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Feel free to send your ideas to my email: mariazabalapena@gmail.com /englishforeso@yahoo.es. To use the lesson plans in my blog, you do NOT need photocopies for students. You MAY need to print instructions or to use a projector and/or a computer.
For ESL VOCATIONAL TRAINING LESSON PLANSgo to my other blog HERE Browse LABELSto the right, underneathto find prompts and tasks.
* English for Communications.Click HERE. By Beatriz Papaseit Fernández and myself, María Zabala Peña
* English for Office Applications (Computers :Word 2007 and more).ClickHERE. By Beatriz Papaseit Fernández and myself, María Zabala Peña
Aim: practice vocabulary in context and listen to sentences.
There are 3 levels:
Easy
Medium
Difficult
Easy is not that easy
Procedure (copied and pasted from the BBC page)
1) Beat the clock to maximise point score.
2) Use the clues if you’re stuck, but be careful – clues reduce your time.
3) Get the right pronunciation – click listen to hear the sentence.
4) You can also use your keyboard to enter letters and characters such as hyphens (-.).
The label ESL teacher toolbox contains a list of on-line tools that facilitate the teachers' task.
Do you need the script of a film?
Go to the script-o-rama page and find out if the script is available (see link underneath).
Once you have found the script, look for the except you need by going to EDIT (top tool bar) or by using the shortcut Ctrl +F. This will open a small window at the bottom of your page. Type a word/sentence that you know that appears in the except you need.
The Autonomous learning label contains tasks that students can carry out on their own.
Aim:
practice English vocabulary (from level 1 to level 60), your grammar
(from level 1 to level 5) and also other topic such as Maths, Literature
or Geography...
Participate! you are donating 10 grams of rice every time you hit the correct answer.
Access the webHERE, choose your topic and start donating.
The Autonomous learning label contains tasks that students can carry out on their own.
Aim:
Students read a definition and find word. All crosswords are related to a topic.
Works better if students have dealt with the topic in class and use this as a revision task.
Level: medium to high. Lower, if students have had prior contact with the topic.
Range of topics: huge: cars, whales, adverts, volcanoes, yoga, Easter, emotions, fast food... You name it! It is possible to print the crosswords.
Access the link HERE
The Autonomous learning label contains tasks that students can carry out on their own.
Aim: read about current affairs in simplified English. Level: The site aims at young native speakers of English, not at ESL students.
This site is recommended for intermediate ESL students.
The Autonomous learning label contains tasks that students can carry out on their own.
Level: this site works better with intermediate to high levels
Skills:listening and spelling
Type of task: students listen to a recording and write what they hear
Procedure:
Choose your level (in green).
Choose FULL mode if you don't want to sign in
Choose QUICK mode or BLANK mode if you want to sign in
You are ready to start your dictation. This is the link: HERE
Thanks to our teacher trainer Mike O'Neill for providing us with the link to this resource. Course 77 at the British Council Summer 2012.
Download provided Power Point to guide your students through the task
Aim: fun practice of second conditional by using Beyonce's song If I were a boy. Level: students need to have prior practise of second conditional sentence structure. Vocabulary: vocabulary needed for the task is provided in attached Power Point presentation. Vocabulary ranges form easy (go to drink beer, understand how it feels...) to medium (roll out of bed, take somebody for granted...).
This tasks is suitable for a multilevelclassroom.
You can download the Power Point and videos from this site HERE
Materials:
For the students:
If I were a boy video (download it or watch it on-line underneath)
Tasks provided in attached Power Point
If I were a boy karaoke video (download it or watch it on-line underneath)
For the teacher:
Lyrics for the song If I were a boy
Procedure:
Follow the steps in the provided Power Point presentation.
Summary of steps in Power Point:
Introduction to the vocabulary of the song by means of task 1. Are boys or girls more likely to...?
Students watch first video, which tells us the story of what Beyonce would do if she were a boy.
Students answer question in task 2: What would Beyonce do if she were a boy?
Students answer the same question about themselves.
Students sing along with the prompt of the second video so as to memorize new vocabulary and remember the second conditional structure.
