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Member You - ESL Activities With Little Preparation
These are widely used by coffee shops and other retail establishments to display details about their wares. A-Frame chalkboards are a common sight on the sidewalks of several streets. A- Frame chalkboards make great signboards. These boards are used widely by restaurants, specialty stores, and any business that wants to reach out to potential customers. Such boards let people know what's inside a shop. Many a reluctant shopper is lured inside by the advertisements on the boards outside the shop.Restaurants use these boards to communicate daily and weekly specials to customers. These boards are also used for communicating any other special information to the general public. As these boards tend to stand out in the sun and other elements the whole day long, they need to be sturdy. They are often constructed of heavy duty aluminum and are given a satin anodized finish.A-framed chalkboards are generally designed to provide ample writing space. The height of the boards is also taken into consideration and is ma
5 As a "Getting to know you" exercise, ask students to write three things which are true about themselves, and two which are not true (but believable). Students take turns to read their sentences to the rest of the group, who must discuss, and ask questions to the reader, and try to find out which of his/her sentences are true. A good ice-breaker is to do this yourself first so that they get the idea - write the five things about you on the board. (Variation: Write five one-word facts about yourself on the board, for example "32", "Liverpool", "Three", "Bloggs", and have students, in pairs, try to guess the questions which will give them these answers.)
6 Another one for imaginative students: Dictate the first line of a different story to each of several gr
There are several things a person can do to become successful in network marketing, but none compare to the benefits you will receive from MLM recruiting. A majority of your time should be spent on recruiting and building your business because in the end, everyone wants to be rich. The further you build your business the higher your income is going to be. So how do you go about recruiting and what are the magical secrets to success in multilevel marketing? Let’s find out.The first part to MLM recruiting is believing in yourself and the product that you are promoting. You must believe that your product is the best out there and that it is going to benefit everyone that becomes associated with it. If you promote the product with great knowledge and passion then other people will be curious as to why it is truly as good as you make it out to be. Now you have the person’s attention.Getting people to your website is the key to advertising. Everyone that has internet access has the capability of seeing your info
Well, it doesn't have to be that difficult. A lot of ideas can be adapted to many different language points, giving you something that can be used again and again. If the activity has a clear focus, motivation (students need to know why they are doing something - adding an element of competition to an activity is one way to achieve this) and, of course, clear instructions, then you're on to a winner.
There are many good resource books available with hundreds of quick and easy activities requiring little or no preparation. Have a hunt around your school's resources for books such as "Five Minute Activities" by Penny Ur and Andrew Wright, or "Keep Talking" by Friederike Kippel. Don't forget that your fellow teachers are good resources too - use them!
Here are a few ideas to get you started:
1 You may know "Backs to the Board", where a representative from each of two teams faces away from the board, while his/her teammates try to explain the word that you have written on the board to him/her, without saying the word or any variations of it. Well, why not extend this to whole sentences? The teams have a minute to explain the sentence to their teammate, without using any of the words, or spelling them, or using gestures. You can adapt this to any tense or structure that you want to practise.
2 Sentence reduction: Write a long sentence or a short paragraph on the board, rich in vocabulary. In teams, students take it in turns to erase either one, two or three consecutive words. The sentence must still make sense, gramatically, afterwards. If it doesn't, replace the words and move to the next team. Carry on until no further reduction is possible (your students will be amazed at how short the sentence can become, while retaining its grammatical sense!) The winning team is the one who removes the most words. (Variation: Do the opposite - start with one word and have students replace it with two or three, expanding the sentence).
3 For spelling and vocabulary practice, try this: Start with one letter on the board, say "S". The first student then thinks of a word beginning with "S" and adds the next letter, for example "ST". The next student then thinks of a word starting with "ST" and adds another letter, and so on. If someone in the group thinks there is no such word, he can challenge the writer to name his/her word. If there is no such word, the writer is out, but if he/she was thinking of a real word, then the challenger is out. The winner is the last student remaining.
