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Here’s a pdf sample of the pages (links not working).

Enjoy and happy teaching and learning to all,

David
creator of Teaching Recipes and EFL Classroom 2.0

This post was submitted by David .

A simple but fun quick-fire game to liven up a class or as a reward in the final segment of a language lesson.  A student comes to the front of the class, the students choose a topic (for example, ‘Your last holiday’, ‘Your favourite food’ etc), then the class fire questions to the student.  The student has to answer the questions but cannot say the words either ‘YES’ or ‘NO’.  As soon as they do, THEY ARE OUT!  Then the next student takes a turn.

Ingredients:

• A group of students – 1 at the front at a time, the rest play the roles of questioners
• That’s all

Instructions:

1) Explain the rules

2) Call for a volunteer

3) Start the game

You can vary the speed and difficulty of the topic depending on the material you have been covering and the ability of the class.  This game is guaranteed to engage and enliven and group of students!

This post was submitted by David Saddington.

I start by writing this sentence on the board:

NLP is one of the most effective methods of improving your life by breaking bad habits and developing new skills.

Tell student that this is the first sentence of a paragraph in an essay about NLP. Ask them what else they want to know about NLP. As students ask questions, I write more sentences answering those questions and then elicit more questions until students say that they have no more questions and are satisfied by the information in the paragraph.

For example, many students ask, “How does NLP work?” So I might write, “NLP is a method of programming yourself or others using certain words or gestures.” When they say they still don’t get it, I add “It’s something like hypnotism” Or I ask, “Would you like an example?” and then give them an example.

After the students feel the paragraph is complete, I review what questions they had and how they were answered. It really helps students think about the reader and what questions a reader has about their own writing.

Obviously you could use any topic area instead of NLP as long as its something the students won’t know a lot about. Pick an obscure side of a hobby for example.

This post was submitted by Walton.

This video is superb! It has verbs linked to nouns in categories (Play / Blow etc… see the worksheet).

Watch the video first and see if students can find the verbs that are shown in context.

Next, watch again and have them complete the worksheet.

Finally – watch a third time, pausing the video and taking up the answers for each verb.

You might get Ss to brainstorm afterwards all the collocations for some popular verbs (get / make / cut / do etc…).

Handout

Answer Key

This post was submitted by David .

These are for discussion purposes to build background knowledge for why we celebrate MLK Day.  Then we will read the last 2 minutes of his speech that i googled from somewhere, about 1.5 pages.

Then we will discuss and compare discrimination and racism in USA vs. home countries.

 
1. Civil Rights _Eyes on the Prize1 Intro/Overview 2:21min.
 
http://www.youtube.com/watch?v=hHonvu-HxqE
 
2.  Ingram Park and Civil Rights Movement Mr. Mead History 3 min.
 
 
http://www.youtube.com/watch?v=7N7C7IJl1Vo
 
 
3. KKK Then and Now National Geographic 2 min.
 
http://www.youtube.com/watch?v=5CTG58jIlNA
 
4.  LIttle Rock Nine Charly Palmer- Oct Gallery 3:52
 
http://www.youtube.com/watch?v=EBrMgj3gv68
 
5.  I have a dream speech MLK jr.  17 min.
 
http://www.ted.com/talks/lang/eng/martin_luther_king_jr_i_have_a_dream.html

This post was submitted by Tracy Wood.

1.Let students listen to you or a higher level student read a selected text or story. (don’t make it too long, depends on the level but I’d say no more than 3 min. listening).It might also even be a dialog.

2. Next, tell them to listen again. This time taking notes, drawing pictures or however they want to record the information. You might even give them a graphic organizer or chart to help categorize information.

3. The students get in groups and try to recreate the exact text from memory. After some trying, you might even reread the passage to help them.

4. Share each others passage and note the differences.

This activity is similar to Running Dictation - in that the students recreate a text.

This post was submitted by David.

This activity can be used with any level – just use an appropriate text. It is great for introducing a text that you will study in depth through intensive reading. Or it can also be used to finish off a lesson/unit and review the text again…

Basically, you have to do 4 things.

1. Divide the class into groups of 3-5. One person is a scribe or writer. Give them the handout with only the first part of the article or topic sentence of paragraphs appearing.

2) Discuss the topic sentences, headline/title. Predict. What will the article be about? What words will you encounter? What questions do you have ? A kind of K_W_L (what I know / what I want to know / what I found out).

3. Put up the full text around the classroom, number them for each group. On GO!, the students in turns run to the article/text and read it. They then run back and tell the writer who records it. The next “runner” goes and so on…set a time limit or go until someone has finished the article.

4. Review and check against the real/full article/text. The winner is the group who best recorded the text and NOT the one who wrote the most!

Here’s a full explanation and also a ready to go Running Dictation exercise. It is about the reunification of separated families from the Korean war and is from Andrew Finch’s Activities to help teach the H.S. textbook – get it in our Korea area in the Resources Share.

Enjoy and get fit using Running Dictations!

This post was submitted by David .

Disappearing dialogues is a very much used language teaching technique

1. Elicit and write the dialogue. Or use a prepared dialogue.

This post was submitted by James.

This lesson is ideal for pre/intermediate classes to practice both future tense and comperatives/superlatives.

First start with a quick discussion on music and the Ss’s favourite singers or bands etc.

Then, tell them they’re going to organize their own music festival- a very special one to their own taste. Give them the following points to think about preferably in pairs. (the focus is on the future tense)

-What kind of a music festival is it going to be? (pop,rock, jazz?)

-Where and when is the festival going to take place?

-What other activities are you going to organize?(stands for selling food, drink or camping areas etc.)

-How much is the entrance fee?

-Are you going to organize TV or radio interviews with singers/bands?if yes, which TV channels or radio channels?

And find an original name for the festival!

As a second stage (where they focus on comperatives and superlatives), ask them to choose the singers/bands to be invited to the festival. Give them some options like Rihanna, Coldplay, whoever..

Ask them to choose from the options stating their reasons why they want to invite those singers/bands. Give a model sentence like “we are going to invite Coldplay because we think that they are more interesting than X.” etc.

Then, ask the pairs to present their festivals and ask others to vote for the most interesting/original music festival, giving them an evaluation rubric.

As homework, you might ask them to prepare the poster of their festivals.

Good luck

Didem Yesil

This post was submitted by Didem Yesil.