class materials
DESCRIPTION
activities to teach an English classTRANSCRIPT
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
Class Materials
English Opens Doors Program
National Volunteer Center
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
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“To teach is to touch lives forever.” Anonymous
Chilean English Teachers and English Opens Doors Volunteers:
“Class Materials” is a comprehensive, practical teaching resource. This document was
created to compliment the English Open Doors Program‟s “Teaching Guide.” While the
“Teaching Guide” gives strategies for Teaching English as a Foreign Language, “Class
Materials” contains detailed activities and ideas for planning fun, effective lessons for English
language learners. With Chilean students in mind, these activities were developed to
encourage authentic speech, increase vocabulary acquisition, and motivate English language
learning in your classroom.
This resource packet can serve as an everyday “teaching buddy” to assist you in lesson
planning throughout the school year. We recommend that you skim the sections of the
packet and highlight the ideas you would like to incorporate into your classroom. You can
reconstruct activities for your students, imagine yourself teaching and your students
performing the activities as you read. Lastly, modify the activities as necessary.
We wish you a successful English classroom. Happy Teaching!
“Class Materials” was written and compiled by former Volunteer Corissa Wandmacher Other contributions were made by former English Opens Doors Volunteers Sara Athanas, Jason Flynn, Lindsay Horgan, Lisa Knox, Lia Meikle and Christine Tran.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 3 -
CLASS MATERIALS
Table of Contents
1. Classroom Resources 4
2. Daily Routines 6
3. Vocabulary 8
4. Listening Activities 15
5. Speaking Activities 20
6. Reading Activities 24
7. Writing Activities 26
8. Supplemental Activities 28
9. Closing Activities 61
10. Time Fillers 62
11. Emergency Lesson Plan 63
12. English Debates 65
14. Extracurricular English Club and Activity Ideas 67
15. Internet Resources 68
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
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Classroom Resources
The effective use of materials can engage students and add variety to your lessons. The
classroom resources section includes visuals, the materials you will need to create or bring, and
the supplies the students will need to have to complete the lesson. Think ahead! Be realistic
about your materials because your school may have limited resources. The lesson plan
template found in the Teaching Guide includes a convenient place to record the different
materials you will need for each class.
Authentic Materials for the Classroom
Pocket calendars, free newspapers: great for visual aids
Travel brochures: good for tourism, lessons on travel, and cross cultural topics
Postcards: useful for lessons on culture, talking about travel, and creating dialogues
Coupons, menus, recipes: good for lessons on food
Catalogs and advertisements: great for clothing, colors, description, or shopping
activities
Horoscopes: great for working with the future tense
Magazines: can be useful for the pictures
Comics: can white out what the characters are saying and allow students to create the
dialogue
Creative “Make Your Own” Materials
Laundry line: used to hang pictures, verb charts, student work
Poster board: can be covered in clear packing tape to create your own white board or
cut up to make student white boards
Packing tape: to cover and preserve paper note cards, pictures, etc. (homemade
lamination technique)
Photo albums: to protect pictures, note cards, question cards, or thematic vocabulary
books
Paper bags: to make puppets or as a mystery bag that contains questions, objects, or
prizes
Boxes: can be used as a mystery box or box of questions, it can be used as a self-
access box filled with activities or worksheets that your students can do when finished
with their work, or for art projects
Hangers: used as story mobiles, to hang work or common phrases from the ceiling,
etc.
Self-recorded dialogues: used for listening comprehension. Record with another
volunteer!
Clean food wrappers: use food boxes, French fry holders, and candy wrappers to
teach food units (or anything else considered trash that you can use for other themes)
Business cards: can be used by students to role-play the person on the card
Classroom Supplies
Dry erase markers or chalk: to write on the board or for students to use on
homemade boards
Poster boards and markers: to create visuals to teach vocabulary and to hang on
your wall
Sheet protectors: used to protect “class sets” of papers you create, such as printed up
dialogue sheets or song sheets used in class
Masking tape or “sticky tack”: to hang up vocabulary pictures, wall hangings, class
work, etc.
White paper or note cards: to design your own vocabulary flashcards with pictures
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
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Envelopes, file folders, or Ziploc bags: to organize little slips of paper, documents,
etc.
Example Classroom Materials
Vocabulary Picture Flashcards (make them big!):
Word Wall: (you can have drawings or pictures too!)
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 6 -
Daily Routines
Daily routines create the framework for a consistent classroom and gain your students
attention before you begin with the lesson‟s main activity. The introduction consists of
greeting your students, checking for attendance, and leading the daily routine. Prepare a
daily routine question related to the theme of your activity. You can find ideas for the daily
routine questions on the following page.
After you greet your students and go over what you will be teaching that day, proceed to the
daily routine.
Daily Routine Example:
1. Have the phrases “How are you?” and “I‟m fine” written on the board. Allow the
students to guess what the question is asking. After they have guessed, tell them
that “How are you?” is “¿Cómo estás?” and “I‟m fine” is “Estoy bien” in Spanish.
2. Say “How are you?” a few times and have the entire class repeat after you. Then
say, “I’m fine” a few times and have the entire class repeat after you.
3. Ask each row, “How are you?” (Use your hands to show you are talking to a
particular row). Have each row answer, “I’m fine. How are you?”
4. Go around the room and ask students at random, “How are you?” And the student
will answer “I’m fine.”
5. Tell the students to get with a partner and ask, “How are you?” (Use your hands to
show that they will get with a partner)
Then, proceed to the activity dealing with greetings…
*To vary responses you can add “I‟m great” or “I‟m alright”. To vary which groups
you select to respond, try boys, girls, left side, right side, etc.
Daily Routine Ideas
What is your name?
How are you?
How old are you?
Where are you from?
Where do you live?
What is the date/day of the week?
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
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When is your birthday?
How many people are in your family? Who is in your family?
What is this/that?
What color is the…?
What is he/she like?
What is the weather like?
What is your favorite sport/subject/food/holiday etc?
What is your address?
What do you usually eat for breakfast? Lunch? Dinner?
What is your hobby?
What does your father/mother do?
What classes do you have?
What time do you get up?
What are you wearing?
Who is your favorite singer/actor?
Who is sitting behind/opposite/next to/etc in class?
How many brothers or sisters do you have?
How do you spell your last name?
How tall are you?
How much does this cost?
Where is the…?
Where do you go for the holidays?
Where were you born?
Do you like …?
Do you have a pet?
Do you watch TV?
Do you play (instruments, games…)?
When are you going to …?
What did you do yesterday?
Where did you go last week?
What are you going to do this weekend?
What would you do if…?
What would you like?
Have you got…?
Can you …?
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 8 -
Vocabulary
Students will need to be introduced to the necessary vocabulary to complete any speaking,
listening, reading, or writing activity. Vocabulary can be presented and reviewed in many
different ways. Mix up the methods so that you meet the various learning styles of your
students through drawing, writing, acting-out, grouping words, etc. Recycling the
vocabulary will help your students remember more words! Also, try not to teach more than
15 vocabulary words at a time.
Vocabulary Activity Ideas:
Vocabulary pre-teaching: pass out slips of paper and have students in pairs try to
match the word and the definition
Traditional methods: match words with synonyms or antonyms, fill in the blank
with the appropriate word, or complete a phrase
Students label pictures/objects: label all the objects in the room and make
picture cards to hang on the walls
Shades of meaning: give students pairs of words and they decide which is stronger,
which is slang, which is negative/positive, etc.
Teaching vocabulary from reading: students try to guess the meaning of a word
from its context
Using visual aids: provide pictures to associate the meaning and the words in
English
Teaching vocabulary horizontally: i.e. instead of only teaching color vocabulary
vertically with “blue, red, yellow”, teach “blue eyes, blue sky, blue moon, etc.”
Games: Pictionary, Definition Tic-Tac-Toe, Scattegories, guess the word, crosswords,
jumble words, charades, hangman, word or picture bingo etc.
Word wall: have a wall dedicated to new words learned. Also, students can add
words they learn to add to the word wall (with a drawing). Have students copy any
new words that come up in their notebook.
Grouping: provide students with a list of words and they decide which ones don‟t
belong or provide a list of words from different themes and they have to put them
into categories
Attribute charting: make a visual diagram of vocabulary words vs. characteristics
Word webs or other graphic organizers: compare and contrast, order, or
organize vocabulary words. See the examples listed on the following page:
Vocabulary Activity Example 1: Graphic Organizer/Using Visual Aids
Objective: The students will be able to group food vocabulary into categories using a graphic
organizer.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
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Skill: Vocabulary acquisition
Materials: masking tape, dry erase board and marker, vocabulary picture flashcards
Vocabulary List: pizza, hamburger, bread, yogurt, cheese, salad, eggs, fruit, pasta, rice,
meat, vegetables, ice cream, sweets, sandwich, etc.
Preparation
1. Before teaching the vocabulary, create a vocabulary picture flashcard for each
vocabulary word listed above. Also have a graphic organizer (picture example below)
on the board that has “food” at the top and lines out from it with other categories
(breakfast, lunch, snack and dinner) with room to tape the vocabulary cards
underneath.
Class practice (10 min)
2. Show the vocabulary picture flashcard and say the word out loud one at a time to the
class and have them repeat after you i.e. you say, “Pizza” and the class repeats,
“Pizza!” Do the same thing for every vocabulary word.
3. After you have gone through all the vocabulary words, refer to the attribute chart
that has the categories breakfast, lunch, snack, and dinner. Draw a clock with the
time next to each meal, so the students will understand the meaning without you
having to tell them in Spanish.
4. Ask the students, “When do you eat eggs? Breakfast, lunch or dinner?” pointing
to the different attribute rows. Tape the vocabulary picture flashcard under the
proper category. * Allow the students to help you organize all the flashcards on the
board. It may be different than what is common in your home country or city.
5. Repeat the steps for every vocabulary word until they are all organized by meal time.
Independent practice (10 min)
6. Ask the students to get with a partner to record the food vocabulary words on a
sheet of paper using the same graphic organizer but with different attribute group
headings.
7. Invite a few pairs to share the way they organized the words. For example: “healthy
vs. unhealthy”, “sweet vs. salty”, etc.
Food
Breakfast Lunch Snack Dinner
Food
Breakfast Lunch Dinner Snack
Ice Cream Pizza Eggs
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 10 -
Christmas in the Summer
Christmas in Winter Santa
More Graphic Organizers
KWL Chart: Word Web:
K W L
Venn Diagram:
What we Know
What we Want to
know
What we Learned
Some food words like
hamburger
How to order
How to ask for the bill
“Can I have a
hamburger?”
“Can I have the bill?”
Gym
Outside
Water
SPORTS
Basketball
Soccer
Fishing
Swimming
Food
Sweet
Ice Cream
Salty
Eggs
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
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T-Chart
Healthy Unhealthy
Salad Fast Food Exercise Smoking
Attribute Chart:
Zebra Horse
Colors Black and White Brown, White or Black
Where it lives Africa/Zoo Farm
Number of legs four four
Vocabulary Activity Example 2: Vocabulary Games
Objective: The students will be able to label common parts of the body.
Skill: Oral expression
Materials: strips of paper with the vocabulary words written on them (enough copies for
each team), tape, and envelopes to hold each group‟s vocabulary strips
Vocabulary List: nose, mouth, eyes, ears, hair, face, neck, shoulder, chest, stomach, leg,
foot, arm, hand, finger
Model (10 min)
1. Tell the students to stand up. Read each vocabulary word out loud and have the
students repeat after you. Say, “Nose!” and point to your nose. Each student will
also say “nose” and point to his/her nose. Go through each word a few times.
Class Practice (10 min)
2. Ask for a volunteer to come up to the front of the room to be your “mannequin”.
Take out one envelope of vocabulary strips.
3. Ask the class, “Where is his/her nose?” and have the students point to their body
part to show you where to put the strip. Tape the vocabulary strip on the body part
suggested by the students.
4. Do the same thing until you have used up all of the vocabulary strips.
Independent Practice (10 min)
5. Explain that the students will be getting into groups to play a game to label one of
the people in their team with the same body part strips. Model the instructions by
labeling the volunteer mannequin as fast as you can.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 12 -
6. Put the students into groups of 3-5. Give them each an envelope of vocabulary strips.
Tell them the first team to label the body parts of one teammate wins!
7. Say go and watch them race!
Vocabulary Review Games
Line up- This game involves students forming lines according to a specific order. For
example, teach the students to ask and answer each other, “When is your Birthday?”
Then have them line up starting from January to December. This can be adapted to
different levels by using questions suitable to the English level of your students.
Row relays- This activity allows students to practice questions and responses. The
last student in each row is given a question e.g., “How old are you?” or “What are
you going to do after school today?” They have to ask the question to the person in
front of them who then answers. After answering, that student turns back around and
asks the same questions to the student in front of him/her. This continues up to the
person in the front. The first student in the row (i.e. the last one to be asked the
question) comes to the front and asks the teacher the question. The team to make it
to the front first is the winner. If possible, use a prop as a baton. You can adjust the
difficulty of the questions according to the level of the students.
Whisper up the aisle- This is similar to „Row Relays‟. Ask the last student in each
row of the classroom to stand up. Whisper a sentence or word in his/her ear. They in
turn whisper to the person in front of them until the whisper reaches the front of the
row. The front person then goes to the board and writes the „whisper‟ down. The first
team to write the whisper correctly is the winner. When repeating the game, shuffle
the students so that the second to last person moves to the back of the room to hear
the whisper.
Four corners vocabulary- For a convenient way to record vocabulary, have the
students choose one word from the passage and create a vocabulary card by folding
a sheet of paper into four sections. The sections the students should write are: 1.)
The word 2.) The meaning of the word 3.) The word in a sentence and 4.) A picture
that represents the word.
Board races- You can do board races in many different ways: 1.) You can group the
students in two teams and say a vocabulary word in English or Spanish. The first
team to write the translation on the board gets the point. 2.) You could have
translation options written on pieces of paper taped to the board and then tell them a
vocabulary word. The first person to grab the paper with the correct translation gets
a point for his or her team. 3.) You can write vocabulary words on the board and
have students race to erase the words you say out loud.
