to no control over how they will spend their time, and they get to make very few of their own choices. A child’s natural reaction to this is to test the limits of adults’ power and to try and take some for their own.

Dealing with bad or troubling or annoying behavior by issuing more orders is often counterproductive (Be quiet, Stop doing that, Do your work). Further, it is also usually not sustainable. Issuing orders makes children feel more powerless and with many kids this means they will try harder during class to take power. In other words, giving orders sets you up for power struggles between you and your students. Repeatedly setting up power struggles is not sustainable because it begs the question, how will you enforce your orders? If you say, “Minh, be quiet,” but he keeps talking, what will you do? Send him outside for talking? That is an overuse of a serious tool. Further, what if it is several students doing it? Will you send them all out?

Rather than issuing orders, it is much better to provide closed choices. These closed choices should be a ‘heads I win, tails you lose’ situation: the teacher wins either way. But, if you provide the student with choices, it is much more likely that they will not feel powerless. Instead, they will feel empowered, or at least satisfied, with having a choice. Meanwhile, you will have accomplished your goal of dealing with troublesome behavior.

Example: A student is continuously bothering the student next to him. You have already asked him to stop and referred to the class rules, but the problem persists. So, you say “Hoang Anh, it looks like you can’t follow the rules. So, you can move over here (a desk/space away from the student being bothered), or you can move up to this special seat next to me. Which one do you want?” It is most likely that Hoang Anh will choose the seat/space away from the other student and move there without putting up a fight. If he chooses either one, though, you win. But, he still feels like he had a choice and therefore he will present less of a problem than if you just said “Stop it!” fifty times or you said “Move over here or…else.” If the student refuses to make either choice, which happens occasionally, that is when you roll in the heavy artillery. We’ll talk about that later.

9

Proximity

A simple tool for dealing with students that are causing problems is proximity. Bring them close to you or move close to them. This can work for small issues. For example, if you are giving instructions and a little girl is happily chatting away, putting your hand on her desk as you continue to give instructions is usually enough. Proximity can also be used for big issues. If a student is habitually a problem in one class or several classes, move him up next to you at the front of the class and somewhat away from the other students. You being close is often enough to make their behavior take a U turn. Then, after they have improved, they can choose to go back to where they sat before.

The Heavy Artillery

Before you launch into using these serious classroom management tools, please stop and consider if it is truly necessary. The measures listed below should be only used for persistent bad behavior or very serious actions like violence. Don’t over use them! Just like anything, if you overuse your heavy artillery it becomes less effective as a deterrent or as a consequence. Here are some options:

A) Use your ‘Teacher From the Black Lagoon’ Voice A voice that communicates anger can be very effective as long as it is used very sparingly. But, make sure

that your voice is not communicating frustration. This can just egg on particularly problematic students. If you use your angry voice, it should communicate authority, not helplessness.

B) Sending a Student OutsideAgain, if this is done very sparingly, it can be effective. Being forced to leave the room is embarrassing,

which makes it a deterrent and a consequence. Further, once the student has been out for a couple minutes, you can go out and have a one-to-one chat in which the student agrees to change his behavior. On the other hand, some problem students may like going out where they are not monitored. Very occasionally they will go for a stroll around the building. So, if you have a student that you think will do this, don’t send them out. Try the next option instead.

C) Calling in a CSO, the DoS, or the ACIf a student or a class is giving you a lot of trouble, do not be afraid to call in back-up. Some of the CSOs have

a real chilling effect on students and their coming in and scolding the students can provide a reset for the class. But, if you do it more than once or twice in a course, the students will take this as a signal that you are unableto manage them. Therefore, it can eventually make their behavior worse. 10

Another option is calling in the DoS or AC. Often the mere presence of a second adult with a no-nonsense persona can calm the class and provide a reset as well.

D) Calling ParentsFor students that are particular problems, you can request to have their parents called. This request should

pass through the DoS or AC. They can help you judge whether this is the best course of action and they can pass it on to the CSO that should call the parents.

E) PrideFinally, you can appeal to their pride. “I think this is how a five year old acts. How old are you? Eight? I

don’t think eight year olds act this way do you?” Again, this is only effective if done sparingly.

A Final Note:If you are really at a loss for what to do with a class that is really causing you grief, you can request to be

observed by the DoS, AC, or Teacher Trainer. They can come and see the class for themselves and help you develop some ways to improve classroom management. You can also ask to observe other teachers or the DoSor AC so that you can see how classroom management works in their classes.

Good luck.

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Game 1: Numbered Board Race(This game is bread and butter…figuratively speaking)

Aims: Any vocabulary, can be used for grammar points as well

Materials Needed: None other than 2-3 board markers

Game: Divide S’s into two teams and divide the board into two parts. Number (or give an alphabet letter) to each student on both teams. So, there should be two ones, two twos, etc. Write these numbers on the board. -Call out questions of any kind (What is the opposite of black…) Then say and cross off a number on the board. The Corresponding S’s walk quickly to the board and write the correct answer. The fastest, or the correct, student gets a team point. -The benefit of numbering the students is you can call them to the board randomly. That way the students do not know when they will go and therefore are much more likely to pay attention. -To avoid the students going bonkers and injuries to the students and the wall, tell the students they must walk. If they don’t walk, have them go back to there chairs and do it again. You can enforce this by not giving any points until the students behave as you have asked.

Game 2: Numbered Board SlapAims: Any vocabulary, can be used for grammar points as well, particularly good for identifying sounds/phonics

Materials Needed: None

Game: Almost the same as above, but instead of having the students write, you should write the target vocab/phonics/etc in bubbles on the board. You say the target language or your ask a question and the students identify the correct answer on the board and ‘slap’ it. Again, avoid Bonkersville by following the above numbered board race structure and suggestions.