4 If your students are imaginative, give each group four or five pictures cut out from magazines, and get them to create a picture story - you can keep the context very open, or have them focus on a particular tense or function. If you want to focus on oral communication, don't let them write their story down! If you also want to evaluate their writing, have them write it down as they go along. When they've finished, have each group tell their story to the rest of the class.
5 As a "Getting to know you" exercise, ask students to write three things which are true about themselves, and two which are not true (but believable). Students take turns to read their sentences to the rest of the group, who must discuss, and ask questions to the reader, and try to find out which of his/her sentences are true. A good ice-breaker is to do this yourself first so that they get the idea - write the five things about you on the board. (Variation: Write five one-word facts about yourself on the board, for example "32", "Liverpool", "Three", "Bloggs", and have students, in pairs, try to guess the questions which will give them these answers.)
6 Another one for imaginative students: Dictate the first line of a different story to each of several gro
The purpose of a Lawsuit Cash Advance is to help people recover the compensation owed to them for personal injury inflicted upon them either due to a road accident, discrimination at the workplace or any sort of medical or legal malpractice. There are many companies who offer Lawsuit Cash Advances to enable the plaintiffs to fight their legal battle. The Cash Advances are not loans in the traditional sense of the word, for the injured person has to pay back the amount only upon winning the case, but not otherwise.If you are facing a situation where you are looking for a non-recourse loan, you can contact these companies and provide them the details of your case. The companies will then consult a lawyer to get feedback on the merits of the case, and an idea about the anticipated settlement amount. On winning the settlement, you would then have to give a certain percentage of the settlement to the financing company. The usual rate charged by these companies varies from ten to fifteen percent of the settlement amou
There are many good resource books available with hundreds of quick and easy activities requiring little or no preparation. Have a hunt around your school's resources for books such as "Five Minute Activities" by Penny Ur and Andrew Wright, or "Keep Talking" by Friederike Kippel. Don't forget that your fellow teachers are good resources too - use them!
Here are a few ideas to get you started:
1 You may know "Backs to the Board", where a representative from each of two teams faces away from the board, while his/her teammates try to explain the word that you have written on the board to him/her, without saying the word or any variations of it. Well, why not extend this to whole sentences? The teams have a minute to explain the sentence to their teammate, without using any of the words, or spelling them, or using gestures. You can adapt this to any tense or structure that you want to practise.
2 Sentence reduction: Write a long sentence or a short paragraph on the board, rich in vocabulary. In teams, students take it in turns to erase either one, two or three consecutive words. The sentence must still make sense, gramatically, afterwards. If it doesn't, replace the words and move to the next team. Carry on until no further reduction is possible (your students will be amazed at how short the sentence can become, while retaining its grammatical sense!) The winning team is the one who removes the most words. (Variation: Do the opposite - start with one word and have students replace it with two or three, expanding the sentence).
3 For spelling and vocabulary practice, try this: Start with one letter on the board, say "S". The first student then thinks of a word beginning with "S" and adds the next letter, for example "ST". The next student then thinks of a word starting with "ST" and adds another letter, and so on. If someone in the group thinks there is no such word, he can challenge the writer to name his/her word. If there is no such word, the writer is out, but if he/she was thinking of a real word, then the challenger is out. The winner is the last student remaining.
4 If your students are imaginative, give each group four or five pictures cut out from magazines, and get them to create a picture story - you can keep the context very open, or have them focus on a particular tense or function. If you want to focus on oral communication, don't let them write their story down! If you also want to evaluate their writing, have them write it down as they go along. When they've finished, have each group tell their story to the rest of the class.
5 As a "Getting to know you" exercise, ask students to write three things which are true about themselves, and two which are not true (but believable). Students take turns to read their sentences to the rest of the group, who must discuss, and ask questions to the reader, and try to find out which of his/her sentences are true. A good ice-breaker is to do this yourself first so that they get the idea - write the five things about you on the board. (Variation: Write five one-word facts about yourself on the board, for example "32", "Liverpool", "Three", "Bloggs", and have students, in pairs, try to guess the questions which will give them these answers.)