Around the world- All students start in their seats. Have two students on one side
stand up, ask them a question or have them identify a vocabulary word. The first
student to answer correctly stays standing and goes and moves on to the next
student. The student who answers last or doesn‟t answer sits down. This continues all
the way around the room and the student who has defeated the most people wins!
Dice game- Divide the class into groups and ask one person from the first group a
question or to identify a vocabulary word. When the question is correctly answered,
that student rolls the dice and the team is awarded the number of points that is
rolled.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 13 -
Bingo- The students can draw a bingo board in their notebooks. Write a word box on
the board for the students to choose their words from and fill-in their bingo boxes
with words. Call out vocabulary words and have your students use their pen to put an
“X” over a box when they hear you call a vocabulary word they have. (Or you could
have them tear up a sheet of paper into little pieces to use as markers if you want
them to reuse the bingo boards.) Have a reward for the winner.
Jeopardy- Draw a game board on the board with any five categories (a review of
chapters or material you have taught). Under each category have four numbers
written representing four questions or words to translate that increase in difficulty,
easiest question “#1” worth one point to the hardest question “#4” worth four points.
Create two teams and ask one person from a team at a time, allowing them to
choose a category and number. If a team cannot answer the question, allow the
other team to try to answer. Make sure to give a time limit for each question to keep
it fair (about 1 minute).
“Who Wants to Be a Millionaire”- Create 10 content-based questions that increase
in difficulty. Have three lifelines: 50/50, class poll, and ask a teacher or another class
(if director allows).
Answer basketball- Turn the trashcan into a basketball hoop and make a basketball
out of a wadded ball of paper wrapped with masking tape. Tape off two lines, one
about three feet away and the other about nine feet away. Divide the class into two
teams and take turns asking each team review questions. If the team gets the
question right, the student that answered has a chance to shoot for a bonus point.
You can have a close shooting line for easy questions worth one point and a far
shooting line for difficult questions worth three points.
Home run derby- Make picture vocabulary flashcards (with picture on one side and
English on the other) and a baseball diamond in the classroom with paper and
masking tape (will have to move some desks). Break the class into two teams (and
give them baseball names to make it more fun). To play the game you will have one
person from each team on a baseball diamond and the rest of the team in two
separate lines behind the home plate. Show a vocabulary card (Spanish side) to the
two students (from team A and B) on home plate. These students will have to
whisper the word (hopefully in English but ok in Spanish if they don‟t know it) to their
teammate on 1st base, the two students on 1st base will run to 2nd base and whisper
the vocabulary word to their next teammate and the two students on 2nd base will
pass the word to their teammate on 3rd base and the two 3rd base students will run
and cross home base to say the word aloud in English. The first team (only the
teammate that was on 3rd base) to cross 3rd base and say the vocabulary word in
English correctly, will win a point. Even though the students are able to whisper the
word around the bases in Spanish, the final answer (from the student on 3rd base)
will have to be answered aloud in English. Students will try to skip plates and push,
but subtract points if the students do not pass on the word properly. If neither team
is able to say the vocabulary word in English, have the students rotate around the
bases and have the next person from each team come “up to bat”. If the students
from third base say the correct word at the same time, have them play rock-paper-
scissors to determine the winner of that round. *You can build on the game in future
classes and call them “innings”.
All my friends- Make a circle of chairs with one less than the number of participants.
The extra person stands in the center of the circle and says “All my friends who
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 14 -
like…” (interests) or “All my friends who (play/do/action verb) or “All my friends who
have green eyes” (descriptions). If the statement pertains to the members of the
circle they must stand up and run for another seat that‟s not right next to where they
were sitting. The person who cannot find a seat will now be the person in the center
and call out the next “All my friends…”
Act and count- While you play music the kids act like an animal/member of the
family or do an action that you have designated. When the music stops you say a
number with their action or noun such as “Five Tigers” and the children must form
groups of this size and stand together. The group that forms last or the odd students
out must sit on the side.
Labeling real objects- Label a template and have the students match the real
objects. For example, make a template of a place setting, labeling all of the drawn
objects. Then, have the students matched the real fork with the picture of the fork,
etc. You can also ask them to take away an item, add an item or find which item
doesn‟t belong.
Freeze- (advanced students) have two students go up front and the class gives them
a setting and a job (i.e., salon or hairstylist). The two students start acting out a
scene using dialogue appropriate for the setting (like an improve skit). Then any
student can say “freeze” and the two stop moving and talking. The student who said
freeze will go up to the front and replace one of the students, taking their physical
position and then beginning a new scene and dialogue with the other student.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 15 -
Listening Activities
There are many different types of listening activities you can implement depending on the
listening skill you would like your students to develop. Sources for listening activities include
online, textbook or homemade audio files; a song or chant; and the teacher‟s own voice.
The listening activity you develop in the core of the lesson plan should usually last around 30
minutes. (If you have a class period longer than 45 minutes, the activities can be longer)
Listening Activity Ideas:
Blindfolded directions: Make a maze in your classroom with tape on the floor
and/or with chairs and desks. Ask the students to get into pairs. One student will be
blindfolded or with eyes closed and one student will give directions to the other
student to move through a maze (using left, right, straight, turn, go, etc.).
Telephone: Have the students sit in a circle and whisper a message to their
neighbour one at a time, repeating what they heard. Then, have the last person say
what he/she heard, and check the original message with the sender.
Listen and draw: Describe a picture and the students draw what they hear.
Song activities: Create a song puzzle by cutting up the lyrics to a song and giving
each student a few lines. Play the song and have them piece together the lyrics, or
do a cloze activity where the student fills in the missing words of the lyrics, working
with specific vocabulary or grammar.
Dictalog: Students listen to a story or passage and try to recreate as much as the
text as possible in pairs or groups.
Movie activities: While watching a video clip, have your students write down every
action word they hear, have them listen for a list of words you give them, or have
them fill in missing words of a dialogue.
Listening Activity Example
Objective: The students will be able to identify the characters after listening to the
descriptions of each person.
Skill: Listening for specific information
Materials: a CD or cassette recording describing five characters that uses key vocabulary
words, a drawing of each character described in the recording, and a CD player. *if you can‟t
create the recording ahead of time, you can read it aloud during class
Key Vocabulary: tall, skinny, brown hair, smart, pretty, boring, short, fat, blue eyes, red
hair, curly, ugly, mean, handsome, funny, nice, strong, old, shy, bald, annoying, crazy, loud,
talkative, blonde, etc.
Pre-listening: Motivation, Key words, Prediction (15 min)
1. The teacher reviews the vocabulary from the previous week on personal descriptions,
such as green eyes, pretty, short, tall, etc. Have the students stand up and do
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 16 -
motions for each vocabulary word if possible. (Ex: for tall, have students stand up
straight)
2. Tape the drawings of the five characters on the board at random with their names
(not in order of how they are described in the recording) “Here are five people.
Carl, Elisa, etc.” “We will listen (cup your hands over your ear) to the recording
(point to the CD player) of these people and guess who is who (point to the
people and draw a question mark in the air)”
3. But first, to predict, ask your students “What is Elisa like?” Allow them to try to
guess her descriptions. “Nice and pretty” a student might answer. And respond with
“Good! She is nice and pretty.” Write all of the descriptions the students say next
to each picture. Do the same thing for the other four drawings.
4. Have the students number 1-5 in their notebooks for a place to record their
responses while they listen.
While-listening (15 min)
5. *Tape script below. “Now, we will listen to the descriptions about Carl, Elisa
…” (Cup your ear and point to the CD player. Point to the drawings on the board)
6. Play the recording of the description of the first character. Then play it again. Ask the
students, “Who is it?” The students may figure it out through one word, such as
they hear the word “old” and determine that it is the drawing of an old man. Write
#1 next to the person they decide.
7. On recordings of descriptions 2-5, play them two times each and have the students
write down in their notebooks which name they think is being described.
Post-listening (5 min)
8. Show them a printed copy of the recording (a class set in sheet protectors) and allow
the students to listen to all of the recordings again. Write down every vocabulary
word you hear on the board next to the drawing of each character to help the
students check their answers before you tell them who is who. Then, review all the
answers with the class.
As a follow up speaking activity, have the students draw a person and describe it to
another person. The students will try to draw the person described by their partner.
Example Tape Script (Can also read aloud during class)
1. Elisa: My friend is a tall, skinny brunette with brown eyes. She studies a lot so she is
very smart. She is pretty and likes to wear dresses. However, she doesn‟t have a lot
to talk about and is sometimes boring.
2. Ms. Johnson: My science teacher is short and fat, with curly red hair and blue eyes.
Many people say she is ugly because she is always frowning. She is not very nice,
and sometimes quite mean.
3. Carl: My uncle is very handsome. He is funny and nice too. He likes to work-out at
the gym so he is strong and has big muscles. He has green eyes, straight long black
hair and a nice smile. Many of my friends think he is cute.
4. Burt: My grandpa is a caring, old man. He is wise but sometimes shy. He doesn‟t talk
much but when he does, he always has something important to say. He has a little
grey hair but is mostly bald. He also has a moustache and beard, and of course,
wrinkles.
5. Mike: My little cousin is an 11-year-old boy with black hair and braces. He loves to
play soccer and play outside with my brother. He is loud, talkative, and annoying.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 17 -
Song Routine Example
Songs can be incorporated into the routines of the class.
Materials: CD with song, Radio
1. This could be a good opportunity to review greeting vocabulary. “We are going to
listen to a song by the Beatles called “Hello, Goodbye.” What do you think
this song is about?” Write the ideas on the board.
2. “When you listen to the song, wave at me when you hear the word “hello”
and spin around when you hear the word “goodbye.” Model to your students
“hello” by waving and goodbye by spinning around. Then have your students practice
waving and spinning while you call out the words.
3. Play the song and observe if/when the students hear “hello” and “goodbye.” Listen to
the song again and model the motions as you hear the words “hello” and “goodbye”.
4. Go over the lyrics with them and sing the song. Teach them more motions, such as
doing shoulder shrugs to “I don‟t know”.
5. Talk to your students about opposites, i.e. “Hello and goodbye”. Ask the students,
“Can you find any others in the lyrics?” and point to the lyrics.
6. Have them tell a partner the opposites they find.
Beatles “Hello, Goodbye”
You say yes, I say no
You say stop and I say go, go, go
Chorus:
Oh, no
You say goodbye and I say hello
Hello, hello
I don’t know why you say goodbye
I say hello
Hello, hello
I don’t know why you say goodbye
I say hello
I say high, you say low
You say why, and I say I don’t know
Chorus
Why, why, why, why, why, why
Do you say good bye
Goodbye, bye, bye, bye, bye
P R O G R A M A I N G L É S A B R E P U E R T A S
Unidad de Currículum y Evaluación - Ministerio de Educación - Gobierno de Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Teléfonos: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 18 -
Song Routine List
Greetings:
The Beatles “Hello, Goodbye”
Family:
Pointer Sisters “We Are Family”
Weather:
What‟s the weather like? (Tune of
Clementine)
What‟s the weather? What‟s the
weather? What‟s the weather like
today?
Is it foggy, partly cloudy, is it raining
or is there snow.
Is it windy, is it cloudy or is there sun
shine today.
What‟s the weather? What‟s the
weather? What‟s the weather like
today?
Days of the Week:
(Tune of Adams Family)
Days of the week (snap, snap) Days of
the week (snap, snap)
Days of the week, Days of the week,
Days of the week (snap, snap)
There‟s Sunday and there‟s Monday
There‟s Tuesday and there‟s
Wednesday
There‟s Thursday and there‟s Friday
And then there‟s Saturday
Months of the Year
(use the motions of the Macarena and
tune of one little, two little, three little
Indians)
January, February, March and April
May, June, July and August
September, October, November,
December
These are the months of the year!
Time:
Bill Haley “Rock Around the Clock”
Feelings:
If you are happy and you know it clap
your hands (substitute other emotions
for “happy” and use new actions)
Body Parts:
Head, shoulders, knees and toes.
Hokie Pokie
Actions Words/Verbs:
This is the way I… (i.e. brush my teeth,
wash our clothes, sweep the floor,
whatever!)
Colors:
Colors, colors, everywhere
Some are here, and some are there
Colors, colors, everywhere
Some are here, and some are there
Red, red, red, Red, red, red
Black, black, black, Black, black,
black,
Blue, blue, blue, Blue, blue, blue
Brown, brown, brown, Brown, brown,
brown
When I say “red”
You put your hands on your head.
When I say “black”
You put your hands on your back.
When I say “blue”
You put your hands on your shoe.
When I say “brown”
You turn your head all around….etc
Travel:
B-52s “Roam”
Food:
Chant: Tarzan of the Apes
I like bananas, coconuts, and grapes
I like bananas, coconuts, and grapes
I like bananas, coconuts, and grapes
That‟s why they call me Tarzan of the
Apes.
*each time you sing everything you
can get quieter or louder
*there are movements that you can
add
*you can change the fruit to any
vocabulary that will fit
Pets:
B-I-N-G-O
Old Mc Donald
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 19 -
Other Student Favorites
Aretha Franklin “I Will Survive” “Respect”
Beasties Boys “Fight for your Right to Party”
The Beatles “Yesterday” “Let it be”
Bob Marley “Three Little Birds”
The Calling “Anything”
The Clash “Should I Stay or Should I Go?”
Coldplay “The Scientist” “Yellow”
Elvis “All Shook Up” “Hound Dog”
Evanescence “Broken” “Bring me to Life” “My Immortal”
Fugees “Killing me Softly”
Gnarls Barkley “Crazy”
High school musical
Hoobastank “The Reason”
Jack Johnson
James Blunt “Beautiful”
James Brown “I Feel Good”
Justin Timberlake “My Love”
Lenny Kravitz “Again”
Michael Jackson
My Chemical Romance “Welcome to the Black Parade”
Outcast “Hey Ya”
Red Hot Chili Peppers “Under the Bridge”
Robbie Williams “Angel”
Rolling Stones “Satisfaction”
Travis “Sing” “Why Does it always Rain on me?”