Bruce Lee Quote: To experience oneself honestly, not lying to oneself, and to express myself honestly, now that is very hard to do. 12

Game 3: Spelling Strips of Glory(This game is awesome…not figuratively speaking)

Aims: Any vocabulary

Materials Needed: About 200 strips of paper that are about 1 cm wide and 10 cm long (roughly half the width of a piece of paper). This sounds daunting, but just grab some scrap paper and go to town. Cut up paper until you get bored or run out of time and put it in an envelope. The pieces need to be only roughly similar, so don’t worry about the details, the kids are going to destroy a bunch of them anyway.

Game: Divide the class into 3-4 equalish teams and have them sit on the floor.-Give each team an equalish amount of strips (Maybe 30).-Then, with the students using the strips to spell out words in block letters, you can do a whole range of things. Tell the students to simply spell a word, describe a noun for them to spell, have them spell the opposite, give the definition of a word for them to spell, etc. Whichever teams finishes writing/blocking the word out first gets a point.

Game 4: PictionaryAims: Any vocabulary

Materials Needed: A list of recently covered vocabulary

Game: Divide the class into two teams and number them off just like you are going to do a board race. Come to think of it, this is a board race. The students are just drawing instead of writing.-Show the first two students, one from each team, two different words from your list. The students draw it on the whiteboard. The first team to guess the vocab word wins a point.

Bruce Lee Quote: In primary freedom, one utilizes all ways and is bound by none, and likewise uses any techniques or means which serves one's end. Efficiency is anything that scores….or…err…gets students to learn. 13

Game 5: Stop the Bus(This game has received Jackie Chan’s Award for Brilliance)

Aims: Any vocabulary, review

Materials Needed: 3-4 board markers

Game: Divide the class into equal teams of 3-5 students. Have them draw their desks around to make small groups. Divide the board into columns and write each team’s name in one of the columns. -Ask each group who the writer will be. Give the writer some scratch paper. Tell the students “I will write a word on the board. You need to write five words that go with that word. For example, if I write ‘colors,’ you will write five colors on your paper. When your group finishes, say ‘Stop the Bus!’ The first team to say ‘Stop the Bus’ gets the points.-Then, write a vocabulary category on the board (countries, places in town, jobs, etc). When a student or group says ‘Stop the Bus!’ have everyone stop writing. Get the writers to come to the board and write what they have. -When everyone is sitting back down, compare the answers. Only the team that said ‘Stop the Bus’ can get points. AND, they can only get points for unique answers. For example, if the category is colors, and the team that said ‘Stop the Bus’ wrote ‘Red’ and so did another team, they don’t get a point. But, if the ‘Stop the Bus’ team wrote ‘purple’ and nobody else did, then they get a point.

This is a good game to know. You can plan it in your lesson or use it at the drop of a hat (like when you didn’t plan enough.)

Bruce Lee Quote: It is not daily increase but daily decrease; hack away the unessential. 14

Game 6: The Rhyming GameAims: Pronunciation of final consonants, rhyming, and wordplay

Levels: Movers 3 +

Materials Needed: None other than 2-3 board markers

Game: Introduce S’s to rhyming. Use ‘Cat’ and ‘Laugh’ as examples. Do the first few rhyming words for ‘Cat.’ Such as: Fat, Hat, Mat, etc. Get S’s to tell you the rest. Then, use ‘Laugh’ (staff, half) to demonstrate how rhyming is not dependent on spelling. Stress the fact that it is all about the final sounds of the word. Do a couple more examples with pig, chair, etc. -Put students into small groups and designate a writer. Write one word on the board. Groups must write five rhyming words. Then, one student writes them on the board. This is basically ‘Stop the Bus’ with rhyming. -With the class, decide if the words on the board rhyme. Go over new vocabulary words. Cross out repeated words between the groups. Groups receive points for rhyming words that are unique.To drill final sounds, you can chant the rhyming words on the board to make a Dr. Seuss-like song. Get the students to chant with you. They’ll think it is pretty funny.

A List of Good, Rhymable Words:Black: back, lack, pack, rack, sack, tack, yak,, knack, quack, slack, smack, snack, stack, track, whack, attackAll - ball, call, doll, hall, fall, tall, crawl, small, baseball, footballCan - an, fan, man, pan, ran, tan, van, plan, scan, span, beganLand - and, band, hand, sand, bland, command, demand, expand, stand, understandCap - gap, map, nap, tap, zap, chap, clap, flap, slap, snap, strap, trap, wrapAt - at, bat, fat, mat, pat, rat, sat, flat, that, splat, combatAte - ate, date, fate, mate, late, gate, rate, wait, crate, great, plate, skate, slate, state, straight, trait, weight, createRed - bed, dead, fed, head, led, read, said, bread, fled, spread, thread, tread, instead

More at ww.momswhothink.com/reading/rhyming-words.html

If a number of these words seem too high level, that’s because they are. But, you will be surprised by the random stuff your students know. Also, the students can ‘sense’ what is a word and what isn’t. Therefore, they may write words they don’t know the meaning of. Then, you can have a discussion about the meaning of the word.

