Class Materials 2015: EOD Chile

Class Materials 2015

English Opens Doors Program

National Volunteer Center

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E N G L I S H O P E N S D O O R S P R O G R A M

Division of General Education- 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

“I learned that one cannot be truly immersed in a community until you are contributing towards the community. Giving me the opportunity to serve is the best part of being a volunteer with EODP.”

- Joel Ferris, volunteer 2009

Chilean English Teachers and English Opens Doors Program Volunteers:

“Class Materials” is a comprehensive, practical teaching resource written and compiled by former EODP volunteers. 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. For additional examples, suggestions, activity and lesson planning ideas, please refer to the National Volunteer Center’s Volunteer Resource and Support

Drive. The link is provided in the “Online Resources” page of this document.

This resource packet can serve as an everyday “teaching companion” 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 lesson plans. As part of a comprehensive lesson plan, these activities will help your students achieve the desired learning outcome.

We wish you a successful English classroom. Happy Teaching!

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Table of Contents

1. Classroom Resources

2. Daily Routines

3. Vocabulary

4. Listening Activities

5. Speaking Activities

6. Closing Activities

7. Time Fillers

8. Extracurricular English Club and Activity Ideas

9. Internet Resources

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1. Classroom Resources

As an English Opens Doors Program volunteer, you are afforded the luxury of your own classroom , something that even Chilean English teachers don’t have. Be sure to take advantage of the opportunity to create an interesting and immersive classroom environment!

Think ahead! Be realistic about your materials because your school may have limited resources. It is common for schools to only have one or two projectors or speakers, or for teachers to pay out of pocket for photocopies. The lesson plan template found in the Teaching Guide includes a convenient place to record the different materials you will need for each class.

Each English Opens Doors Program Volunteer is provided with the following classroom materials to use and share with his or her head teacher:

 Whiteboard markers in various colors (black, red, blue, and Green)

 Posterboard in various colors





White computer paper (letter and legal sizes)

Notebooks (2 for volunteer planning purposes)

 Glue Sticks

 Brown Butcher Paper

 Scissors

Ruler 

 Clear packing tape - clara4

 Pens and pencils (24)

 Pencil sharpener





White out pen (24)

Eraser

 Folders (4 for organizing classroom materials)

 Scotch tape

 Coloring Markers 24 (2 boxes of 12)

 Index cards

 Crayon

 Wipeboard eraser

 Blu tack (to decorate the walls of the classroom)



Each of these items are also widely available throughout Chile.

Authentic Materials for the Classroom- think of items in English or specific to your country that are easy to pack and will be difficult to purchase in a Spanish-speaking country.





Pocket calendars, free newspapers

Travel brochures

: great for visual aids

: good for tourism, lessons on travel, and cross cultural topics

 Postcards : useful for lessons on culture, talking about travel, and creating dialogues

Flashcards in English: can be more difficult to find in Chile 

 Coupons, menus, recipes : good for lessons on food

 Catalogs and advertisements : great for clothing, colors, description, or shopping activities

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 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

Stickers, coins, or other small items: can be used as prizes or rewards

 Maps or flags: can be used to decorate the room and create an immersive

English environment.

Creative “Make Your Own” Materials- your volunteer allowance is meant to reimburse you for teaching-related items, so be creative about how you can use low-cost materials purchased in Chile in your classroom!

 Laundry line : used to hang pictures, verb charts, student work

 Poster board : can be covered in clear packing tape or clear sheet protectors 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. You could also create it into a giant rolling dice for fun activities (human board games!)

 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 car

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Example Classroom Materials

Vocabulary Picture Flashcards (make them big!):

Decorate your room!

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2012 volunteer Kenneth Treloar created a “word tree” with his students

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2013 volunteer Andrew Tappenden created a “Pit of Doom” for cell phones seen during class. He also created poster-sized “cheat-sheets” summarizing past lessons and decorated the room with them.

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2013 volunteer Rowan Velasquez set up a classroom management system with stars, and had each class compete to win a pizza/movie party!

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2. 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.

2013 volunteer Denisha Richardson using the U formation

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.

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 section, “ How are you?” (Use your hands to show you are talking to a particular section). Have each section 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?

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 Where are you from?

 Where do you live?

 What is the date/day of the week?

 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 …?

 Teach a slang word every day

 Teach a tongue twister

 Teach a joke

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3. Vocabulary

Students will need to be introduced to the necessary vocabulary to complete any speaking or listening 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 10-15 vocabulary words at a time (depending on the level of English in your class.)

A student in 2013 volunteer Marcus Alvarez’s class helps demonstrate Halloween vocabulary

Vocabulary Activity Ideas :

 Vocabulary pre-teaching : pass out slips of paper and have students in pairs try to match the word and the definition

 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 through modeling : students try to guess the meaning of a word from the actions and gestures of the volunteer.

 Using visual aids : provide pictures to associate the meaning and the words in

English

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 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, charades, 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:

Graphic Organizers for Vocabulary:

KWL Chart: Word Web:

K W L

Fishing

What we

Know

What we

Want to know

What we

Learned

Water

Swimming

Some food words like hamburger

How to order

How to ask for the bill

“Can I have a hamburger?”

“Can I have the bill?”

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Basketball

Inside

SPORTS

Outside

Soccer





Venn Diagram:

Colors

Where it lives

Number of legs

Healthy

Salad

Exercise

T-Chart:

Unhealthy

Fast Food

Smoking

Attribute Chart:

Zebra

Black and White

Africa/Zoo four

Horse

Brown, White or Black

Farm four

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Students in 2012 volunteer Jennifer Ly’s class dress up as different occupations.

Vocabulary Review Games

Make sure to adapt games to maximize student participation and talk time!

 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 (Telephone)- 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 .