U2 “With or Without you” “In the Name of Love”
Village people “YMCA”
Queen “We are the Champions”
Justin Bieber
Miley Cyrus
Guns and Roses
Green Day
Bon Jovi
Selena Gomez “Love you like a Love Song”
Bruno Mars “Just the way you are”
Jonas Brothers
Queen “We are the Champions”
Nirvana “Smells like teen spirit”
Maroon 5 “She will be loved”
Adele “Rolling in the Deep”, “Someone like you”
Katy Perry “Hot n Cold”, “The One that Got Away”
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 20 -
Speaking Activities
There are many different types of speaking activities you can implement depending on the
speaking skill you would like your students to develop. Ideas for speaking activities include
tongue twisters, dialogues, partner work, and others. The listening and speaking activities
you develop in the core of the lesson plan should usually last around 30 minutes or more
Speaking Activity Ideas:
Tongue twisters: A great way to help students with pronunciation
Discussion, say something: Ask the students to talk with a partner or in a group
for 30 seconds for fluency work
Around the room: Line up students around the room, facing a partner and have
them ask a question and then rotate
Think-pair-share: The students think about or write their answer to a question and
then share with a partner. Then the teacher calls on volunteers to share what they
discussed in pairs
Show and tell: Ask the students to bring in an object from home to show the class
and share a brief story or background of the object‟s significance
Response groups: Groups get together and discuss a subject, passage, or idea
Dialogues/skits/plays/puppet show: Students create a dialogue, skit or play to
perform using vocabulary taught in the lesson
Spelling bee: A good way for advanced students to practice letter-sound
relationships and spelling
Talk show/newscast: Students role play a talk show or newscast to practice
improv-style speaking
Speaking Activity Example 1: Mystery Bag
Objective: The students will be able to describe fruits by saying “it feels like” and/or “it
tastes like.”
Skill: Oral expression
Materials: a few assorted foods (at least one apple and pre-cut slices), a plastic or paper
bag, a cloth used to blindfold
Key Vocabulary: round, smooth, sweet, soft, hard, bitter, sour, crunchy, etc.
Motivation, Model: (5 min)
1. Have “It feels…” and “It tastes…” written on the board and have a list of description
vocabulary on the board with pictures. Show your students the mystery bag. Inside
the bag have various washed fruits and one already cut fruit for you (apple).
2. Ask your students “What do you think is inside the bag?” and allow them to
guess.
3. Begin to feel inside the bag (an apple) and say “It feels round and smooth” (use
your hands to show round and smooth) and write round and smooth on the board
after “it feels…” and draw a picture or act out something that is round and smooth.
4. Take out the small pre-cut piece and put it in your mouth. Say, “It tastes sweet”.
Write sweet on the board after “it tastes…” and draw a picture of a piece of candy.
5. Ask the students, “What is it?” and allow them to guess.
6. Then, take out a whole apple and say “It’s an apple!”
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 21 -
Class practice (15 min)
7. Ask for a volunteer,blindfold them, and ask them to draw from the mystery bag.
8. The student will reach into the bag and describe the food item using the adjectives
and descriptive phrases, “it feels…” and then (blindfolded) taste the food and say “it
tastes…” Then, the student will try to name the object in English. The rest of the
class can help offer other description words.
9. Repeat steps 7-8 twice with new volunteers and have them draw a new food item
out of the bag to describe.
Independent practice (10 min)
10. Have the students get into pairs and practice describing their favorite food to their
partner. The partner will try to guess the food item. Walk around the room and
observe the students speaking and have them both describe each other‟s fruit to
you.
Speaking Activity Example 2: Tongue Twister
Objective: The students will be able to show that they can distinguish the difference
between the “Th” and the “S” sounds by reciting a tongue twister.
Skill: pronunciation of Th- and S- sounds
Materials: tongue twister on paper
Model (5 min)
1. Write the words “think” and “sink” on the board. Tell your students “Say the words
out loud”. Underline the “-ink” in both of the words. Write the words “thing” and
“sing” on the board and underline the “-ing” in both words. Ask your students to read
them out loud. Do the same thing with the words “bath” and “bass.” Practice
distinguishing the two sounds with the example words and have the students repeat
after you. Then, you can pronounce two similar words with Th- and S- and have the
students identify which you said.
Class Practice (15 min)
2. Say, “We are going to practice the sound Th and S”
3. Write this tongue twister on the board (or have a class set of printouts ready) and
read it out loud to the students:
Say this sharply, say this sweetly, Say this shortly, say this softly. Say this
sixteen times in succession. She sifted thistles through her thistle-sifter.
4. Have them repeat after you. Then call on individual rows to repeat after you. Show
them how you make each sound, for example, “Hold your tongue between your
teeth and blow for th-.”
Independent Practice (10 min)
5. Have the students practice the tongue twister with a partner. Ask the partners to
listen to make sure they are pronouncing th- and s- correctly. Walk around the
room and offer assistance when needed.
Other Difficult Sounds for native Spanish speakers:
L and R Collect, correct, lamb, ram, call, car, fry, fly, etc
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 22 -
E and A Bet, bat, then, than, letter, ladder, etc
B and V Berry, very, bent, vent, cupboard, covered, etc
Sh and Ch Lush, much, shoes, choose, sherry, cherry, etc
P and F Pail, fail, snip, sniff, pan, fan, lapping, laughing, etc
Long and short “I” peach, pitch, sheep, ship, reach, rich, etc
L and R
-Red leather, yellow leather, red leather, yellow leather
-A loyal warrior will rarely worry why we rule
Sh and Ch
-If Stu chews shoes, should Stu choose the shoes he chews?
P and F
-Father‟s polite position paid for popcorn and the flag.
Speaking Activity Example 3: Dialogue
Objective: The students will be able to produce and personalize a dialogue on greetings.
Skill: Oral expression
Materials: Class set of the dialogue in sheet protectors (or 10 copies to share with a partner)
Key Vocabulary: Hello, how are you, good morning, what is your name? etc.
Model (5 min)
1. Introduce more vocabulary after the daily routine, such as “nice to meet you”,
“take care”, and “see you later”. Act out the following dialogue, using different
voices or a puppet.
A: Hello. Good morning.
B: Good morning. How are you?
A: I‟m fine. How are you?
B: Good. Thank you.
A: What is your name?
B: My name is . What‟s your name?
A: I‟m _______
B: Nice to meet you.
A: Nice to meet you too!
B: Well, I‟m going to class.
A: OK. Take care!
B: Thank you, you too! Have a good day!
A: Goodbye!
B: See you later ! Bye!
Class Practice (15 min)
2. Pass out a written copy of the dialogue (a class set) to the students and have them
repeat each line after you. Then, divide the class into two sections, have one side
be “A” and the other side be “B”. Then, as a group, have each side recite the
dialogue together.
3. Afterwards, say, “I need a volunteer” and find someone to come up in front to
read the “A” part of the dialogue with you.
Independent Practice (10 min)
4. In pairs, have the students practice reading the dialogue. Walk around the room to
observe and listen to the partners and offer help when necessary.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 23 -
5. Allow some partners to come up and present the dialogue to the class, perhaps
without the sheet. Do not correct pronunciation unless they ask for help. (You can
review pronunciation for difficult words at the end of class) Encourage participation
by giving a loud applause to those who participate!
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 24 -
Reading Activities
Reading activities can be carried out with various types of texts such as stories, menus,
signs, magazine articles, comics, and others. Choose reading materials appropriate for your
students, mindful that reading materials should be slightly challenging but not frustratingly
difficult. Reading activities can also improve pronunciation through a discovery of letter-
sound relationships, to expand vocabulary through context clues, and to reinforce speaking,
listening and writing activities.
Reading Activity Ideas:
Gist: Pass out a story or passage to your students. Have them get into groups of
four. Each person in the group will read one section of the passage silently and write
down what it says in his/her own words or draw a picture. After, the students will
share what they read to the others in the group. The group together will have the
“gist” or main idea of the passage.
Shared reading with leveled questions: Read a story (could be with pictures)
with your students and ask comprehension questions to the students throughout the
story. Aim questions to the level of your students, for example, ask more complex,
open-ended to the more advanced students and ask simple, yes-no questions to
beginner students.
Cloze test: Give the students a passage with words blanked out. (You can omit
words at random or select particular grammar forms or vocabulary words) Have the
students read the passage and try to fill in the blanks by using context clues with the
help of a word box.
Teach reading strategies: Teach the students how to skim (quickly read a text to
get the general idea), scan (quickly reading to find a particular point), read for details
(students read all of a text to find specific information) and read for critical
comprehension (read and analyze the text to achieve a deeper understanding of what
they are reading).
Paired reading: Have the students get into pairs and read aloud dialogues or parts of a
play to each other. Walk around and check for pronunciation and fluency.
Various Reading Texts:
Menus Biographies Ads Signs
Cartoons Classifieds Emails Newspapers
Poems Recipes Stories Lists
Horoscopes Magazines Web pages Postcards
Reading Activity Example: A Comic Strip
Objective: The students will be able scan and read a comic for specific information.
Skill: Reading comprehension
Materials: a comic strip
*Choose a comic strip that matches the English reading level of your students
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 25 -
Pre-reading (5 min)
1. Have your students look at the following comic strip with a partner, but tell them not
to read it. They will predict what they are about to read by looking at the pictures.
Then ask them, “What do you think this comic is about?” Write their ideas on
the board.
While-Reading Activity (10 min)
2. Give your students a question to ponder while they read the comic strip. “What
happened to Calvin and what is his problem?”
3. The students will get with their partner, read the comic strip and attempt to answer
the question.
4. Once all the students seem to have finished reading the comic strip and attempted to
answer the question, read the comic out loud to the students, using expression (in a
panicked voice like you have to go to the bathroom too!)
5. Ask the students, “What happened to Calvin and what is his problem?” (He
drank too much water before the car ride and he now has to use the bathroom)
Discuss the comic strip and explain more if necessary.
Post-Reading Activity (10 min)
6. Have the students draw and write another line in the comic strip to show what
happens to Calvin. Allow volunteers to share how they solved Calvin‟s problem.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 26 -
Writing Activities
Writing activities allow students to express themselves in their own words and give
opportunities for students to practice newly learned vocabulary and language structures. A
writing activity nicely follows listening or speaking activities. Developing the finer points of
writing will take time, scaffolding, and practice. In the core of the class, plan for writing
activities to take about 30 minutes of a 45 minute class.
Writing Activity Ideas:
Creating a passport or identity card: Helps them practice stating basic
information like name, age, birthday, I am from, etc.
Writing poems: Have them write a haiku or give them a poem format to create
their own.
Surveys: Can create their own questions to later incorporate into a speaking activity.
Create a cartoon/comic strip: The bubbles are whited-out and the students can
create their own dialogue for the cartoon.
Interviews: Write a short list of questions to interview.
Create a story together: Give the students a visual (or series of visuals) and have
them try to write their own story (in pairs, groups or individually).
Putting words to movie/TV show clips: Show a clip without sound and in groups
the students have to create dialogue and then act it out. Afterward you can play the
clip with sound and see how close they were to what was really said.
Keeping a journal: Encourage the students to write as much in English as they can
and write a little bit more every time…it helps them use the language creatively and
feel more comfortable with it. You may want to give them a weekly writing prompt.
Paraphrasing: Have them rewrite a story you tell or a text they read in their own
words.
Simultaneous roundtable: The students will sit in groups of four. Give your
students a prompt and have them write. After a few minutes have them pass their
papers to the right, read what their classmate wrote, and continue the story.
Peer review: Students share and comment on each other‟s writing, focusing on
grammar or content. It can be done to polish up a rough draft after any writing
activity.
Writing Activity Example: A Poem
Objective: The students will be able to write a poem using the future tense that describes
what they will be like in 10 years.
Skill: Written expression
Materials: nice white paper, color pencils, student journals, pencils, model poem
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 27 -
*If your students are more advanced, they can use the model to create the poem and skip
steps 3-7
Model (5 min)
1. Show a previously made poem with a picture of yourself in the future or of a well-
known character with a 5 line poem that describes what you will be like, want to
have, and do when you grow up.
2. Tell the class, “When I grow up, I want to be a teacher!” or “When Lisa Simpson
grows up she wants to be a saxophonist.” Read your poem out loud. The form of the
poem could be: (with a drawing of yourself in the future above the poem)
My Future Self
Name
Three characteristics about your future self (pretty, smart, creative)
Three things that you want to have in the future (two cars, library, and pool)
Three things that you want to learn how to do (paint, yoga, karate)
Your dream job (teacher)
Class practice (20 min)
3. Ask your students to number 1 to 5 in their notebooks to represent the 5 lines of
the poem. “Write your name on line one.” Then write your name on the board
next to line one to model.
4. Ask your students “What you will be like in the future?” and have the students
write three adjectives after number two. To guide them, write your example “pretty,
smart, and funny” on line two on the board. Walk around and make sure everyone
understood the question and has completed line two.
5. Repeat step 4. “What will you have in the future?” and have them write their
answer on line three.
6. Repeat step 4. “What do you want to learn how to do?” and have them write
their answer on line four.
7. Repeat step 4. “What do you want to do (job)?” and have them write their
answer on line five.
Independent practice (10 min)
8. After the students have completed lines 1-5, pass out a clean white sheet of paper
to every student. They will write a final draft of what they wrote on lines 1-5 in the
poem format and draw a picture of them in the future above the poem.
Integrate speaking skill (10 min)
9. Ask for volunteers who have completed their poems to stand up in front of the class
and read their poem out loud and show their picture. Hang the best poems on the
wall to display.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 28 -
Supplemental Activities
The supplemental activities are intended to encourage teachers and volunteers to
supplement the textbook using similar topics and language items to create new activities
with their students in mind. These activities are designed to require few materials and are
easily adaptable to fit the learning needs, interests, and age level of your students. In their
implementations, it may be necessary to further supplement the lessons by pre-teaching
vocabulary, using additional visuals or materials, modeling how to work in pairs or groups,
etc.
5° Básico Hello Everybody
Objective Students will be able to introduce themselves and greet others.