Bruce Lee Quote: If nothing within you stays rigid, outward things will disclose themselves. 15

Aims: Review

Materials Needed: a pre-made game grid key, a marker, photocopied review worksheets or unit review pages from the student book

Game: Before class, draw out a grid key. See the example on the nest page. Before the game, draw a 6X6 grid on the board. Label the Y axis A-F, label the X axis 1-6. Draw out the prizes key below. Divide the class into equal groups of 4-5 students. Have each team name themselves and write the team names next to the grid on the board. Give each team five points to start (this is so they have something to lose).-Have the groups do some of the questions on the worksheet or a section of questions. When they are finished, get them to write their names on the top of the worksheet and switch it with another group. Check the worksheet together and get the groups to mark the questions right or wrong. Hand the worksheets back.-The groups that do not get any questions wrong (or only get 1 or 2 wrong, it is up to you) can choose a grid square (“We want 3B!”) After each group has chosen a square, reveal what ‘prize’ is in those squares according to your grid key. If there is nothing in the square, give the team 2 points. -End the game when you run out of questions or end it arbitrarily. Make sure to congratulate the winners. Also, play for no more than 20 minutes, even if you have more questions on the worksheets. If you play for any longer, the students will start to drift off into classroom management perdition.

Bruce Lee Quote: Art is the expression of the self.

Game 7: Typhoon!

$ = Money: plus ten points (5 total)

= Rocket: Blow up five of another team’s points (5 total)

= Robber: Steal five of another team’s points (5 total)

= Typhoon: Lose all points (5 total)

= Sing a Song: If the teams sings a song they get get five points. If they refuse, minus five points. (5 total)

‘Prizes’

16

1 2 3 4 5 6

A

B $

C $

D $

E $

F $

Typhoon Grid Key(Example)

Game 8: The Wright FamilyAims: Listening (kinda), fun

Levels: Flyers 1+

Materials Needed: The Wright Story

Game: This game will only work with Movers 4 and up. It also works with teens and adults.-Have the students stand in a circle with their pens or pencils in their hands. Say “Right!” and have the students pass their pencils to the right. Do the same for left. Tell them that whenever you say right or left they should pass their pencils in that direction. -Read the story below. -There are 21 rights and 21 lefts, so your students should get their pen/pencil back by the end of the story. But they never do and then you can make fun of them.

Story: The Wright family lived southeast of Springfield, right next to a small village called Leftsville. One day Billy Wright took their son to a baseball match. Their son, David Wright was playing in the match and Billy and Susan Wright were excited. The Wright family left their house and turned left out of their street. After 20 minutes David Wright realized he had left his left baseball boot at home to the left of his bed. Billy Wright decided the Bronco Leftsox couldn’t manage without their left fielder. There was nothing left to do and Billy Wright began to drive back as quickly as could. On the way, Billy Wright indicated to turn right, but he turned left and a police officer saw him. The police car pulled up to the left of him and asked him to step right out of the car. The policeman took a pen from his left pocket and began to Wright with his left and, noticed the left mirror of Billy Wright’s car was also broken. The policeman asked Billy Wright for his details. Susan Wright told her son not to worry. After Billy Wright had given his details, the policeman left him alone and they quickly drove back towards Leftsville, collected David Wright’s left boot and left right away. After arriving at the stadium, David Wright ran right into the changing rooms on the left, got changed and was on the pitch, in his favorite position of left fielder with two minutes left to go before the start of the match.

Bruce Lee Quote: The height of cultivation always runs to simplicity. 18

Game 9: EvolutionAims: Animals, Comparatives

Levels: Movers 1+

Materials Needed: None

Game: As a class, think of a small animal that makes a noise. Often students choose a mouse. Ask them what sound a mouse makes. They will probably say, “Squeak, squeak.” Brainstorm three more animals. Each animal should get bigger or meaner. And as a class you should agree on what sound the animal makes. For example: mouse – squeak, squeak, cat – meow, meow, dog – go, go (that is what they say in Vietnam) , cow/bull – moo, moo, lion – Roar! As you brainstorm these animals, you can have a discussion using lots of comparatives. For example, “Can a cat run faster than a mouse? Maybe. Does a lion have bigger teeth than a cow? Yes! Of course.”Write the animals and their sounds on the board as you go. -Once you have four animals, demonstrate how to play ‘Rock, Paper, Scissors’ with a student at the front of the class. They will all know the game, but they will not know the English name ‘Rock, Paper, Scissors.’ Tell them that they will all be mice. When they meet another mouse they will play ‘Rock, Paper, Scissors.” The winner will become a cat, the loser will still be a mouse. The first student to become a lion is the ultimate winner.

Game 10: First Letter Last LetterAims: Language Play

Levels: Movers 3+

Materials Needed: None

Game: Write a word on the board, for example ‘Class.’ Underline the final ‘s’ and ask students “What is a word that starts with ‘s’?...Sick? Ok, what is a word that starts with ‘k’?” Continue until the students catch on to what you are doing. Divide the class into two teams and write a new word on the board. Have the students in each team come up and write a word. When they are finished, they must walk back and give their marker to the next student. The next student must be seated before they can come up to the board. The first team to have all their members write a word is the winner. Go through the word lists and elicit the meanings of some of the words. 19

Game 11: WordsmithAims: Language Play

Levels: Movers 4 – Flyers 3

Materials Needed: None

Game: I usually do this in conjunction with holidays. So, if Christmas is coming up, at the start of class we will have a short discussion of what happens on Christmas. Then, I’ll write ‘Merry Christmas’ on the board and demonstrate how you can make new words with the letters. For example, you can make the word ‘my’ and the word ‘sat.’ As you talk about the new words, underline the letters that you are using.Once you are fairly confident the students understand, put them in groups of 3-4. Designate a writer in each group and give them a set amount of time to come up with as many new words as they can.-The group with the most real, correctly spelled words is the winner.