6 Another one for imaginative students: Dictate the first line of a different story to each of several gr
There is a huge debate as to weather the warming of the planet which is rather insignificant considering the geological record is the cause of human activity. That is to say pollution, urban heat and emissions of green house gases. The Global Warming folks say man is mostly to blame for any changes. And the Climate Change researchers say, mankind’s activities are a drop in the bucket of the over minor changes we see.Rather than debate this chaos and controversy consider this. We are all in this together and perhaps we should use the Global Warming Alarmists to our advantage to build redundancies in the flows of our civilization. I tend to agree we need to protect our civilization from changes, which might catch us off guard; Water supplies, extreme weather, etc.That makes sense, so rather than beating my head against the Global Warming Alarmists Walls, I would rather use them to serve my will to beef up our civilizations flows to withstand and/or adapt to, without disruption any sudden change, whether from
2 Sentence reduction: Write a long sentence or a short paragraph on the board, rich in vocabulary. In teams, students take it in turns to erase either one, two or three consecutive words. The sentence must still make sense, gramatically, afterwards. If it doesn't, replace the words and move to the next team. Carry on until no further reduction is possible (your students will be amazed at how short the sentence can become, while retaining its grammatical sense!) The winning team is the one who removes the most words. (Variation: Do the opposite - start with one word and have students replace it with two or three, expanding the sentence).
3 For spelling and vocabulary practice, try this: Start with one letter on the board, say "S". The first student then thinks of a word beginning with "S" and adds the next letter, for example "ST". The next student then thinks of a word starting with "ST" and adds another letter, and so on. If someone in the group thinks there is no such word, he can challenge the writer to name his/her word. If there is no such word, the writer is out, but if he/she was thinking of a real word, then the challenger is out. The winner is the last student remaining.
4 If your students are imaginative, give each group four or five pictures cut out from magazines, and get them to create a picture story - you can keep the context very open, or have them focus on a particular tense or function. If you want to focus on oral communication, don't let them write their story down! If you also want to evaluate their writing, have them write it down as they go along. When they've finished, have each group tell their story to the rest of the class.
5 As a "Getting to know you" exercise, ask students to write three things which are true about themselves, and two which are not true (but believable). Students take turns to read their sentences to the rest of the group, who must discuss, and ask questions to the reader, and try to find out which of his/her sentences are true. A good ice-breaker is to do this yourself first so that they get the idea - write the five things about you on the board. (Variation: Write five one-word facts about yourself on the board, for example "32", "Liverpool", "Three", "Bloggs", and have students, in pairs, try to guess the questions which will give them these answers.)
6 Another one for imaginative students: Dictate the first line of a different story to each of several gr
Interviewing with confidence is a bit like parachuting. Granted, not just like parachuting, but they are similar in the fact that both require confidence, practice and perfect timing or you could fall on your face. For those keen on giving a spectacular interview, here are a few helpful hints to tip the scales in your favor and see that you land safely in the seat of the job you want.When you prepare for an interview, don't just assume that picking out a power suit and sticking your CV in your bag is all there is to it. Those are two very important things to begin, but a few added efforts and doing some homework before hand can help more than you may have realized."Hello - worthy job applicant speaking." When an employer rings and asks you to come for an interview, your most polite and interested telephone voice is essential! Should you need to ask for directions or a different date, do so in the same manner that you would if you were in that person's office. A pleasant telephone voice might just be o
4 If your students are imaginative, give each group four or five pictures cut out from magazines, and get them to create a picture story - you can keep the context very open, or have them focus on a particular tense or function. If you want to focus on oral communication, don't let them write their story down! If you also want to evaluate their writing, have them write it down as they go along. When they've finished, have each group tell their story to the rest of the class.
5 As a "Getting to know you" exercise, ask students to write three things which are true about themselves, and two which are not true (but believable). Students take turns to read their sentences to the rest of the group, who must discuss, and ask questions to the reader, and try to find out which of his/her sentences are true. A good ice-breaker is to do this yourself first so that they get the idea - write the five things about you on the board. (Variation: Write five one-word facts about yourself on the board, for example "32", "Liverpool", "Three", "Bloggs", and have students, in pairs, try to guess the questions which will give them these answers.)