Skill Oral expression
Resources Soft or lightweight bouncy ball
Vocabulary Hello, hi, see you, bye, goodbye, good morning, good night
Key Phrases “My name is” and “Nice to meet you”
Activity
description
After teaching vocabulary related to greetings (hello, goodbye, etc)
throw a ball around the room and the student who catches the ball
says, “Hello. My name is ___.” Then have the entire class chorus
“Nice to meet you, ____. Goodbye.” Then have the student toss the
ball to another student who has not yet had a turn until all the
members of the class have introduced themselves in English.
Afterwards you can try to toss the ball to each student and say
his/her name out loud (good for name learning!). You may have to
train your students how to throw a ball in class first, so it doesn‟t get
out of hand. (You could also have the students stand in a circle to
complete this activity).
Consolidation Have the students make name tags for their desks that say “Hello,
my name is ______”
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 29 -
5° Básico My Family
Objective Students will be able to present members of their families.
Skill Oral expression
Resources Family photos
Vocabulary Father, mother, sister, brother, uncle, aunt, grandpa, grandma, etc.
Key Phrases “This is my father.” “This is my mother.”
Activity
description
Ask your students in advance to bring a photo(s) of their families.
After a lesson on family members, ask every student to make pairs
and share their photos and introduce every member of their family.
Model how to introduce family members by showing your own photos
first. “This is my mother, this is my father, this is my uncle, etc.” If
any of your students forget to bring a photo, allow them to draw a
picture of each family member they want to describe. Afterwards,
you can ask volunteers to share their photos with the class.
Consolidation The students can make a family tree and identify the family members
in writing.
5° Básico In the Classroom
Objective Students will be able to identify and describe common classroom
objects.
Skill Vocabulary acquisition
Resources Classroom objects
Vocabulary Desk, chalkboard, chalk, scissors, glue, ruler, pencil, pen, teacher‟s
desk, paper, journal, folder, sharpener, chair, window, backpack
Key Phrases “What color is the____?” “How many ____ are there?”
Activity
description
Label items around the room such as the desk, window, chair, ruler,
etc. (When teaching ESL, use visuals or real items whenever
possible. In this case, take advantage of the objects in the room to
teach the vocabulary in this lesson.) Teach or review classroom
items and color vocabulary with your students. Then ask the class,
“What color is the ____?” The students will have to answer, “The
_____ is ______”, for example: “The desk is brown.” Also, ask the
class, “How many pencils are there?” and the students can answer,
“20 pencils.” With a partner have the students practice asking what
color the items are around the room.
Consolidation The students can conduct an inventory of classroom objects and
share how many there are of each item.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 30 -
5° Básico Favorite Pet
Objective Students will be able to describe animals.
Skill Oral expression
Resources Paper, pencil and color pencils
Vocabulary dog, cat, dolphin, monkey, horse, giraffe, zebra, deer, rabbit, pig,
fish, bird, elephant, snake, turtle, etc.
Key Phrases “I would be a ______”
Activity description After going over animal names and some common pet adjectives,
have the students draw a picture of their pets (or a pet they would
want to have) and write a sentence describing their animals. Allow
them to use a dictionary during this activity. Model an example
such as: “This is Myrtle the turtle. He is slow, smart and green.”
Have the students present their pet to a partner and share the
description of their animal in English. You could also have the
students complete the sentence, “If I were an animal, I would be a
_______”.
Consolidation Students can read aloud their animal description without identifying
the type of animal and the class must guess.
5° Básico Having Fun
Objective Students will be able to ask about and describe their personal
hobbies.
Skill Oral expression
Resources Paper and pens
Vocabulary Ride bikes, play on the computer, dance, listen to music, play sports,
go shopping, hang out with friends, skateboarding, skip rope, etc.
Key Phrases “Do you like to _____?”
Activity
description
Tell the students to write down a list of different hobbies with yes/no
next to each item. Write on the board, “Do you like to ____?” and
“Yes, I like to____, No, I don‟t like to ______.” In pairs, have the
students walk around and ask his/her classmate for example, “Do
you like to play chess?” And the other student will answer with “Yes,
I like to play chess” or “No, I don‟t like to play chess” and then check
off who likes which activity on the list. You can write various hobby
ideas in English on the board to help them (i.e. ride bikes, play on
the computer, etc.) The students will walk around asking questions
until the checklist is completed.
Consolidation Have students write a sentence about their favorite hobby while
referring to the checklist. Then discuss with the class how many
people prefer the different hobbies.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 31 -
5° Básico School Rules
Objective Students will be able to respond to and give commands.
Skill Listening comprehension & oral expression
Resources Your students‟ energy!
Vocabulary Do, don‟t, bring, come, listen, etc.
Key Phrases “Listen” “Sit down” “Stand up” “Be quiet”
Activity description Teach vocabulary related to rules and verbs in the imperative form
such as “drink”, “talk”, etc. As a listening activity, play Simon Says
with your students and give commands such as “Simon says listen”
“Simon says sit down” “Run.” After playing as a class, allow them
to play in groups of four with the person playing Simon switching
after each winner.
Consolidation The students can create signs of school rules in English to hang up
around the school using the command form: “Walk in the halls. Do
not run.”
5° Básico At Home
Objective Students will be able to describe their dream house including rooms
and furniture.
Skill Oral expression
Resources Paper, pencil
Vocabulary House, room, kitchen, living room, bathroom, bedroom, closet, pool,
yard, garage, bed, sofa, TV, table, etc.
Key Phrases “I have….” “We both have….” “He/she has….”
Activity
description
Draw and describe a floor plan of your Chilean house or apartment.
After describing the various rooms and furniture commonly found in a
home, ask the students to take 10 minutes to draw a floor plan of
their dream house or apartment and label the different rooms and
common pieces of furniture in English. While the students are
working on their floor plans, write the vocabulary on the board and
statements to compare their floor plans: “I have 2 bedrooms. John
has 3 bedrooms.” “We both have TVs in our living rooms.” Tell the
students to get into groups or partners and compare their homes in
English to that of their schoolmates. Students may color the part of
the floor plan that is the same as that of their partners.
Consolidation Have a couple of students share with the whole class what the
similarities and differences are between their floor plan and their
partners‟.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 32 -
5° Básico My School
Objective The students will be able to follow directions and recognize school
rooms.
Skill Vocabulary acquisition
Resources Paper slips and permission to let the students out of the room during
class
Vocabulary Classroom, gym, computer lab, cafeteria, office, library, bathroom,
next to, between, opposite, in, on, etc.
Key Phrases “Where‟s the ____?” “It is next to the____.” “It is between the
____and the____.” “It is across from the______.” “Go to the _____.”
Activity
description
After teaching rooms at school and direction vocabulary words, plan
a scavenger hunt requiring your students to go from one room to
another following the clues you leave at each location. Break the
students into groups and be sure to give the groups a different place
to start from, such as “Group 1.” Go to the room next to the library.”
Tell them not to take the clues so each group can make it to all the
rooms and back to the classroom to complete the race!
Consolidation Following the activity, have the students tell you in English the order
of places they visited around the school.
5° Básico Food and Drink
Objective The students will be able to order food in a restaurant scenario.
Skill Oral expression
Resources Menus, tablecloth and a few desks
Vocabulary Hamburgers, pizza, chicken, fish, milk, soda, apples, bananas, cake,
chips, yogurt, carrots, ice cream, breakfast, lunch, dinner, etc.
Key Phrases “I would like a/an ______”
Activity
description
Set up a restaurant scene in your classroom. Write an example menu
on the board. Have the students practice telling their partner what
they would like to eat, such as “I would like pizza.” Then, call on
volunteers to sit at the table in front of the room at the “restaurant”
and order a meal. Allow more advanced students to take orders as a
waiter or waitress.
Consolidation Have students tell each other about their favorite food. Also you
could compare typical Chilean food to typical food found in another
country in a T-chart.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 33 -
6° Básico My Family
Objective Students will be able to identify their family members.
Skill Oral expression
Resources Paper, pencil, colored pencils, pre-made family tree model
Vocabulary Mother, father, grandmother, grandfather, brother, sister, etc.
Key Phrases “Who‟s this?” “This is my ______” “He/she is _____”
Activity
description
(Similar to the 5° Básico “My Family” lesson) After a lesson on family
members, have every student draw a family tree. Model how to
introduce family members by referring to your own family tree. In
pairs, students will present their family trees. “This is my mother,
this is my father, this is my uncle, etc.”
Consolidation With their family trees on their desks, students have to listen to and
point to the appropriate person as you ask them questions such as,
“Who is your father‟s father?” “Who is your mother‟s sister?”
6° Básico Going Out
Objective Students will be able to describe flags and name countries.
Skill Oral expression
Resources Flags or pictures of flags, pictures from your home country/city
Vocabulary Ten, twenty,….one hundred, country names
Key Phrases “It is ______” “How many ____?”
Activity
description
Do a cultural-themed lesson and introduce your home country or city
to your students. Bring in flags or photos of flags from around the
world and have the students guess where they are from. Have them
answer in English by stating, “It‟s India. It‟s China.” Then, help them
describe each flag “It has 50 stars. It is red, white and blue.”
Consolidation Have students create and describe a flag for their city, neighborhood,
or school.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 34 -
6° Básico My Friends
Objective Students will be able to describe people using physical
characteristics.
Skill Oral expression
Resources Paper, pencil (magazine photos optional)
Vocabulary Hair, eyes, blonde, red, green, brown, blue, short, long, tall, slim,
thin, chubby, fat, nice, friendly, mean, funny, young, old
Key Phrases “She/he is _____” “He/she has _______”
Activity
description
In pairs ask the students to draw a picture (or let them look through
magazines and cut out a picture) and write down descriptions of the
person, such as “Zamorano has brown eyes and black hair. He is 37
years old.” Then have the partners present their descriptions in front
of the class. As they are sharing, keep tally on the board of how
many people have brown, green, blue or black eyes, how many
people are 10-20-, 20-30, or 40 + years old, etc. Ask your students
at the end of the lesson, “How many people have green eyes?” and
count out loud with them. This will allow you to incorporate
instruction on numbers into the lesson.
Consolidation Have the students think of and write a description of a family
member or friend who is different from those represented in the
chart.
6° Básico My Favorite Clothes
Objective Students will be able to state what clothes they are wearing.
Skill Oral expression
Resources Bag of old clothes
Vocabulary Shoes, socks, shirt, pants, hat, sweater, coat, sunglasses, jacket,
etc.
Key Phrases “I‟m wearing a/an ______”
Activity
description
Bring in a bag of different clothes items (such as jacket, purse, flip
flops, etc. but nothing too nice!) and have your students participate
in a relay race by dressing up and saying what they are wearing.
Break the class into two teams, have the teams line up with a space
between each person, and place a pile of clothes in front of the first
person of each team. Each student will have to put on the clothes
items and shout “I‟m wearing a/an_______” (correctly) while putting
on each piece of clothing. Once the student is wearing the complete
outfit and has said what he/she is wearing, the student must remove
the items and lay them on the floor in front of the next team mate.
Each member of the team must dress up and say what he/she is
wearing until one team has finished and wins the race!
Consolidation The students must write a description of an outfit with a certain
“look” or fashion and draw a picture.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 35 -
6° Básico My Free Time Activities
Objective Students will be able to state what people are doing right now using
the present continuous.
Skill Oral expression
Resources Picture flashcards that represent various free time activities
Vocabulary Playing games, riding bikes, swimming, jumping rope, running,
cooking, sleeping, etc.
Key Phrases “What are you doing?” “I am _____” “You are ____”
Activity
description
Talk about different hobbies and verbs that deal with free time
activities such as play, do, swim, and ride a bike. Review the picture
cards with your class and then tape them to the board. Practice
converting verbs to have the present gerund ending;(–ing) play ->
playing. Then play charades with your class. Call on a volunteer to
choose a free time activity on the board to act out. The class will try
to guess what he/she is doing: “You are swimming” and “Yes, I am
swimming”, etc. The person who guesses correctly will be next to act
out an activity from the board and so on.
Consolidation Students will imagine and write what a couple of their family
members are doing right now.
6° Básico It is Hot and Sunny
Objective Students will be able to describe weather conditions in different
cities.
Skill Oral expression
Resources Pictures of different climates
Vocabulary Rainy, sunny, windy, cloudy, snowy, foggy, warm, hot, cold, cool,
etc.
Key Phrases “What‟s the weather like?” “It is ______ in _______.”
Activity
description
Teach weather terms. Draw a picture of Chile on the board and label
different cities. Also, have pictures of different weather climates
labeled in English on the board. Act like a weather forecaster and
give a pretend forecast for the day: “Santiago is hot and humid,” “It
is cool and windy in Concepción,” etc. Then call on students in the
class and say “What‟s the weather like in Arica?” The student will
make up a forecast such as, “It is cloudy and warm in Arica.” Then,
break the students into pairs. One student will say the name of a city
and the other must give a forecast appropriate for the city using the
weather vocabulary and then switch.
Consolidation The students can write and draw an example newspaper forecast for
today‟s weather in some city.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 36 -
6° Básico Special Dates
Objective Students will be able to refer to dates, places, and times to discuss
invitations.
Skill Oral expression
Resources A few balloons or streamers, paper, pens, and copies of a pre-made
invitation
Vocabulary Days of the week, months of the year, birthday, party, house, etc
Key Phrases “When is the party?” “Where is the party?” “____ is having a party
on _____ at ____.”
Activity
description
Decorate the room as though you are having a birthday party (ex:
hanging a few balloons) and give every student an invitation when
they come into the classroom that includes information like “Miss
Corissa‟s birthday party, Friday, September 14, 3:00pm, Colegio
España, Room #28.” Talk about how you have celebrated your
birthday. Then, have all the students create a pretend invitation that
includes their name (who), the date of the party (occasion), day and
time (when), and place (where). When they have finished, collect all
of the invitations, mix them up, and pass out one invitation to each
student. Have them share their invitation with their partners. “Felipe
is having a pool party on Friday at 6pm.” Some of the students can
share their invitations out loud at the end of the class.
Consolidation Ask the students questions to find out similarities between the
invitations such as if anyone planned a party for the same day,
“When is your party” or “Does anyone else have a party on…?” (And
you could teach them the birthday song in English)
6° Básico Last Summer
Objective Students will be able to talk about a past trip or vacation using the
past simple.