Game 12: Classroom MazeAims: Directions

Levels: Movers 2+

Materials Needed: a marker, a blindfold

Game: Using a whiteboard marker, draw a pathway on the floor that makes sharp right and left turns (you can erase the marker from the floor with your shoe). If you happen to be wearing a tie, take it off and blindfold yourself. If you don’t wear a tie, borrow one from somebody that does. They make good blindfolds. Have the students give you directions such as ‘go straight,’ ‘turn left,’ and ‘turn right,’ to get to the end of the maze.Once you have made it through, divide the class into two teams. Have one student come up at a time. Blindfold them and have their team give them directions. BUT, if they walk out of the maze by even a millimeter, they are out. Each person that gets to the end is a point.You shouldn’t have all the students do this. That would take forever. Choose maybe four students from each team.

Bruce Lee Quote: The easy way is also the right way. 20

Game 13: Go FishAims: Question Form, Vocabulary Review

Levels: Movers 2+

Materials Needed: A pack of playing cards. Or, two flashcards for each vocabulary item you have covered so far. This should be a lot of flashcards.

Game Version 1: Playing ‘Go Fish’ with playing cards is fairly simple. The object of the game is to match cards of the same rank . So, first teach the students the ranks: jack, queen, king, ace. Then demonstrate how a three card goes with a three card (suits don’t matter) and a king goes with a king, etc. -Instead of individual players, divide the class into teams of 3-4. Deal out five cards to each team and five cards to yourself. Keep the remaining cards seperate. Go first to demonstrate how to play. Ask any team, “ Do you have any sevens?” Have the students answer in complete sentences, “Yes we do” or “No we don’t, go fish.” If they have a seven, take it from them and lay your match out for everyone to see. If they do not have a seven, take a card from the stack of cards you kept. This is your ‘ocean.’ If you make a match you can go again. If you don’t make a match the next team goes. The game is over when the ocean runs out of cards. The team with the most matches wins.

Game Version 2: Put together two sets of all the flashcards from about three units of Family and Friends. Now the flashcards can act as the playing cards and the students can ask for particular vocabulary. When you are finished, put the flashcards back correctly or… Master Lee will be very angry.

Game 14: UnoAims: Various

Levels: Starters 1 – Flyers 3

Materials Needed: The Card Game ‘Uno’

Game: Just like in ‘Go Fish,’ small groups will act as players instead of individuals. If you don’t know the rules for Uno, look them up on the internets. For lower levels you should consider removing all the special cards, they are too complicated to explain and you can play without them. After playing a demo round, assign vocabulary areas to each color and write them out on the WB. For example, Yellow = Animals, Blue = Jobs, etc. Now, whenever a student puts a card down, they must say a word from the appropriate vocabulary area.

Bruce Lee Quote: As you think, so shall you become. 21

Aims: Various

Levels: Movers 1+

Materials Needed: a marker

Game: Before you can start the game, you need to draw a grid with four rows and four columns on the board (and therefore it should have 16 squares). Write a letter inside each square. Divide the class into two teams, Xs and Os. One team will start at the top of the grid and try to get to the bottom. The other team will start at the side of the grid and try to get to the other side. One student from each team can play Rock-Paper-Scissors to see which team goes first. The first team will choose a box at the top to start from. If they choose a box that has an ‘A’ in it, tell them that they must tell you a verb/adjective/country/animal/etc that starts with ‘A.’ Once they have answered, put an X/O in the box. If they cannot answer, the box remains open. Move on to the other team. The first team to get to the other side is the winner. Students can only choose squares that touch their last square on a full side. They cannot choose squares that touch on a corner. Since one team will be trying to go across and one team will be trying to go down, they can use some strategy to block each other. See the example grid on the next page.

Bruce Lee Quote: Bruce Lee Quote: For something that is static, fixed, dead, there can be a way or a definite path; but not for anything that is moving and living.

Game 15: Musical TextbooksAims: First day fun and introductions

Levels: Starters 1 – Movers 2

Materials Needed: a CD with music

Game: First, have all the students write their names in their textbooks. Then, have all the students sit on the floor using their textbooks as a seat. Play a song on the CD player as the students march around their books. Take one book away. Stop the music. All the students should sit on a book. The odd one out has to introduce him/herself to the class. Play until there is only one ‘winner’ left. While the students who have been eliminated are waiting , make sure to have them work on an activity such as ‘The Gingerbread Outline’ or their ‘student Record Booklet’ (both of these activities are in this book).

Game 16: Blockbuster

22

Example Blockbuster Grid – Before the Game

Xs Start from here and move down

Os

Start he

re , m

ove

across

C

N

B

R

T NA

E

H

G

S

P

D F

L

M

B

T NX

E

H

S M

Example Blockbuster Grid – After the Game

C X X XO’s win

23

Game 17: What’s the Time Mr. Wolf?Master Lee says it’s whoopin’ time

Aims: Time (any)

Materials Needed: None necessary, though the ‘Hap-Happy Clock Faces’ (page 45-46) can make this game better and more educationalish.

Tie-in Story Book: The Very Busy Spider or Tell Time With The Very Busy Spider (has a clock with movable hands)

Game: One player is chosen to be Mr. Wolf. The chosen Mr. Wolf stands at the opposite end of the classroom from the other players. A call-and-response then takes place: All players except for Mr. Wolf chant in unison "What's the time, Mr. Wolf?", and Mr. wolf will answer in one of the two ways:1) Mr. Wolf may call a clock time (e.g., "3 o'clock") or show the other students his/her ‘Clock Face’ and say the time. Mr. Wolf then turns around and the other players then take that many steps. As they go they say out loud "One, two, three." Then they ask the question again.2) Mr. Wolf may call "Dinner Time!" Then Mr. Wolf turns and chases the other players back to their starting area. (At Lang Ha you can write on the floors with black and blue whiteboard markers, don’t use red! You can designate this starting area by drawing a box on the floor.) If Mr. Wolf successfully tags a player, that player becomes the new Mr. Wolf for the next round.