6 Another one for imaginative students: Dictate the first line of a different story to each of several gr
If you like listening to the radio, you should know that there are huge changes happening in the radio broadcasting industry and they all center around satellite radio. This new breakthrough will change forever the way that we listen to radio programming. If you haven't already heard a sample, or experienced satellite radio for yourself, make sure that you do soon.Currently there are two major providers of satellite radio in North America and that is XM and Sirius. In this article let's see what you can expect to get when you become an XM radio customer.First and foremost is the incredible unique programming that XM offers as part of it's service. With over 100 channels to choose from there is always something good to listen to. But check out some of these one-of-a-kind special broadcasts that is available, many of them only on XM :* Music shows hosted by Bob Dylan, Snoop Dogg, Ludacris, Tom Petty, and Wynton Marsalis.* Public Radio's Bob Edwards* Major League Baseball games* NA
5 As a "Getting to know you" exercise, ask students to write three things which are true about themselves, and two which are not true (but believable). Students take turns to read their sentences to the rest of the group, who must discuss, and ask questions to the reader, and try to find out which of his/her sentences are true. A good ice-breaker is to do this yourself first so that they get the idea - write the five things about you on the board. (Variation: Write five one-word facts about yourself on the board, for example "32", "Liverpool", "Three", "Bloggs", and have students, in pairs, try to guess the questions which will give them these answers.)
6 Another one for imaginative students: Dictate the first line of a different story to each of several groups. They have a few minutes to continue the story, and then pass their piece of paper to the next group, who read the story so far and add the next part. Carry on until the stories reach their original groups, who then conclude and read out the stories. To focus on a particular language point or item of vocabulary, you can do this orally as a chain story: Give the first sentence, then have the first student continue the story. They must at some point use the tense, or structure, or word (allocated beforehand), that you want to work on. Carry on until all the students have contributed.
7 For some energetic writing practice, divide the board into three columns, and give each column a header with three structures that you want to practise (for example "first, second, third conditional", "yes/no questions, indirect questions, tag questions", "present perfect simple, present perfect continuous, past simple"). Split students into pairs. One from each pair is the writer, the other is the runner. Give each pair many small slips of paper and some blu-tac, and tell them that they must construct as many gramatically correct sentences as they can, in each of the three categories, and stick them on the board (with their initials to identify them). Set a five or ten minute time limit. The writer writes a sentence, then the runner takes the slip of paper and sticks it on the board. Shout "CHANGE" every so often for them to swap roles. At the end, have all the pairs look at the sentences and evaluate them. If they find an incorrect one, they tell you, and that sentence is not counted towards that pair's score. (Variation: You can make this activity more difficult by saying that each sentence must contain a minimum of 10 words, for example.)
8 Another favourite is to give each student a secret famous identity, which they stick to their back or forehead. They go around the class, asking yes/no questions to establish their identity. You could make sure they practise the past simple by making all the famous people dead ("Did I live in the USA?"), or present perfect, by making them alive (Have I acted in many films?), or future, by imagining that these famous people have not yet been born (Will I be an actor?).
9 Stand students up, and shout out two opposing ideas, or people, or concepts, or adjectives, or places. For exanple, "beach or mountains", "Spielberg or Hitchcock", "red or blue", "Playstation or Nintendo" depending on the age/interests of your students. Point to one side of the room for one idea, the other side for the other. Students move to the side of the room they choose - pick a few students each time to explain the reasons for their choices. If you like, you can let it develop into a debate between the two groups.
10 Do a "grammar auction" or "gap fill auction" with mistakes that students have made (and that you've made a note of) or with a language area that you want to work on. Split students into teams, and allocate each team $100, or 10,000 yen or any amount you like. If you can photcopy some real money, so much the better. For the grammar auction, give each team a worksheet with 10 (or more) sentences (based on the mistakes they've made or the language area you're working on). Some should be grammatically correct, others incorrect. Give teams some time to discuss whether they think the sentences are correct or not, and then have them
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