Skill Listening for specific information & oral expression
Resources Paper and pencil, photos or postcards from a vacation you have
taken
Vocabulary Last night, last year, last week, last month, last Saturday, vacation,
tour, holiday, beach, museum, national park, etc.
Key Phrases “I went to _____” “I visited _____”
Activity
description
Talk very briefly about a summer vacation you went on (and show
post cards or pictures if you have any). Ask your students to try to
write down three actions (verbs) they hear. Then, ask the class,
“What did I do?” and they will answer, i.e. “You went to the beach.”
Write down all the answers on the board, such as “I went to the
beach, swam, and played soccer.” Then talk about past tense verbs.
Ask every student to write a list of actions (verbs) they did last
summer, using the past tense. Then have them use the list as a
prompt to tell a partner what they did.
Consolidation Have the students elaborate on the list of actions by writing a
pretend postcard to a friend describing what they did last summer.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 37 -
6° Básico My Weekend
Objective Students will be able to talk about habits and routine activities using
the present simple.
Skill Oral expression
Resources Students‟ notebooks and pencils
Vocabulary Go out, get up, go to, do, watch TV, play, shop, etc.
Key Phrases “On the weekends, do you _____?”
Activity
description
Conduct a class survey about weekend activities and write it on the
board (see below). Give the students a few minutes to copy down the
survey. Have the students walk around and ask the questions. Each
student will need to find someone who does each activity on the
survey and then write his or her name on the line. The students can
not write the same name more than once. At the end of the activity,
analyze the results. Ask who does what on the weekends: “Who gets
up early?” An example survey:
“On the weekends, do you….(write it up as a table)
…get up early?” _____________
…go to the mall?”_____________
…play soccer?” _____________
…eat lunch with your family?” __________
Consolidation Have students write a list of what they do on a normal weekend.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 38 -
7° Básico Cities of the World
Objective Students will be able to contribute to a pen-pal letter using
comparatives and superlatives.
Skill Written expression
Resources Paper, pencil
Vocabulary City, largest, best, most beautiful, smallest, worst, most important,
etc
Key Phrases “What is ____ like?” “How is _____?” “What is the best ___?”
Activity
description
As a writing activity, help your students write a class letter to a “pen
pal” in another country (could be to a family member or friend). Have
the students generate ideas for things to tell the pen pal about their
home city and country and questions to ask the pen pal about his/her
city and country. Have them help you form sentences and write the
entire letter in English using the vocabulary from the lesson,
especially comparatives and superlatives: “What is the best food in
your city?” (You can even make mistakes on purpose to see if they
can correct you) Try to encourage all students to give input. Then,
you can actually mail the letter to your friend (or email it for a faster
reply) and read the response letter to the class when it arrives!
Consolidation If you have time, the students can work in small groups and make
another letter.
7° Básico Importance of History
Objective Students will be able to identify important events in their lives.
Skill Oral expression
Resources Paper, pencil, ruler, pre-made timeline of your life on the board
Vocabulary Ancestors, birth, years old, memory, history, great grandparents,
born, etc.
Key Phrases “ I ____ when I was __ years old”
Activity
description
To model vocabulary and key phrases, describe where your ancestors
come from and explain your timeline. Have the students refer to pg.
38 in the book if they need another model. Ask the students to draw
a timeline and label 5 different important life events. The students
will use their timeline as a prompt to describe the important events
to a partner. “I ____ when I was ___ years old.” For example, “I
went to the mountains when I was six years old.”
Consolidation Ask your students which life event they consider to be most
important and have them write a sentence about it using the same
form plus any other details. Those who finish early can draw a
picture.
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 39 -
7° Básico Worldwide Traditions
Objective Students will be able to discuss and compare different Christmas
traditions.
Skill Oral expression
Resources Butcher paper (papel craft), markers
Vocabulary Christmas Day, Santa Claus, tree, presents, stockings, etc.
Key Phrases “Chile has _______”
Activity
description
Decorate your classroom for Christmas (if at all possible) and tell a
short story about common Christmas traditions celebrated in your
culture or in your family. Ask your students about their traditions and
make a T-chart of the differences between the Christmas traditions in
Chile and in another country. Using the chart as a prompt, have the
students talk with a partner about the differences. For example,
“Chile has Christmas in the summer. The United States has
Christmas in the winter.”
Consolidation You could decorate a class tree (drawing on big paper) and have all
the students draw at least one ornament with their name on it and
their favorite Christmas tradition.
7° Básico This Land is Our Land
Objective Students will be able to discuss means of protecting the environment.
Skill Oral expression
Resources Earth day chant
Vocabulary Environment, respect, protect, keep clean, remove, help, recycle,
save, etc.
Key Phrases Save energy, recycle paper, protect animals, etc.
Activity
description
Talk about nature or the environment in Chile and review ways to
care for the environment mentioned in the book (pg. 85 save energy,
recycle bottles and cans, etc.) Teach the Earth Day Chant (located
below). Create actions for the chant and sing it together many times.
Then have the students come up with another stanza using the same
form:
1st line= (action verb) for Earth Day
2nd line= ten, eleven, twelve
3rd line= environment suggestion
4th line= something that rhymes with twelve.
Consolidation Students can make environmental posters on the back side of
already used paper to hang around the school, such as “Don‟t litter!”
Earth Day Chant Clap for Earth Day, (*clap)
One, two, three (*show 1, 2, 3 with fingers)
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 40 -
Let‟s recycle.
Faithfully.
March for Earth Day (*march)
Four, Five, Six (*show 4, 5, 6 with fingers)
Pick up litter (*act like picking up litter)
Quick, quick, quick
Jump for Earth Day (*jump)
Seven, Eight, Nine (*show 7, 8, 9 with fingers)
Let‟s keep nature
Feeling fine (*thumbs up!)
E N G L I S H O P E N S D O O R S P R O G R A M
Unit of Curriculum and Evaluation - Ministry of Education - Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago de Chile
Telephones: (56-2) 487 5079 / 5460 - Fax: (56-2) 487 5474 - www.ingles.mineduc.cl
- 41 -
8° Básico Music and Literature
Objective Students will be able to identify missing words of a song and describe
the overall meaning.
Skill Listening for gist & oral expression
Resources Radio, recording of “Imagine” by John Lennon, a class set of the
lyrics with missing words
Vocabulary Music, to listen, to like, types, love, war, peace, freedom, etc.
Key Phrases “My favorite group/singer is _______.”
Activity
description
Ask the students to share their favorite bands or singers with the
class in English using the form “My favorite group is ____” or “My
favorite singer is ______.” Brainstorm with the class some themes
artists write and sing about, i.e. love, war, peace, freedom, etc. Pass
out the lyric sheet with the missing words for a cloze activity. Have
your students list numbers 1 to 5 in their notebooks so they can
write the answers. Allow the students to listen to the song a few
times and try to fill in the blanks. Go over the answers and then sing
the song!
Consolidation Have the students discuss what the song is about to recycle the
vocabulary or identify rhyming words to further practice listening
skills.
Imagine Lyrics Imagine there‟s no heaven It‟s easy if you try
No hell below us Above us only sky Imagine all the people Living for 1.________
Imagine there‟s no countries It isn‟t hard to do Nothing to kill or die for And no religion too Imagine all the 2. _______
Living life in peace... You may say I‟m a dreamer
But I‟m not the only 3.______
I hope someday you‟ll join us And the world will be as one
Imagine no possessions I wonder if you can No need for greed or hunger A brotherhood of man
Imagine all the people Sharing all the 4. ______
You may say I‟m a 5. _______
But I‟m not the only one I hope someday you‟ll join us And the world will live as one
Word Box: (optional) people dreamer world today one
Example of students’ notebook: 1. today 2. people 3. one 4. world 5. dreamer
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
8° Básico Contributions to the World
Objective Students will be able to describe useful inventions.
Skill Oral expression
Resources Paper, pencil, colored pencils
Vocabulary Invention, space, help, easier, robot, etc.
Key Phrases “Our invention is a _________.” “It will help people ______.”
Activity
description
Describe an invention to the class that you think would be useful.
Similar to the textbook project found on pg. 42, ask the students get
into groups and think of an original invention idea and explain how it
will be helpful. Have them draw a picture and be prepared to explain
their invention in English to the class using the key phrases: “Our
invention is a ________. It will help people ______.”
Consolidation Have students describe their favorite invention to a partner and the
partner will try to guess the invention, i.e. student A: “I can listen to
lots of music, make phone calls and take pictures.” Student B: “It‟s a
cell phone”.
8° Básico Bits of Anglo-Saxon Culture
Objective Students will be able to discuss cultural differences.
Skill Oral expression
Resources White board and dry erase board marker
Vocabulary Common, differences, dance, animals, language, music, sports,
traditional food, culture, customs, etc.
Key Phrases “What is your national _____?”
Activity
description
Draw a T-chart on the board and compare your home country with
Chile, i.e. typical food, popular sports, legal drinking age/driving age,
languages spoken, common animals, national dance or music, hours
in school or work per day, family life, etc. (Write everything on the
board in English.) Have the students get into pairs and role play
interviews, one person as a Chilean and the other as a native from
your country, using the board to help answer questions. For example,
“What is your national dance?” “La Cueca” (Chile) or “What is your
national sport?” “Baseball or American Football” (USA). Then have
them switch roles.
Consolidation Have the students write down one difference between Chile and a
country of their choosing in their journals using the vocabulary from
this chapter.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 43 -
8° Básico Tourism
Objective Students will be able to describe a tourist destination.
Skill Oral expression
Resources Paper, pencils, markers or colored pencils, pre-made travel brochure
example
Vocabulary Most, best, city, attractions, places, experience, nature, adventure,
etc.
Key Phrases “Come to ____” “It has the best _____!”
Activity
description
Before class, create an example brochure on a piece of paper folded
into thirds and incorporate the key phrases and vocabulary from the
chapter. Tell your students that they will be working in groups to
create a travel brochure for English speaking tourists. Encourage the
students to write short phrases in their brochures, such as: “Come to
the Siete Tazas,” “It‟s gorgeous,” or “It has a lovely waterfall.”
Consolidation When they have completed their brochures, ask each group to
present their brochure to another group as though they are a group
of tourists.
1° Medio Schedules
Objective Students will be able to talk about time and daily routines.
Skill Oral expression
Resources Drawing of a clock on the board, photos that represent different parts
of one‟s daily schedule
Vocabulary
Watch TV, work, read, play tennis, play football, go to the gym, go to
a movie, go out for a walk, go out, go swimming, go jogging, go
dancing, go cycling, go to a party, etc.
Key Phrases “What do you do at __ o‟clock?” “I ____ at ___ o‟clock.”
Activity
description
Write your schedule in English on the board and explain your daily
routine using vocabulary picture flashcards that represent each part
of your day. “I wake up at 8 o‟clock,” or “at 12 o‟clock, I eat lunch.”
(Show a picture of a lunchbox.) After you have described your daily
routine, draw a clock on the board and ask your students, “What do
you do at __ o‟clock?” The students will then tell a partner what they
do at that time of the day. Then keep asking the same question but
change the time. You can have students come up to change the clock
hands on the board before you ask each time.
Consolidation Have each student share one thing they learned about their partner‟s
schedule with the rest of the class.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 44 -
1° Medio People
Objective Students will be able to talk about recent activities using the present
perfect.
Skill Oral expression
Resources Fake microphone, two interview chairs, note cards with celebrity names
on them
Vocabulary Athlete, star, achievement, film star, heroes, etc.
Key Phrases “What do you do?” “I am a ____” “What have you been doing?”
“I have been ______”
Activity
description
Prepare to role play a talk show. Bring note cards of names of people or
characters you will interview on your talk show, i.e. “a rock star.” Call
up a volunteer to be interviewed in the front of the classroom and allow
him/her to choose a name/character from your pile (without letting
anyone else see). Have the interview questions written on the board
and ask the same questions to each interviewee. For example, “What do
you do?” “I am a ______.” “What have you been doing lately?” “I have
been _____.” The students listening will try to guess who is being
interviewed and make guesses after the interview has finished. The
student who guesses correctly will be the next person to be interviewed.
Consolidation Have students break into groups and repeat the same activity.
1° Medio Celebration
Objective Students will be able to talk about party plans and giving/denying
permission.
Skill Oral expression and listening for specific information
Resources Your students‟ imagination
Vocabulary Party, balloons, presents, music, formal, barbeque, dancing, snacks,
soft drinks, flowers, mask, costume, bring, can/can‟t, etc.
Key Phrases “My name is ___ and I‟m bringing _____.”
“Yes, you can come.” “No, you can‟t bring ______.”
Activity
description
The Party Name Game is a fun game that relates well to the topic of
“Celebrations”. To play, the students must figure out how to get invited
to your party by asking questions to determine pattern recognition. You,
or the party organizer, will start off with “My name is Corissa, and I‟m
bringing Coke to the party”. (The rule this round will be that only the
people who bring items that begin with the same letter as the first letter
in their name can come to the party; however, it could be any pattern.)
Then students one at a time will say “My name is _____ and I‟m
bringing ______ to the party.” If it follows your rule, you would reply
“yes, you can come. You are bringing _______.” If what the student is
bringing does not follow the rule, say “No, sorry, you can‟t bring
________ to the party. You can‟t come.” Remind the students who
recognize the pattern to keep it a secret, but keep playing until
everyone gets it! If there is time for a next round, a student can be the
party organizer and come up with his/her own pattern.
Consolidation The students describe an ideal party to a friend using the vocabulary
from the chapter, i.e. music, barbeque, pool, snacks, etc.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 45 -
1° Medio Money
Objective Students will be able to buy and sell items in a shopping scenario.
Skill Oral expression
Resources Fake money, cheap items from home
Vocabulary Bargain, cash, discount, price, sell, I would like, here you go, offer,
cash, fair, worth, good quality, etc.
Key Phrases “How much is this?” “What is this?” “It is a ____”
Activity
description
Turn your classroom into a store and bring items from home to “sell”.