*** This is game can be a potential disaster. It can get the kids overly worked up and you can lose control of the class. Use it with caution. Some ways to avoid disaster are: make a walking/fast walking rule. If the rule is not followed, warn the offenders and then make them sit down. Do the game first with the girls while the boys are occupied with a worksheet or a project and then switch. Read your students. If they are getting precipitously close to going over the bonkers cliff, stop the game and move on.

Bruce Lee Quote: A goal is not always meant to be reached, it often serves simply as something to aim at. 24

Drilling Strategies(Thank you to Sherry at DCV for compiling this from her own repertoire, past YL manuals, and the DCV teachers)

Basic drilling - where you show the class a FC, elicit, and then have them say the word several times - is boring and can feel like brainwashing. Here are some strategies for making drilling a

little more enlivened .

Strategies Level Materials Instructions

1) The FlashcardJive

Any •A set of FCs

-Show the students a flashcard and try to elicit the vocabulary. Hold the FC in front of you at your waist, say the word in a normal voice, and have the students repeat. Lower it and whisper the word. Raise it higher and say the word a little louder until you have it over your head and all the students are shouting. -You can also move the FC in circles or in sharp up-down movements. Have your voice follow the movements.

2) Disappearing Drill

Any •A set of FCs

Arrange a series of flashcards on the board or floor and drill the students. Tell them to close their eyes. Take one away and havethem open their eyes and call out the one that’s missing. Repeat, and say the new missing word and the word from before. Repeat until they’re repeating the series without any flashcards.

3) Team Drill Race

Any •A set of FCs

Children stand in two lines. They pass each flashcard to each person as they say the word . The first team to get a flashcard to the end of the line gets a point. Repeat until all words have been drilled.

4) Nonsense Drill Starters 1- 3

•A set of FCsAfter you drill each FC, give it to a student and write the word on the board. Once you are finished, read through all the words. As you say each word, the student with that FC should hold it up. Repeat, but say the words in a different order.

Sherree’s Flashcard ActiviteesBefore Doing any of these Games, Make Sure to Drill!!!!

(Thank you to Sherry at DCV for compiling this from her own repertoire, past YL manuals, and the DCV teachers)

Game/Activity Level Materials Instructions

1) MusicalFlashcards

Three Versions

Any •A set of FCs•CD with

music

1) Pass a set of flashcards around the room to music. Arbitrarily stop the music and say “Show me the banana (or whatever).” The students hold up the correct FC. Hopefully…2) Or, when the music stops, have each student holding a FC say what they have. If you do this second option, it is a good idea to introduce the FCs gradually. Don’t give the entire set of FCs to your students in the first round. 3) Pass one object around the room like a stuffed animal, a ball, a poisonous snake, etc. When the music stops, hold up a flashcard from your set. The student holding the ball says what is on your flashcard. If he/she cannot, the class can help. (To mix this third option up, you can pass two balls in opposite directions.)

2) It’s a Stick Up! Any •A set of FCs

-Stick the flashcards to the board. Get the students to help you write the vocab words underneath. Then take the flashcards down and put them face down on the floor. -Put students into teams and give each student a number (so there should be a number 1 student on each team and a number 2 etc). Write these numbers on the board.- Randomly cross of the numbers off. The correspondingstudents should come up, choose a flashcard and stick it on the board over the correct word. The fastest or the correctest gets the point.

26

Sherree’s Flashcard ActiviteesBefore Doing any of these Games, Make Sure to Drill!!!!

Game/Activity Level Materials Instructions

3) Matching Team Scramble

In this game it is important to

have a walking rule to avoid mayhem. If

students do not walk, have them sit down and do

it all again.

Any

•A set of FCs• A set of

word cards•Enough

magnets/ blue tack for each word

card

-Divide the board into two and stick half of the FCs in each half of the board. (As you stick them up, this can be a chance to drill them all again.)Put students into two teams and hold the word cards like a poker hand. Have enough magnets on the board within easy reach of the students. -This should be a fast paced game. The first student in each team should walk up to you and grab a word card. Read it. And stick it on the correct FC on the board with a magnet or blue tack. Then, they should say the word along with any other appropriate language. For example, one student takes the word ‘banana,’ sticks it on the FC and says ‘A yellow banana.” (Practicing food, colors, and a/an or even singular vs. plural.)-Once the first student has completed all the above and has sat down in their chair, the second student can stand and do the same. Make sure to have a walking rule! The first team to label all their FCs or have every member play is the winner. Yay.

4) Slow Reveal Starters 1 -3

•A set of FCs•4-5 Mini

White-Boards

(Optional)

-Face the flashcards towards the students but cover the first flashcard with a piece of paper. Very slowly (and with fun sound effects), reveal the flashcard a little at a time. -Students call out the card when they know. -Alternatively, you can put the students in small groups of 4-5 students and give each group a mini-whiteboard. As you do the slow reveal, the students write the vocab on the mini-whiteboard. First to write it correctly gets a point.

Sherree’s Flashcard ActiviteesBefore Doing any of these Games, Make Sure to Drill!!!!

Game/Activity Level Materials Instructions

5) Flash Any

• A set of FCs

•4-5 Mini White-Boards

(Optional)

-This is another version of ‘Slow Reveal.’ But, instead of slowly revealing the FC, have the flashcards turned away from the students. Very quickly, flip the card over and back again so students only have a moment to see it and have to call it out. -Alternatively, you can also use the mini-whiteboards with small groups for this as well.