You can download the Power Point and videos from this site HERE
Did you finish the task? (View task in provided Power Point)
You are ready to watch the video
Beyonce.
If I were a boy
Now, sing along with Beyonce
KARAOKE
You can download the Power Point and videos from this site HERE
Thanks to Mike O'Neill for this idea.
Mike O'Neill was our Teacher Trainer at the British Council. Summer 2012
Students add stanzas to the famous ATIONS poem, by Shel Silverstain.
You will need:
To show students some or all of the stanzas of the ATIONS POEM below.
To ask or provide the students with some words ending in -ation.
For this go to google and write: words that finish in ation
Pick the words that suit your needs.
I suggest these but there are loads: abbreviation, acclamation, conversation, asphyxiation, humiliation, inspiration, ovation, peregrination, popularization, meditation, organization, socialization, simplification etc.
The sentences can vary from very easy to more difficult sentences, depending on the level of your students
Examples:
If we check the lock too many times
This is overcaution
If we are always scared
This is overcaution
See below, after the poem, some of my students contributions
This is the poem
These are some of the proposals of my 2014-15 class Attention: Students have added these stanzas. They are posted EXACTLY as the students entered them.
If we walk along st. Jack's way
that's a peregrination.
If we go to the Tibet
that is meditation.
If we go to a wedding
that is a celebration.
If my name is Pedro And you call me Pe
That's an abbreviation
If we love each other very much
That's a relation
If we decorate home
That's an organization
If we give important news
That's information
If we chat someone
That's conversation
if I don´t speak to you
That´s meditation
if today I´am speaking
That´s inpiration
The aim of this task is for the students to see that grammar class and general meaning of a sentence are crucial before looking up words in the dictionary. Even then choosing the correct word can be difficult. Students need an English/Spanish dictionary. Ideally they should do the following exercise in the computer room using the dictionary in www.wordreference.com.
Aim: provide students with some prompts to write a story in the past. Level: students need to know how to use and combine simple past and past continuous.
Some connectors such as "while" or "suddenly" will be handy. Procedure: download the sounds (see below) and play them in provided order. You may want to change the order.
There are 4 music audio files and 3 very short strange sounds.
The music excerpts allow students time to elaborate on their story. Students need to incorporate their interpretation of the strange sounds in their composition. Note that the strange sounds are very short and their meaning is not clear. This is just a prompt to get the students to write a story. The order in which they incorporate the sound is not important.
Download the sounds by clicking HERE
There is a total of 7 sounds.
Use this robbery scene as an oral prompt or a writing task prompt.
Materials: short silent video (2 minutes, 16 seconds)
Level: students need to be able to explain the story in
the past. This can be done using simple past or compound tenses,
depending on the level of students Useful vocabulary: Robbery, bank, safe, machine gun or weapons, wig, fake moustache, rubber gloves, ground. Useful verbs: to rob, to faint, to pretend (to faint), to wear, to breath, to swipe a card, to shoot, to impersonate, to ring the bell, to walk on all fours = to crawl, to wave at somebody.
If you want to download the video,you can do it HERE
Underneath you the You Tube link. Clink on the image to see the You Tube video on-line .
Use this scene as an oral prompt or a writing task prompt.
This short
film features a night in the kitchen. Utensils fall in love while the oil
bottle feels lonely. The the Modena Vinegar bottle shows up. Wait until after
the credits so see the struggle of Mrs. Modena
Materials: short silent video (3minutes)
Level: any as long as student... Option A) students are able to explain the story in
the past Option B) students can tell the story using present/ present continuous.
The outcome will depend on the level of your students. See below for higher level vocabulary Possible special occasion: Saint Valentine Useful upper level vocabulary: Tears, pool of oil, bottle spout, moonshine, cutting board, salt shaker, pitcher, mucus, lonely, wooden salad servers, bouquet/posy, the sink, slippery Upper level Verbs: cry /weep, rub against, sniff, frolic,pick up, fall in love, hope, shine, reflect on the eyes, slip, sigh, drop, try to climb up