You can choose ordinary or ridiculous items. (but all cheap items!) Then
line the items up on a table. Write the name of your store on the board,
such as “Bob‟s Store.” You can make fake money or find money
graphics online. Then, play the shopkeeper and ask for a volunteer to be
a customer. Give the customer a set amount of money and allow
him/her to go shopping. The students will be able to practice phrases
such as, “How much is this?” and “What is this?” Then have the students
get into groups of four and create their own shops of things to sell
(selling items in their backpack). Have students from each group take
turns shopping around the classroom.
Consolidation Have students write an advertisement for the class store “Bob‟s Store”
using the targeted vocabulary.
1° Medio Cyberspace
Objective Students will be able to listen and follow directions for navigating the
internet.
Skill Listening for specific information
Resources Computers, internet , website
Vocabulary Email, link, @, dot, com, send, search, loading, click, go to
Key Phrases “What is your email address?” “My email address is …..@....” “My
blog/fotolog is …….@...”
Activity
description
If you have computers and internet access at your school, you can take
your students to the computer lab and have them do an internet
scavenger hunt. Give them directions in English for pre-selected sites
using the vocabulary from the chapter, such as, “Search in google for…”
“Go to….” “Click on…” Then, give them directions to send you an email,
“Send me an email at ……@...” For advanced classes, have the students
help you start a class blog.
Consolidation Have the students walk around the room and ask, “What is your email
address?” and the students will answer, “My email address is…..” Ask
them to record 5 other students‟ emails in their notebooks.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 46 -
1° Medio The Sea
Objective Students will be able to advertise and promote a tourist destination.
Skill Oral & written expression
Resources Paper for brochures, example brochure, pencils, markers or colored
pencils
Vocabulary
Surfing, fishing, sailing, scuba diving, boats, sunbathing, swimming,
water skiing, underwater, wave, tropical fish, dolphin, sea, relaxing,
aquarium, etc.
Key Phrases “Our cruise ship offers…” “Our resort has the best….”
Activity
description
(Modified version of the 8° Básico Tourism Activity) Before class, create
an example brochure using a piece of paper folded into thirds. Present
your model brochure to the class. Tell your students that they are going
to be making a brochure in English for an aquarium, cruise ship or
resort. The students will be writing in full sentences and will need to
incorporate sea vocabulary and key phrases. The groups will divide up
the work so that every person will be able to present a section of their
group‟s brochure. The students can present at the end of the period.
Consolidation Have the students discuss which would be the “best” destination and
why.
1° Medio Rhythm
Objective Students will be able to listen and follow dance instructions.
Skill Listening for specific information
Resources Music to a dance you will teach, CD player, dance moves
Vocabulary Jazz, rap, rock n roll, techno, reggae, disco, break-dance, ballet, twist,
waltz, salsa, dancing, musical group, rock star, DJ, spin, etc.
Key Phrases “Move your _____.” “Step _____.”
Activity
description
Lead a discussion about the different types of dances in the world and
use a graphic organizer to show the different dances they come up with
i.e. salsa, waltz, ballet, and break dancing. You can show a video clip
(if you have access to a TV and DVD player) about a type of dance
popular in your country or bring a CD with your native dance music
(i.e. Mad Hot Ballroom). Teach your class a dance with a song! (An
example of a simpler dance to teach is the Macarena with the month of
the year song sung to the tune like “1 little, 2 little, 3 little Indians.”
See song list pg. 17)
Consolidation In pairs, have students write down the steps to his/her favorite dance
and ask volunteers to demo.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 47 -
1° Medio Design
Objective Students will be able to listen and follow directions for creating a
drawing.
Skill Listening to specific information
Resources Drawing of a monster, paper, pencils
Vocabulary Light, dark, bright, soft, round, square, straight, wavy, line, shape,
color, style, background, top, bottom, left, right, etc.
Key Phrases “Draw a …”
Activity
description
Draw a picture before class or find a drawing online. Give directions to
your students out loud so that they will be able to create the same
picture if they follow your directions correctly, but do not tell your
students what they will be drawing. For example, describe a picture of a
monster with instructions like “Draw a big, green circle with another
little circle on top” or “Draw one big red eye on the little circle” until you
have finished giving the directions. Now see if the students can figure
out what they just drew!
Consolidation Have the students think of a simple figure or make a simple drawing
and then give directions of how to draw the same picture to a partner.
2° Medio Adventures
Objective Students will be able to plan a trip using adventure vocabulary.
Skill Oral expression
Resources Paper and pencil
Vocabulary
Adventure, to climb, cruise, safari, canoe, desert, rainforest, museums,
volcano, to sail, to ski, trek, to travel, to bungee jump, sleeping bag,
tent, suntan lotion, swimming suit, skis, backpack, torch, etc.
Key Phrases “On our adventure, we‟re going to bring …” “We‟re going to visit …”
Activity
description
Brainstorm a list on the board with the help of your students of what
they would bring if they were preparing to leave to go on a five day
backpacking, outdoor adventure in some foreign country (i.e. sleeping
bag, sunscreen, etc.). Ask the students to get into groups and discuss
first where they would like to go and then what items they would want
to bring, but limiting them to only 20 items for the whole group. After
all the groups have completed their list of items for the adventure-bags,
have them present their travel plans in English as well as some of the
components included in their adventure bags.
Consolidation Have students describe a memorable outdoor adventure using the
target vocabulary and structures.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 48 -
2° Medio Stories
Objective Students will recreate a story by listening and recalling the details.
Skill Listening for gist and specific information
Resources Short story or text to read out loud
Vocabulary
Fairy tale, ghost story, horror story, love story, myth, science fiction,
biographies, legend, book, comedy, action, romantic, character, plot,
scene, etc.
Key Phrases Transition words: then, after that, next, later on, in the end, finally.
Activity
description
To do a “Dictoglo” listening activity with your students find a short
story or account you would like to read. Read the story to your
students as they try to record as much of the story as possible while
you are reading. After you have read through the story two times,
the students will work with a partner to try and recreate the text on a
piece of paper. Have the students that think they have recreated all
or almost the entire story read their paper aloud. Read the story
again after all students have had a chance to attempt to recreate the
story so they can find what words or sentences they are missing in
their version of the story.
Consolidation Have the students write a summary of their favorite movie, book or
story.
2° Medio Wheels
Objective Students will be able to identify missing lyrics of a song related to
transportation.
Skill Listening for specific information
Resources Bicycle Race song recording, CD player, strips of song lyrics
Vocabulary Cyclist, transportation, cheapest, ecological, practical, route, car,
accident, traffic, train, bus, van, ship
Key Phrases “I want to ride my bicycle.”
Activity
description
To do a “song scramble” with your students, write up the lyrics on
poster board and cut it into strips so there is one line of the lyrics per
strip. (Or make 4-5 copies on normal paper and have them do the
activity in groups.) Give the students each one strip and let them
hear the song. Then, keep playing the song and allow the students to
work together to piece together the lyrics.
Consolidation Have the students write a list of the pros and cons of using bike
transportation.
Bicycle Race
Lyrics
Bicycle bicycle bicycle
I want to ride my bicycle bicycle bicycle
I want to ride my bicycle, I want to ride my bike
I want to ride my bicycle, I want to ride it where I like...
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 49 -
2° Medio The Media
Objective Students will be able to formulate interview questions and express
opinions.
Skill Oral expression
Resources Classroom space to perform skits
Vocabulary Celebrity, fame, fan, mass media, press, stress, cant, may, opinion,
against, in favor, personally, right, totally, seems, true, afraid, don‟t
Key Phrases “In my opinion…” “You‟re right…” “I disagree with …” “I think…”
Activity
description
(Modification to the activity with 1 Media-People 2.3 Sports Stars)
After teaching vocabulary on the media and opinions, have the students
get into groups of four or five and write a talk show skit that includes one
or some of the following: reporter, paparazzi, interviewer and a celebrity.
(i.e. Lady Di) The students should create a skit that shows that they are
either for or against privacy for celebrities. Everyone in the group should
be involved in the skit in some way. The students should incorporate at
least one statement that is an opinion in their skit. Write the model
language of how to give an opinion on the board. After you feel all of the
groups have received sufficient time for practice, have some or all of the
groups present their skit to the class.
Consolidation Describe a controversial issue and have students write brief responses
stating and defending their opinion.
2° Medio Personalities
Objective Students will be able to identify personality traits and express opinions.
Skill Oral expression
Resources Personality test
Vocabulary
Cheerful, confident, creative, disorganized, dynamic, generous, hard
working, helpful, honest, moody, outgoing, patient, reliable, shy, sociable,
stubborn, tolerant, etc.
Key Phrases “My personality test says I am…”
Activity
description
As a starter activity to a lesson on personalities, you could give your
students a personality test in English. With this activity, the students
would write down their 3 favorite animals in order of importance. Next
they would write down three adjectives for each animal. The adjectives
listed for their favorite animals will reveal something about their character
and personality.
“First –Dog –loyal, friendly, intelligent–This is how I view myself.
Second–Horse–beautiful, strong, smart–This is how others view me.
Third–Cat–funny, clever, mischievous–This is how I really am.”
Consolidation Have the students share their results with a partner and talk about
whether they agree or disagree with the test results.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 50 -
2° Medio Learning
Objective Students will be able to teach another person how to do something
using sequence words.
Skill Oral expression
Resources Textbook
Vocabulary Afterwards, therefore, when, while, then, to start with, etc
Key Phrases “First you need to…” “Next you should …” “Then, turn…”
Activity
description
For this activity, the students will be working in pairs to teach
something of their choosing to the class in English. First, you will
need to review commands and sequence words such as first, next,
then, and last. The students can teach a topic out of the book (past
or new material) or something more creative (how to shoot a
basketball, how to draw a cartoon character, etc). Give the students
the entire class period to prepare their lesson. They might have to
look up key vocabulary words that they will use to teach their lesson
(if they want to bring in materials to teach, they will have to teach
the lesson the next class period). After all groups have presented,
discuss what was difficult about teaching and the teaching methods
that made it easier to understand.
Consolidation Have students write about their favorite student teacher pair and say
why they were good.
2° Medio Careers
Objective Students will be able to describe and identify common careers.
Skill Oral expression
Resources Note cards with careers or jobs written on them
Vocabulary
Architect, computer programmer, doctor, electrician, engineer,
farmer, fashion model, journalist, lawyer, photographer, politician,
shop assistant, tour guide, vet, actor, art, business, design, law,
literature, media, medicine, sport, services, etc.
Key Phrases “What do you do?” “I am a(n) _____.”
Activity
description
Give all of your students a note card and have them write and finish
the following sentence, “When I grow up I want to be a(n)
__________.” Collect all of the note cards and then mix them up.
Tape a note card to the back of every student. Each student will walk
around the room and give descriptions to help his or her classmates
to figure out what job they have. “You clean houses.” Then, when the
student has guessed “maid” correctly, he or she can move the note
card to his or her chest and continue to help the others figure out
their jobs. After about 15 minutes, if there are still students
remaining, ask them come to the front of the room and have the
entire class give hints to help them figure out their job.
Consolidation Have the students classify their jobs on the board by grouping them
into different fields. Ex: medical field, artists, engineers, etc.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 51 -
2° Medio Culture Shock
Objective Students will be able to talk about culture shock using conditional
phrases.
Skill Oral expression
Resources Chairs set up for discussion groups
Vocabulary
Help others, community, volunteer, raise money, work with, this
summer, six months, next year, language, manners, customs,
cultural differences
Key Phrases “I would go to _____ because...” “I think I would feel ____
because…”
Activity
description
Talk about a time when you went abroad. Share what you felt visiting
or living in a foreign country using feeling vocabulary words such as
anxious, embarrassed, curious, calm, free, etc. Show various pictures
of people traveling (i.e. a photo of a man looking at a map or a photo
of a person eating weird food) and ask your students, “How would
you feel?” to practice the target vocabulary. Then, the students will
get into discussion groups and answer a few questions in English.
Write these questions and model sentences on the board: 1.) If you
could travel to any country, where would you go and why? “I would
go to _____ because…” 2.) How do you think it would feel to visit a
new place and why? “I think I would feel ______ because…”
Consolidation Have the students write a paragraph about what they talked about
with their partner using the targeted vocabulary and conditionals.
3° Medio Newspapers
Objective Students will be able to describe photos and write captions.
Skill Oral expression
Resources Photos cut out from newspapers or magazines
Vocabulary Ads, entertainment, business, current affairs, sports section, photos,
etc.
Key Phrases “What is the photo of?” “There is…” “There are …” “What do you think
the story is about?” “It could be…”
Activity
description
Cut photos out of various newspapers and/or magazines that would
be interesting to your students. (Fashion, sports, local events,
entertainment) Create a caption for each photo. Demonstrate the
activity by holding up a photo and answering the questions out loud:
1.) What is the photo of? “There is….there are…” 2.) What do you
think the story is about? “It could be…” Put the students in pairs and
ask the partners to do the same thing with another photo. The
partners will discuss their answers and then write a good caption for
their photo on a separate sheet of paper.
Consolidation Collect all of the photos and captions and redistribute them to the
students. The students will use the questions “What is the photo of?”
and “What do you think the story is about?” to find the matching
photo and caption.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 52 -
3° Medio Growing Up
Objective Students will be able to make correct use of slang expressions.
Skill Oral expression
Resources Selected slang words
Vocabulary 24-7, yeah, cool, get hitched, etc.
Key Phrases “______ is another way to say ________”
Activity
description
Create a dialogue for your class that incorporates a few slang words.
Based on the content of each phrase, allow the students to guess the
meaning of the slang term or idiom. For example, “It really ticks me
off when you lie!” Ask the students to guess what “ticks me off” could
mean. Give them hints like “Is the speaker happy that the other
person is lying?” Then go around the classroom and ask students use
“It ticks me off!” as they respond to your questions such as “Do you
like it when people borrow things from you without asking?” Follow
the same routine with the other slang words and idioms from your
dialogue. Then, break your class up into groups of 3 or 4 and have
them all design a 2 minute skit. Every group must incorporate one
slang word into their skits. Have groups that volunteer present their
skit for the class.
Consolidation The students can create flash cards with the slang word on one side
and the meaning on the other and play a concentration game where
the students have to work together to match slang/idiom with
meaning.
3° Medio Dangerous Nature
Objective Students will be able to give advice using conditionals.