6) What’s Missing?

Any•A set of FCs

-Students are in two teams. Show flashcards one by one to team A. Team A shouts yes or no to each FC you show them. The “yes” pile are then arranged on the board or the floor. Team B must guess which flashcards are missing. They can get a point for each FC they correctly guess and each FC they fail to say. Repeat.(The team that says yes/no cannot say ‘no’ to all of the FCs. Make a limit of 3-4.)

7) Change Chairs…

or else

Starters3 +

•A set of FCs

-Arrange chairs so that there are enough for all but one student to sit. Use a flashcard as a prompt and say, “If you like chicken (riding bicycles, etc. change your seat.” Students stand up and walk quickly to another available chair. The last student standing has to give the next prompt with a new vocabulary word. -This can also be used without flashcards. It is especially good for clothing. “If you are wearing a shirt, change chairs.”

8) One Set Memory

Any A set of FCsDivide the class into two teams and arrange flashcards face down on the floor. One person from each team comes up. Yousay, “Find the ______.” The first to pick it up and say the vocabgets a point.

Sherree’s Flashcard ActiviteesBefore Doing any of these Games, Make Sure to Drill!!!!

Game/Activity Level Materials Instructions

9) TraditionalMemory

Any

•Two sets of the same

FCs•A set of

word cards(optional)

-Divide the class into two teams and arrange two sets of cards on the floor. Students take turns trying to find matching flashcards. Each match counts as a point.-Make sure to have the students say the vocab for each match before you count it as a point.-Alternatively, you can have the students match the FCs to word cards.

10) Under OverStarters

1 –Movers 2

•Two sets of the same

FCs•Markers

Have the students stand in two lines. Stand in front of the two lines . Give a flashcard to the two front students. Teams alternately pass the flashcards Over their heads and Under their legs down the line, saying the word as they pass it. The last student runs to the front of the class, picks up a marker and writes the correct word on the board.

11) Touch and GoStarters

1 –Movers 1

•A set of FCs

Have the students stand in two lines. Place two or three flashcards, face up. Each pair at the front listens for teacher to say, “Touch the _____” and bends down to choose the correct flashcard first, then moves to the back of the line.

12) Telephone

(‘Chinese Whispers’ In non-PC British-

Speak)

Starters 2 –

Movers 4

•A set of FCs•Markers

-Put students into lines of five or six. Have them face the board. Give the first person a marker. Stand in the back of the class. -Show a flashcard to the last student on each team and they must whisper the word to the person next to him, and so on. The last person to hear the word has to write it on the board correctly. -Rotate the front student to the back and repeat.

Sherree’s Flashcard ActiviteesBefore Doing any of these Games, Make Sure to Drill!!!!

Game/Activity Level Materials Instructions

13) Yes/NoInterrogation

Starters3 –

Flyers 3•A set of FCs

-One student comes up and looks at a flashcard only he or she can see. Using the target vocabulary, the other students ask him or her questions that can be answered with only a ‘yes’ or a ‘no.’ Questions like, “Are you happy? Do you have chicken?” The student in front should answer in full sentences.-You can make this a team game where correct guesses meanpoints. But, this game can also work without competition with older students.

14) Tic-Tac-Toe

(‘Noughts and Crosses’ in British)

Any Nine FCs

-Draw a tic-tac-toe board on the white board. Put a flashcard in each square. Divide students into two teams’.-Students choose a flashcard and give a correct sentence using the word and the target grammar of that day. Correct answers get either X or O in the square. Three in a row wins.

15) CharadesStarters

2 –Movers 4

•A set of FCsdepicting actions

-Divide the class into teams. Have one student at a time come to the front. Show them the action FC. They should act out the action until their team guesses the correct word. -It is important to give them a time limit for guessing. Maybe 30 seconds. It is also important to physically demonstrate this activity so students can see exactly what you are asking them to do.

30

Aims: Establishing Classroom Rules

Levels: Starters 3 – Flyers 3

Materials Needed: One A3 size copy of the Rules Poster, at least 18 small pieces of paper (cut some scrap paper into small squares)

Tie-in Story Book: No David! or David Goes to School or David Gets in Trouble

Activity: This is a good way to start classroom management from day one. After reading No David! or David Goes to School, on the board brainstorm animals/cool things and adjectives (colors and sizes for low levels, more complex stuff for higher levels). Hand out slips of scrap paper and have the students vote for their favorite adjective and animal/cool thing. The purpose of this is to communally decide on a class name. This, ideally, will help foster a sense of community which can allow you to say things like, “Duc! I thought the Purple Cows (or what-have-you) decided to be kind (as you point at the poster). Do Purple Cows really hit each other? I know they don’t.” Then, as a class decide on three rules, try to make them positive rather than negative. Direct them towards something like ‘Be nice to each other,’ ‘Be nice to the teacher,’ and whatever else. After you have written the class name and the rules on the poster get all the students to come sign it like a contract. Every class afterward you can post it on the white board at the start of class and refer to the poster when you have problems. Another example, “I thought we agreed to be nice to each other? Is hitting being nice? Is that your name? I guess you must not hit!”

Bruce Lee Quote: A teacher must never impose his student to fit his favorite pattern; a good teacher functions as a pointer.