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 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 (or draw a picture of the word if possible) 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. 4.) Have drawings of the vocabulary words on the board, read a description of the word in English and one student from each team has to run to the board, slap the correct drawing with a fly swatter, and then say the vocab word in English.

 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.

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) or you can find Jeopardy templates online if you have the media resources



(

http://www.edtechnetwork.com/powerpoint.html

)

. 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 of another class (if director allows).

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



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 to their teammate on 1 st base, the two students on 1 st base will run to 2 nd base and whisper the vocabulary word to their next teammate and the two students on 2 pass the word to their teammate on 3 rd base and the two 3 rd nd base will

base students will run and cross home base to say the word aloud in English. The first team (only the teammate that was on 3 rd base) to cross 3 rd 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 3 rd 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 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.

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 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 improv 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.

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4. 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, most importantly , the volunteer’s own voice. Anybody can push a “play” button, so be sure to use yourself as the most important English language resource in the room!

The listening activity you develop in the core of the lesson plan should usually last around 25 minutes.

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  neighbor 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. 

 Builders: With random classroom objects, create a structure or a “scene” with items (the number of items and the way you construct the structure/scene can depend on the level of your students). Have a paper or a divider form a shield so students cannot see your structure. Have the exact type and number of items in a pile with the student group. Split the group into two. The goal is for the class to replicate your original structure. Some students will be the communicators and others will be builders. The communicators can see the original structure (having communicators go up one to see the structure behind the “shield” one at a time and deliver one instruction at a time to the builders on how to build a replica. The builders are not allowed to see the original until the end of the activity. You can make this a race and see who can build the replica faster and correctly.

 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 an 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.

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 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.

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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)

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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

Red, red, red, Red, red, red

Food :

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.

Chant: Tarzan of the Apes

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

Some are here, and some are there





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”

 Outkast: “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 ‘n’ 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”, “Roar”,

 Echosmith: “Cool Kids”

 Meghan Trainor: “Lips Are Moving”

 Avicii: “Wake me Up”

 American Authors: “Best Day of My Life”

 Calvin Harris: “Summer”

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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

5. 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. The listening and speaking activities you develop in the core of the lesson plan should usually last around 25 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

Difficult Sounds for Native Spanish speakers:

L and R

E and A

B and V

Sh and Ch

Collect, correct, lamb, ram, call, car, fry, fly, etc.

Bet, bat, then, than, letter, ladder, etc.

Berry, very, bent, vent, cupboard, covered, etc.

Lush, much, shoes, choose, sherry, cherry, etc.

P and F

Long and short “I”

Tongue Twisters

Pail, fail, snip, sniff, pan, fan, lapping, laughing, etc. 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.

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2012-2013 volunteer Harry Kawanda’s students play “I Know What You Did”, a detective game practicing the simple past tense.

2013 volunteer Hannah Winstanley’s class plays a game with body parts vocabulary.





6.

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 schedule time for the recap or you will never get to it! Try to end your final activity early so that you are able to review what was learned with your students in the last five minutes of class.

Recap Ideas:

 Have the students tell a partner one thing they learned that day.

 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.

 “Ticket to Leave”: Each student must quickly answer one question or communicate one point from the lesson before leaving the classroom (Ex. Volunteer, “Describe yourself.” Student, “I am 14 years old and I have short, brown hair.”)





7.

Time Fillers

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.



 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!





8.

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.

 Karaoke club: Students tend to love karaoke! If you have access to speakers, a computer/projector, and the internet, you can find karaoke versions of songs on

YouTube. Have your students submit song requests ahead of time so that you can have them ready.

 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.

 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.





2013 volunteer Ainsley Fleetwood held a “Popcorn Pajama Party” for her movie club students!





9.

Online Resources:

The National Volunteer Center´s Volunteer Support and Resources Drive:

Link to the Volunteer Resources and Support Folder

This is an additional source of resources and advice speficially created for the volunteers with the English Opens Doors Program. This drive includes examples of classroom management systems, best practice tips and information, and a bank of activities, teambuilders and lesson plans.

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

Trace effects:

http://traceeffects.state.gov/game/1/

This innovative language learning video game will complement students’ classroom English language instruction through interactive 3-D multimedia learning adventures. Trace Effects is geared for players aged 12-16.

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





Class Materials 2015: EOD Chile

Class Materials 2015

English Opens Doors Program

National Volunteer Center

“I learned that one cannot be truly immersed in a community until you are contributing towards the community. Giving me the opportunity to serve is the best part of being a volunteer with EODP.”

- Joel Ferris, volunteer 2009

We wish you a successful English classroom. Happy Teaching!

Table of Contents

1. Classroom Resources

Example Classroom Materials

Decorate your room!

2. Daily Routines

3. Vocabulary

http://www.edtechnetwork.com/powerpoint.html

)

4. Listening Activities

5. Speaking Activities

6.

Closing Activities

7.

Time Fillers

8.

Extracurricular English Clubs and Activity Ideas

9.

Online Resources:

http://traceeffects.state.gov/game/1/

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Support

Class Materials 2015: EOD Chile

Class Materials 2015

English Opens Doors Program

National Volunteer Center

“I learned that one cannot be truly immersed in a community until you are contributing towards the community. Giving me the opportunity to serve is the best part of being a volunteer with EODP.”

- Joel Ferris, volunteer 2009

We wish you a successful English classroom. Happy Teaching!

Table of Contents

1. Classroom Resources

Example Classroom Materials

Decorate your room!

2. Daily Routines

3. Vocabulary

http://www.edtechnetwork.com/powerpoint.html

)

4. Listening Activities

5. Speaking Activities

6.

Closing Activities

7.

Time Fillers

8.

Extracurricular English Clubs and Activity Ideas

9.

Online Resources:

http://traceeffects.state.gov/game/1/

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