Skill Oral expression
Resources Disaster scenarios written on note cards or paper
Vocabulary Earthquake, tsunami, panic, noise, smoke, fire, tornado, natural
disaster, etc.
Key Phrases “If you are in a dangerous situation, such as a _____, you should…”
Activity
description
Discuss a recent natural disaster with your students. Then, have your
students get into groups and give them each a disaster scenario. Ask
them to think of the appropriate safety measure for their particular
situation. For example, “You accidentally start a kitchen fire over the
stove. The flames have started to spread and you are without a fire
extinguisher. What could you have done to prepare for this? What
options do you now have in this situation?” (Have a fire extinguisher
handy or use baking soda to put out the fire!)
Consolidation Have students think of one situation in which something went wrong
and write what they could have done such as, “I should have…” “I
could have…”
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 53 -
3° Medio Vocation
Objective Students will be able to role play a job interview using target job
skills vocabulary and structures.
Skill Oral expression
Resources Students‟ prior knowledge on common careers
Vocabulary
Job, profession, occupation, work, for a living, job application,
experience, skills, business card, recommendation, education,
employment history, personal information, position, benefits,
applicant, qualification, etc.
Key Phrases “I like this job because…” “I have experience with …” “My skills are…”
Activity
description
Ask your students to share some dream jobs and write them on the
board. Tell your students that they will be role playing job interviews
in pairs. The students will tell their partner “My dream job is to be a
______.” Afterwards, the students will role play the following
interview questions with their partner: 1.) Why do you like this job?
2.) What experience do you have? 3.) What skills and abilities do you
have?
Consolidation Have the students write a short cover letter for their dream job.
3° Medio Healthy food for Healthy Living
Objective Students will be able to prepare and present pro/contra arguments
for a debate on food topics.
Skill Oral expression
Resources Debate topics on food
Vocabulary
Foods, cooking, organic, vegetarian, healthy, unhealthy, recipe,
ingredients, obesity, protein, hunger, calorie, digest, junk food,
fitness, fiber, etc.
Key Phrases I believe, I disagree, I agree, In my opinion, etc.
Activity
description
Lead a discussion about healthy vs. unhealthy food. Divide the
classroom into four groups of five and give the students a
controversial topic on food to debate such as vegetarianism. All
teams will come up with an argument for pro-vegetarianism and for
anti-vegetarianism. (Later they will be given one of the sides to
argue) Give both teams time to discuss the topic and develop their
supporting evidence. Offer assistance to the groups while they are
discussing, such as, effective ways to form a persuasive sentence.
Then assign the teams a side to debate (for or against). Allow the
students to present their arguments and afterwards, give your
comments. You can have the students vote on the best arguments.
Consolidation Have the students write down which side of the argument they prefer
and why in their notebook.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 54 -
3° Medio Wonderful Machines
Objective Students will be able to describe technological devices.
Skill Oral expression
Resources -
Vocabulary Machine, gadget, appliance, energy, battery, power, electricity,
engine, inventions, etc.
Key Phrases “This invention helps with …”
Activity
description
Ask your students about important inventions that have changed the
way we live today. Create a word web to organize the vocabulary on
the board. (For examples, write “Inventions” on the board and like a
web, write various encircled words around the center “inventions” so
it has words on branches like “agriculture” or “computers.” Then,
around agriculture, write down the various agriculture inventions
they list.) Then, in pairs or independently, have each student or each
group think of an invention that we use in our daily lives. Ask them
to write a few descriptions of the invention in a graphic organizer.
Then, select volunteers to describe their group invention and what it
does, and the rest of the students listening will try to guess the
invention. “This invention helps with taking out the wrinkles in your
clothes.” “It is an iron.”
Consolidation Have the students write down their favorite three inventions out of
those described by their classmates.
3° Medio Mysteries of Science
Objective Students will be able to recall science information after playing a
jeopardy trivia game.
Skill Vocabulary acquisition
Resources Pre-made Jeopardy game board on a poster, science related trivia
questions
Vocabulary Scientist, researcher, inventor, geography, geology, astronomy,
microscope, experiment, bacteria, galaxy, genetics, etc.
Key Phrases “Who is the scientist that…” “What science term…”
Activity
description
Create questions for the jeopardy game. Review science related
vocabulary in the book. For the approximate class, play jeopardy (or
another science related game show) with your students. Find
everyday science related trivia questions for the game but make sure
that they are worded in a way that your students will be able to
understand.
Consolidation The students can write a question to use in the next class‟s jeopardy
game.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 55 -
3° Medio Stand up for your Rights
Objective Students will be able to listen for the gist of a song about rights.
Skill Listening comprehension
Resources “Get up Stand up” music recording, CD player, book
Vocabulary Rights, happiness, heaven, earth, sky, life, light, etc.
Key Phrases “Stand up for your rights!”
Activity
description
Allow them to hear the song a few times. Go over the lyrics and the
answers to the questions. Then, have them read along with the lyrics
printed in the book and sing the song with you. Discuss the meaning
of the lyrics with the students. *Also, you may want to point out Bob
Marley‟s Jamaican accent.
Consolidation Have the students write a few sentences about a time when they
stood up for what they believed in.
Get up, Stand up
Lyrics
Get up, stand up: stand up for your rights!
Get up, stand up: stand up for your rights!
Get up, stand up: stand up for your rights!
Get up, stand up: don‟t give up the fight!
Preacherman, don‟t tell me,
Heaven is under the earth.
I know you don‟t know
What life is really worth.
Its not all that glitters is gold;
Half the story has never been told:
So now you see the light, eh!
Stand up for your rights. Come on!
Chorus
Most people think,
Great God will come from the skies,
Take away everything
And make everybody feel high.
But if you know what life is worth,
You will look for yours on earth:
And now you see the light,
You stand up for your rights. Jah!
Chorus
We sick and tired of your ism-skism game -
Dying and going to heaven in jesus name, lord.
We know when we understand:
Almighty God is a living man.
You can fool some people sometimes,
But you can‟t fool all the people all the time.
So now we see the light (what you gonna do?),
We gonna stand up for our rights! (yeah, yeah, yeah!)
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 56 -
4° Medio Our Global Society
Objective Students will be able to reflect on the difficulties of learning a
foreign language.
Skill Oral expression
Resources English poem
Vocabulary Language, sentences, tenses, communication, pronunciation,
different, similar, advantage, disadvantage, international
Key Phrases “English is difficult because…”
Activity
description
Take this opportunity to talk about the similarities (borrowed
words such as “super”, “internet”, etc.) and differences
(pronunciation of certain letters, grammar, etc.) between English
and Spanish. Have them tell you what sounds are most difficult for
them to pronounce. Talk to them about how there are rules in
English, but of course, there are always exceptions (because it is
difficult to determine English pronunciation by reading). To help
your students with pronunciation, have them practice reading this
poem or part of it to check their understanding of the poem. You
may ask them to identify some examples of the “oddities” of
English pointed out in the poem.
Consolidation Have each student write a question about English grammar or
pronunciation and you can address them at the beginning of the
next few classes.
English, Asylum
for the Verbally
Insane Poem
(Part of poem omitted)….
Let‟s face it – English is a crazy language. There is no egg in
eggplant or ham in hamburger; neither apple nor pine in
pineapple.
English muffins weren‟t invented in England. We take English for
granted. But if we explore its paradoxes, we find that quicksand
can
work slowly, boxing rings are square, and a guinea pig is neither
from Guinea nor is it a pig.
And why is it that writers write but fingers don‟t fing, grocers
don‟t groce and hammers don‟t ham? Doesn‟t it seem crazy that
you can
make amends but not one amend? If you have a bunch of odds
and ends
and get rid of all but one of them, what do you call it?
If teachers taught, why didn‟t preachers praught? If a vegetarian
eats vegetables, what does a humanitarian eat? Sometimes I think
all
the folks who grew up speaking English should be committed to an
asylum for the verbally insane.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 57 -
In what other language do people recite at a play and play at a
recital?
We ship by truck but send cargo by ship. We have noses that run
and
feet that smell. And how can a slim chance and a fat chance be the
same, while a wise man and a wise guy are opposites?
You have to marvel at the unique lunacy of a language in which
your
house can burn up as it burns down, in which you fill in a form by
filling it out, and in which an alarm goes off by going on.
So if Dad is Pop, how come Mom isn‟t Mop?
4° Medio Giving Advice
Objective Students will be able to give advice using propositional phrases.
Skill Oral expression
Resources -
Vocabulary
Advice, obligation, situation, opinion, request, expressions, people
involved, cooperative, compromise, patience, politeness, calm,
discussion, response, complaint
Key Phrases “You should….” “Why don‟t you try…?”
Activity
description
Ask everyone in the class to write down a phrase or a sentence
about a common problem for teens. Then, the students will pass
up their papers. Read the problems out loud (if they aren‟t
appropriate, skip it and ignore it). And classify the problems with
your students (love, family, addictions, etc). Then break up the
students into groups giving each group one type of problem, such
as love/relationships, and have them discuss how they would solve
their problem. Be sure to walk around and observe your students
while they are in discussion groups to monitor behavior and to give
helpful feedback or support. At the end of class, have one student
from each group share their solution.
Consolidation The students can write the scripts in class for a pretend call-in
advice radio hour.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 58 -
4° Medio Prefixes
Objective Students will be able to identify the meanings of the prefixes and
match them with other word-parts.
Skill Grammar applications
Resources List of prefixes and a word for every prefix for the matching puzzle
Vocabulary Anti-, bi-, un-, inter-, mis-, mono-, multi-, over-, post-, pre-, pro-,
semi-, sub-
Key Phrases “This prefix means….”
“An example of a word with this prefix is ____”
Activity
description
Review the list of prefixes (ignoring suffixes for this activity) on pg.
43 of the book (anti-, bi-) and discuss their meanings. Do a prefix
matching puzzle using the prefixes to create different words that
are not listed in the book. Have prefixes on one side of the board
and the remaining portion of the word on the other side. Have the
students grab a partner and try to piece the words together (i.e.
Bi-cycle and anti-biotic)
Consolidation Ask the students to try to think of new examples and write them in
their journal.
4° Medio Expanding Education
Objective Students will be able to analyze research studies in discussion
groups.
Skill Oral expression
Resources Textbook (pgs. 58 and 59)
Vocabulary
Toddlers, develop, percent, benefit, head start, positive, negative,
impact, anxiety, interacting, subjected to, mental speed, memory,
intelligence, pushy parents, conscious, performance, experiment,
etc.
Key Phrases “Experts agree that…” “It has been proven/shown that…”
Activity
description
The class will get into five groups and each group will discuss one
of the research studies found on pgs. 58 and 59 (or other research
studies on how people learn). The students will be asked to
read/analyze the paragraph and come up with their own opinion
on the article to share with the class. Each group will either need
to find the article credible or will need to negate it. For example,
for an article that has the position, “Drinking coffee in the morning
improves test performance,” the students could combat the
opinion by saying that coffee can hurt performance by causing a
person to be jittery and nervous. The groups will create and
present an educational awareness advertisement that shows their
opinion of the article. For example, in the ad, a student could be
shaking and nervous in a test situation, and someone could say at
the end “Coffee hurts test performance.”
Consolidation Have the students write a paragraph describing their opinion on
the chosen issue in their notebooks.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 59 -
4° Medio Money Matters
Objective Students will be able to play a game show by using money-related
vocabulary.
Skill Vocabulary acquisition
Resources Money trivia questions from the chapter
Vocabulary ATM, coin, credit card, fee, dollar, money, price, value, tip,
deposit, stingy, flashy, profit, sum, rich, check, etc.
Key Phrases “I choose answer B.” “Is that your final answer?”
Activity
description
As a review game over the material in this chapter, play “Who
Wants to be a Millionaire” with your students. Ask money trivia
questions in English using the vocabulary and grammar from this
chapter. I.e. “How many pesos are equal to one dollar?” Instead
of quizzing one person like in the actual TV game show, divide the
class into two teams. Give each team a minute to discuss the
question and come up with one answer in English as a team. Allow
both teams the 3 lifelines during the game. 1.) One person in the
group will run to ask someone in another class 2.) 50/50,
eliminate two choices 3.) Ask the teacher for a hint.
Consolidation Have students write about how they would spend $1000. (or
Chilean pesos equivalent)
4° Medio Living Together
Objective Students will be able to discuss pet peeves and state what bothers
them.
Skill Oral expression
Resources Dry erase marker and board, textbook
Vocabulary Always, used to get mad, tends to, drives me mad, behavior, I
can‟t stand, problem, annoying, attitude, living together, etc.
Key Phrases “I hate it when…” “People shouldn‟t…”
Activity
description
Tell a story and act out an example of one thing that annoys you
about people. (i.e. a skit about an old roommate that annoyed you
or scratching your nails on the board) Model how to share your
opinion such as “I hate it when…,” “I can‟t stand it when…,” and
“People shouldn‟t…” To brainstorm for ideas, ask the students to
share some pet peeves and write what they share on the board in
a graphic organizer. Then, the students will get into pairs and
create a one/two minute skit in English acting out some behavior
that drives them crazy and that uses the targeted phrases! Ask a
few eager volunteers to act out their skit in front of the class.
Consolidation The students will write down a pet peeve in their journal.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 60 -
4° Medio The Future
Objective Students will be able to make predictions using the future tense.
Skill Oral expression
Resources Pencil, paper, colored pencils, and the textbook
Vocabulary Space, computers, transport, aliens, computers, robots,
technology, for example, prediction, medicine, etc
Key Phrases “In the future, there will be/won‟t be…”
Activity
description
Ask the students to take 15 min to draw a picture of “What the
future will be like” and describe the picture using the future verb
form. There are many examples in this chapter such as on pg. 110
it states: “It is predicted that by 2020 cash will have virtually
disappeared.” Thus, if a student drew a world without cash, he or
she would have to explain the picture using the future tense. When
the students present their pictures, observe their verb forms and
make sure that they are properly using the future tense. (You
could create a futuristic number spinning wheel and assign
numbers/symbols to every student so that you can choose the
presenters at random).
Consolidation Have the students write their predictions in their journals.
4° Medio Lies and Deception
Objective Students will be able to make true and false statements.