Activity 1: Classroom Rules Poster

31

Aims: Establishing Classroom Rules

Levels: Pre-Starters 1 – Starters 2

Materials Needed: photocopies of the ‘Yes Booklet’ page, stapler, pencils, crayons

Tie-in Story Book: No David! or David Goes to School or David Gets in Trouble

Activity: After reading No David! or David Goes to School which are mostly no, no, no , you can make this ‘Yes Booklet’ to show students what they can (or are expected) to do. Instructions for how to make the books are on the next page. It is best if you pre-prepare all the books (make all the cuts, folds, and stapling) before class. You can assign motions to each of the pages (hand to your ear for listen). Doing these motions later can serve as behavioral reminders to your students. Also included is a ‘Rules Poster’ (after the ‘Yes Booklet’) for putting on the white board. It can also be referred to as a behavioral reminder.

Bruce Lee Quote: A quick temper will make a fool of you soon enough.

Activity 2: Yes Booklet and Rules Poster – A One Page Booklet ActivityThis activity has received the ‘Chuck Norris Roundhouse Kick Award’ for awesomeness

33

Makin

g a On

e P

age B

oo

klet In

structio

ns

(For th

e ‘Ye

s Bo

okle

ts’)

Cu

t ou

t the b

oo

klet page alo

ng

the so

lid b

lack lines

1)

Fold

the p

aper in

half. Kee

p

it fold

ed. Th

is is to sh

ow

you

w

here th

e creases sho

uld

be

2)

Fold

the p

aper

in h

alf again.

3)

Fold

the p

aper

in h

alf again.

4)

Un

fold

the p

aper to

the

first fold

. Cu

t alon

g the

solid

line.

5)

Fold

back alo

ng th

e lo

ng crease.

6)

Pu

sh th

e end

s togeth

er.

7)8)

Fold

the p

ages over to

make a

bo

ok. M

ake sure th

e pages are

in th

e right o

rder.

34

18762345

Yes ________!

Yes, play nicely.

Yes, use kind hands and

feet.

Yes ______!

Yes, listen.Yes, look.Yes, talk nicely.

Yes, have fun.

Yes B

oo

klet A

ctivity

Rule

s Poster for S

tarte

rs

Use

kind

hand

s and

fe

et.

Liste

n

Talk nice

ly

Look

Aims: Establishing Classroom Rules, Classroom Management, Learning Students’ names

Levels: Starters 1 – Movers 3

Materials Needed: Two sided copies of the Student Record Booklet

Activity: This activity is for the first day of class, after you do establish the rules with either of the rules posters. -Before you hand them out, hold up one copy and show the students how to fold it in half. The gingerbread man should be on the front.-Tell them that they must first write their name and the rules. Then, they should illustrate their rules. Monitor as they draw to make sure everyone understands. After they are finished drawing they can decorate the gingerbread man to look like themselves. Once everyone finishes, collect the books.-As the course progresses, hand out the booklets at the start of every class. The students can hang them of the front of the desks so they can function as nametags. When you do the homework check, the students can write the date on the homework page. Then, you can give them a star for completing their homework or an X for not completing their homework. - This booklet can also be used as an individualized behavior plan. This is best done by typing up your students names and printing them. Every class when you put up the rules poster you can also put their names up next to the rules. As the class proceeds, you can draw stars next to students names when they behave well, give answers, agree to be your helper, etc. Then, you can also take stars away for poor behavior. At the end of class, three stars next to a student’s name means he/she gets something. It can be a sticker, a stamp, or a star on the ‘In Class’ page of their booklets. This ‘Individual Behavior Plan’ practice re-enforces good behavior and deters bad behavior. It can be an invaluable tool as long as you do it consistently and you don’t forget to reward good behavior.

Bruce Lee Quote: Running water never grows stale. So you just have to 'keep on flowing.'

Activity 3: Student Record Booklet

Thanks Nathan Cooper

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Classroom Rules

My n

ame is

_________________________________________

1) ______________

2) _____________

3) _____________

Student Record Booklet, 1st Page

HomeworkIn Class

Student Record Booklet, 2nd Page

Activity 4: The Gingerbread Man Outline

Aims: My name is …, I like…, body parts, a first day activity, or most anything. This activity is adaptable to a wide range of grammar/vocab points.

Levels: All YL

Materials Needed: copies of the Gingerbread Outline on the following page, crayons, scissors

Tie-in Story Book: The Gingerbread Man

Activity: Students write “My Name is…” and “I like…”, or whatever is appropriate, on the man. Then they make it look like themselves (or their favorite character) and cut it out. You can collect them all and staple the hands and feet together to make a chain. Tape on the wall out of the reach of the cleaning ladies!

Bruce Lee Quote: Do not be tense, just be ready, not thinking but not dreaming, not being set but being flexible.

“All the girls say the same thing. You’re a sweet guy, but…”

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The Gingerbread Man OutlineActivity

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Activity 5: Running Dictation(This is Jet Lee’s favorite)

Aims: listening comprehension, reading, pronunciation

Levels: Movers 1 – Flyers 3

Materials Needed: At least four copies of a short, simple text, a piece of scrap paper for half your students

Activity: Bring four copies of a short, simple text to class. It can be the ‘cartoon’ introduction at the start of a Family and Friends unit or a paragraph from one of the stories or readings at the end of a unit. Be careful to not make it too long. 1) Before instructions, put the copies on the wall directly outside the class room.2) Put the students into pairs. Have them tell you who the walker is and who the writer is. Give the writers some

scrap paper to write on. Explain to the students that they will walk outside, read a little bit of the text, walk back to their partner and repeat what they read. As you explain this in well graded speech, make sure to be acting it out.

3) Have the walkers stand-up and start the activity. Monitor for running, cheating, pronunciation, spelling, and dropping words. The pair to finish first and have a mostly correct paragraph are the winners. Make sure to congratulate them.