Skill Oral expression
Resources -
Vocabulary Trick, honesty, fiction, exaggerating, lie, truth, etc.
Key Phrases “I think that‟s a lie.” “I think that‟s the truth.”
Activity
description
Play the game with your students “Two Truths and a Lie.” Every
student will think of three statements to share about him/herself:
two of which are true and one that is a lie. One student at a time
will stand up to share their statements and the class will try to
guess which statement is the lie. “I lived on a farm for 10 years. I
ran in a 5K race. I have three sisters” (maybe this person only has
2 sisters) Explain that the truths need to be true (scouts honor!)
and the lies need to be lies, but tricky and not obviously a lie! To
make the game easier, give the students a model language set
such as “I like…” and “I don‟t like…”
Consolidation Have students write about a time when they lied and why they did
it.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 61 -
Closing Activities
Recapping the lesson at the end of the class allows the students to share what they have
learned. Also, this is a convenient time to quickly review material, correct pronunciation or
grammar mistakes made in class that day, and get students excited for the following lesson!
Keep in mind that you will need to make time for the recap or you will never get to it! Try to
end your activity early so that you are able to review what was learned with your students in
the last five minutes of class.
Recap Ideas:
Ask your students what they learned that day.
Have the students tell a partner one thing they learned that day.
Have your students write what they learned in their journal. (grammar, vocabulary
words, etc.)
Review vocabulary words taught that day.
Ask a question taken from the day‟s lesson. The student who answers correctly can
come up and ask another question to the rest of the class based on the material in
that day‟s lesson, and so on.
Quiz your students through questions and allow them to answer true or false
questions with a thumbs-up or down or ask multiple choice questions and allow them
to show their fingers to vote.
Example Closing Activity: (after a lesson on family members)
1. After a lesson on family, you can use the true-false recap activity to check if the
students learned the family vocabulary.
2. First you may have to teach the students the meaning of “true” and “false.” Draw a
thumbs up on the board with “true” written underneath and draw a thumbs down
labeled with “false”. Have them practice showing you a thumbs up or down to
simple true and false questions, such as, “You are a student.” (thumbs up)
3. Ask your students, “Your grandfather is the father of your father, true or
false?” Tell them to show you a thumbs up for true and thumbs down for false.
Observe to see how many students are showing you a thumbs up. Celebrate if they
all got it right!
4. Ask them another question such as, “Your aunt is the brother of your mother.”
(Draw a picture on the board to explain the question if necessary) Again, notice
who is showing you a thumbs up or down. If many students are incorrect, explain
the answer and before moving onto another question.
5. After a few questions, you can have the more advanced students ask similar
questions to the class.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 62 -
Time Fillers
Sentence or word scramble: Work to try and unscramble the puzzle by putting the
letters of the word or the words of the sentence in the correct order
Icebreakers: Short games that encourages movements and interaction (ex. Knot
game)
Hangman: Select a mystery word and others guess letters until the word is revealed
Pictionary: Draw picture of a word or phrase for students to guess
20 questions: Ask up to 20 questions to figure out what object someone is thinking
of
Eye spy: Look for an item around the room that someone chooses
Twister: Make a board placing large color circles on the ground near each desk
Telephone: Pass on a message through whispering and the last person shares
Charades: Act out a word or phrase and others try to guess
Scattegories: Generate a list of words by theme that begin with a certain letter
Crossword puzzles: Create a puzzle using vocabulary words
English grammar puzzle: Find the grammatical error in the sentence
Talk about a picture: Based on a detailed or provocative image, the students talk
about feelings, what you see, or generate a story about the picture
Chain story: One person starts a story and the next person continues where the last
person left off
How many things can you think of that…are round, that make noise, the color
red?
Scrabble, Boggle or other English board game: if you brought one or can adapt
one
Coded message: Make a coded message by giving each letter a corresponding
number or symbol and have the students decipher the message
Teach the teacher Spanish: The students will have to speak English to teach you!
Be familiar with some time fillers to implement when your planned activities end up short or
if you have free time at the end of the class. Most of these games can be played in groups or
in pairs and can be applied to all levels.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 63 -
Emergency Lesson Plan
Balderdash “The Dictionary Game”
For intermediate to advanced learners
*Make sure you make copies of the cards at the beginning of the year, so that you are
prepared for the day you need an alternative plan!
Dictionary Word Hunt Warm-Up: Prior to the game, pass out the dictionaries and have
the students practice using them. Ask them to look up a few words (or adjective, noun, etc.)
and describe the process and how to find the definition (since some words have multiple meanings)
Objective: To practice using a dictionary
Materials: Word cards (located on the next page) copied (x4) and cut out, slips of paper
Time: 30 minutes or longer
Procedures:________________________________________________________
1. Break the class up into four groups of five and give each group a dictionary. Hand out
slips of paper with a word/expression written on each one, (perhaps phonetic spelling,
too) and the part of speech (“grouchy” – adjective). The words should be ones that the
students will not know. *Make your own or photocopy the word cards found on the
following page.
2. One person who draws the card or the “dealer” looks up the true definition in the
dictionary and writes it on a slip of paper. The other students write a make-believe
definition or guess the meaning for the same word on a slip of paper (it can be tame or
completely outrageous) and pass it back to the person who drew the card.
3. The person who originally drew the card will mix up the definitions (real and pretend)
and read each definition aloud for the group. Included somewhere in the pile of
definitions is the *real* definition. After listening to all the definitions, the students
other than the dealer must vote for the definition they believe is the correct one.
Multiple students can earn a point/points during each round: *Write the point system
on the board, each worth one pt.
a) choosing the correct definition = 1 pt.
b) each vote which their own definition receives = 1pt.
c) writing a correct definition for the word = 1pt.
4. The students record their points and another person in the group draws the next card. They repeat steps 2 and 3 until you would like to finish the activity.
*Be sure to walk around the class and make sure they are using the dictionary correctly!
A simplified version is to have the entire class as one team and the teacher look up the
definition while the students make up fake ones. You could use this game as a change of
pace between lessons (i.e. handing out just one word to the class each day, keeping a
scorecard throughout the week or month) Keep an ongoing list of the words and their
correct definitions on a bulletin board to reinforce the learned vocabulary!
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 64 -
Balderdash Word Cards *adapt to the levels of your English language learners
Mysterious
(adj)
Hopscotch
(noun)
Exciting
(adj)
Doubt
(noun)
Lively
(adj)
Fabulous (adj)
Spiral (noun, adj)
Masquerade (noun)
Bouquet (noun)
Shriek (noun)
Puzzle
(verb)
Refreshing
(adj)
Twinkle
(verb)
Hammock
(noun)
Mutt
(noun)
Jinx (noun)
Imitate (verb)
Extinguish (verb)
Digest (verb)
Hilarious (adj)
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 65 -
English Debates
What is a Debate?
It is a formal discussion between two people or teams who are expressing opposing views
with the aim of persuading an audience. The debaters should support their argument with
logical reasoning, facts and evidence, but they also must refute the opponent‟s argument
with a strong rebuttal. There are three basic steps to a debate: 1.) Statement, 2.)
Refutation, 3.) Rebuilding/Supporting your statement.
English Opens Doors Program Debate Tournament Rules:
1. Only secondary students public and semiprivate schools can compete
(municipalizados and subvencionados)
2. Every school can only register one team to compete.
3. The debate participants couldn‟t have lived in an English speaking country.
4. Each group consists of a minimum of four and a maximum of six students, two which
are alternatives. The students have to have attended this school for two complete
years.
5. The team will have to remain as the original six debaters and can not be changed
during the competition.
6. Speeches may not exceed 3 minutes.
7. The speeches cannot be read.
8. Debate team members should wear the school uniform or dress formally.
How the Debate Teams will be Judged
R Reasoning and Evidence: justifies with several logical reasons; presents reasons simply
and clearly; supports reasons with facts, examples and comparisons; and shows how the
reasons and evidence are relevant to the overall argument
O Organization and Prioritization: focuses on the most important reason to support his/her
point of view; can briefly summarize the main reasons; presents reasons in clean well-
structured order; and gives the entire argument an organized flow
L Listening and Responding: listens carefully to the opposing team‟s point of view and
responds to their argument; asks challenging questions; works together to attack the
opposition team; and allows each speaker offer a different disagreement.
E Expression and Delivery: speaks with confidence and does not read the argument; speaks
clearly with an interesting tone by using effective pauses, volume, pace; uses gestures and
facial expressions; and structures sentences carefully.
Defines motion, main principle of the
team, explains most important argument Rebuts or says why they think a different
way. Presents the most important argument
of the team Continues to support their side by
adding more new arguments and
responding to opposing side Continues to support their side by adding more new arguments and
responding to opposing side
Adds minor arguments but
concentrates on opposition side
and how they are wrong
Adds minor arguments but concentrates on opposition
side and how they are
wrong
Summary of what happened during the debate, reminds
audience of main arguments
but mostly rebuttals
Summary of what happened
during the debate, reminds
audience of main arguments but mostly rebuttals
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 66 -
Coaching a Debate Team:
1. Once the topic has been identified, brainstorm reasons that support your argument.
2. Research the topic in a school library or on the internet.
3. Group the reasons that are similar and crossing out the ones that are difficult to support
with evidence.
4. Make the reasons into arguments by making them “R.E.A.L.”
a. Reason: Gives the audience his/her reason in one sentence
b. Evidence: Support the reason with facts and examples
c. Analysis: Shows how the evidence supports his/her evidence
d. Link: Links the reasons back to his/her point of view
5. Divide the arguments between the members of the team, the first 3 speakers must have
an argument of their own in logical order so the earlier arguments support the later ones
6. Create the internal structure of the speech: introduction (name, position, and principle),
internal preview (brief description of the arguments), rebuttal (respond to arguments and
defend them), arguments (REAL), internal conclusion (brief review), and the conclusion (a
summary of why the speech as supported the side of the motion)
7. Work on presentation, expression, delivery, and making the arguments as strong as
possible (has enough evidence? Is the evidence reliable? Is the reasoning relevant,
important, and consistent? Have all the other issues been considered?)
Agreeing:
I agree with you
You could be right
That‟s a good point
I agree entirely
Disagreeing:
Yes, but…
I disagree with…
Yes that‟s quite true, but…
Perhaps, but don‟t you think that…
Stating an opinion:
In my opinion…
It seems to me that…
Wouldn‟t you say that…?
I‟d like to point out that…
Persuasion:
You must admit that…
Do you really believe that…
Don‟t you think that…
Don‟t you agree that…
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
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Extracurricular English Clubs And Activity Ideas
Extracurricular activities in English can further motivate and challenge your students. The
best way to design an English Workshop is to consider the needs of the school community,
the interest of your students, and the creative abilities and skills you have to offer!
Remember to have fun! These are some ideas to get you started:
English club: Pick a theme for each club meetings (holidays and cultural themes are
usually a big hit) or you can include elements of the other clubs listed below.
Movie club: If you have access to a TV and DVD player, you can do a movie club.
Pick movies that are easy to understand and appropriate for your students. Also, if
there is no time to show the entire movie or TV show, you can show short clips. Think
of fun activities for the students to do after watching, such as re-enacting the movie
scenes!
Book club: You could start a book club if you get a few copies of the same book.
Friends and family back home might have old sets of books to donate.
Cooking club: You can teach how to cook some of your favorite dishes in class or in
the school‟s kitchen. Search for simple recipes on the internet and improvise with the
ingredients. Depending on your situation, you could even invite a few students to
your home to cook.
Monthly competitions: You could have any of the following contests: essay, poetry,
artwork, song, dance, debate, etc. Give students a topic and have them practice and
then perform in a public setting at school. Offer small prizes!
Music club: If you have access to a CD player, you can have a club that listens to
and sings different songs, discusses their meaning, and does fun activities with them.
Exercise/sports club: You can teach a new sport or form of exercise to your
students and teach about diet/nutrition. (Ex. yoga, rugby, etc.)
Student newsletter or bulletin board: The students can work together to write
articles or bulletin board items in English and focus on local, school, and English class
events.
Dance club: If you have access to a CD player, you can teach a dance or have your
students make up dances to English songs of their choosing.
Game club: You can play various classroom games in English (but try not to repeat
games that you use in your normal class time), such as scavenger hunts.
Art club: You could give art projects, offer drawing lessons, or have the students
design vocabulary picture cards for the classroom.
E N G L I S H O P E N S D O O R S P R O G R A M
Curriculum and Evaluation Unit – Ministry of Education – Government of Chile
Av. Libertador Bernardo O´Higgins 1146 Sector B - Of. 604, Santiago, Chile
Telephone: (56-2) 406 7218 / 7220 - www.ingles.mineduc.cl
- 68 -
Online Resources:
General Teaching English as a Second Language (ESL) Websites:
http://www.britishcouncil.org/learnenglish.htm ESL teaching tips and lesson plan ideas
http://www.eslcafe.com/ One of the most popular ESL teaching website with a search
feature. Includes a huge collection of lesson plans, activities, games, songs, etc.
www.onestopenglish.com Lesson plans and English grammar explanations. Also, you can
search for activities on the site with categories such as age group, theme and language
focus.
ESL lessons, activities, and games:
http://www.esl-lesson-plan.com/archives/esl_lesson_plans/ searchable ESL activity base
http://www.genkienglish.net/games.htm great themed activities and games for younger
students
www.esl-lab.com worksheets and lesson plans
www.eslflow.com activities, teaching with pictures, grammar, games, icebreakers
Pronunciation Practice:
http://www.everydayenglish.com/navpage.swf website to practice pronunciation
tongue twisters listed alphabetically
Debates and Dialogues:
http://www.eslflow.com/debateanddiscussionlessons.html ideas for teaching debates and
dialogues
http://www.lcc.gatech.edu/regents/samples.html thousands of debate topics
Music and Video:
http://www.musicalenglishlessons.org/index-ex.htm list of songs with worksheets to
reinforce grammar
http://www.esl-galaxy.com/video.htm teach English with movies. Includes movie
worksheets
Fun stuff:
http://www.readwritethink.org/materials/comic/ comic creator
http://www.armoredpenguin.com/crossword/ crossword puzzle maker