Aims: Making the listen and read sections more interactive

Levels: Any

Activity 1, Gapfill: Make one photocopy of the ‘cartoon’ at the beginning of a Family and Friends unit. Take some whiteout/tipex and whiteout the target language in the cartoon. Photocopy this. Have your students keep their books closed and give them the photocopy instead to fill in.

Activity 2, Re-Order: Make three photocopies of a unit cartoon on A3. Cut them up. Give one of the cartoon parts to each student. Listen to the story. Put the story back together by having the students stick the parts on the board with magnets or line-up across the room. Talk about what happens first, second, third, etc as you go.

Bruce Lee Quote: Bruce Lee Quote: Always use your imagination

Activity 6: The ‘Listen and Read’ sections in Family and Friends(Making them less passive)

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Activity 7: No David Puppet Masks

Aims: Emotions, Facial Features, Post test/final class activity

Levels: For emotions and facial features this activity is appropriate for all starters levels. For a super-fun-time activity this project is appropriate for all YL levels.

Materials Needed: copies of the No David Puppet Mask sheet, scissors, glue, crayons (Remember: if you choose to have your students write, do not give them crayons until they have finished writing)

Tie-in Story Book: No David! or David Goes to School or David Gets in Trouble

Activity: This is a simple activity where the students cut out David’s face, nose, and mouth. Then, they can decide if David is happy , sad, mad, or most anything else when they glue the nose and mouth to his face. If available, you can put string or a popsicle/chopstick on the back to make a mask/puppet. Remember! It is important to physically demonstrate how to do the activity as you say the instructions. Pre-make a mask without gluing anything so you can manipulate the features to show the students how they can give David a range of emotions. -As the students work, monitor and ask the students about what the names of the different facial features are, if David is happy/sad/mad, and possibly why he is feeling that way. You can choose to have the students to label the facial features on the mask. Further, they could also write what emotion he is feeling on the back of the mask. One they are finished, you can play ‘David Says’ where one student stands up with his mask on and gives the other students classroom directions (stand up, sit down, etc.) This activity can also be good for reviewing facial vocabulary (David says touch your hair…)

Bruce Lee Quote: How true it is that nothingness cannot be confined. The softest thing cannot be snapped. 43

No David Puppet MaskActivity

Activity 8: Hap-Happy TimeClock Face (Activity)

Aims: Time (any)

Levels: Starters 1 – Movers 4

Materials Needed: photocopies of the clock face, scissors, blue-tack. If available (but highly unlikely unless you buy it yourself because you are a saint or a sucker) paper plates, glue, and brass brads (pins that you can punch through paper and spread the sharp end apart…but Master Lee has never seen these in the Land and Water of Vietnam)

Tie-in Story Book: The Very Busy Spider or Tell Time With The Very Busy Spider (has a clock with movable hands)

Activity Idea: Have the students cut out their clock face and hands. Then, give them two pieces of blue-tack. They can use the blue tack to stick the end of the hour hand to the center of the face and to stick the minute hand to the hour hand. -Alternatively, if plates are available, have them glue the clock face to the plates to make it more durable.-Alternatively x2, use the brads you have miraculously found to punch through the ends of both hands and the face. Fasten it at the back.

-Once the clocks are made, you can use them to do team races where they move the hands to the time you say. First to do so wins a point. Or you can play ‘What’s The Time Mr. Wolf?’ Instructions for this game are on page ???after the ‘Hap-Happy Time Clock Face.’

Bruce Lee Quote: I'm not in this world to live up to your expectations and you're not in this world to live up to mine. 45

Hap-Happy Time Clock FaceActivity

Activity 9: Fortune Teller

Aims: Future Tense (‘will’ or ‘going to’)

Levels: Movers 3 – Flyers 3

Materials Needed: Make three copies each of ‘Fortune Teller Dice Game’ Sheets A and B (they are on the following pages). Make five copies of Sheet C. Make one A3 poster of Sheet A. Grab some dice.

Activity Idea: In class, present or review ‘will’ and/or ‘going to’ for future tense. Make sure to go over positive, negative, and question forms.1) Using the A3 Poster show the students how to play the game. Ask a future question to the class, “What will my job be in the future?” Role the die. If, for example, you role a five you will be a Xe Omdriver. Yay! Write out the question and the answer on the board as an example.2) Divide the class into groups of four. Appoint one student in each group to be the fortuneteller and give him/her a die and a fortuneteller table. The other students must ask him/her questions about their future. Monitor for grammar accuracy. 3) After they have exhausted all possible questions and answers, give each group the blank fortuneteller table. In groups they should fill out the answers. Give them a five-minute time limit to finish it. Then, switch the tables around so they don’t have their own. 4) Have them tell futures again.

Bruce Lee Quote: Do not be concerned with escaping safely. 47

The Fortune-TellerSheet A

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The Fortune-TellerSheet B

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The Fortune-TellerSheet C

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Aims: final classes, after tests, fun

Levels: Starters 1 – Movers 3

Materials Needed: photocopies of the three Dino masks

Tie-in Story Book: Dinosaur Roar

Activity Idea: Students choose a mask, color it, cut it out. If available put string or yarn on the back to make a tie-on mask. Or, tape a popsicle stick on the back. The masks are on the next two pages.

Bruce Lee Quote: When someone grabs you, punch him.

Activity 10: Dinosaur Masks

“Now this end is called the Thagomizer…after

the late Thag Simmons.”

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Dino Mask 1

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Dino Mask 2

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Dino Mask 3

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Created by Mitchell WillcoxApril-May 2012