http://www.iifun.com.tw/The English NeighborhoodIIFUN RSS Makerenhttp://www.iifun.com.tw/http://www.iifun.com.tw/images/logo.jpg20566The English Neighborhood RssCopyright 2007 The English Neighborhood.Fri, 30 May 2008 18:10:30 +0800 http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=203Fri, 30 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=203 Target Vocabulary： hungry, various foods
Materials： powerpoint projector (or copy of the book), one paper circle for each student (cut to approximately 7 cm in diameter), markers/crayons/pencils
Total time： 3 minutes- preteach vocabulary, 5 minutes-read story all in English, 10 minutes- read story in English with Chinese translation, 5 minutes- introduce activity and distribute materials, 10 minutes- students create caterpillar, (optional) students share circles with each other, 10 minutes (after class, by English teacher or homeroom teacher)- assemble caterpillar on bulletin board or hallway wall
Preparation： cut circles, download presentation, create head for caterpillar
Activity outline：
1.Prepare students for the story by preteaching vocabulary words caterpillar, food, butterfly, hungry
2.Read story in English. Read story in English with students repeating underlined words (bring attention to those words, possibly by underlining them with your hand or saying them in a different voice. Give Chinese translation after every sentence.
3.Introduce activity and have students create circles with their favorite foods on them. Pictures of some common “favorite” foods are included, but encourage students to ask questions if they have other foods they would like to draw.
4.Assemble the caterpillar by placing a teacher-made “head” of the caterpillar at the beginning of the bulletin board, and student circles slightly overlapping afterwards.
NOTE： powerpoint includes all of the slides from preteaching to activity
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=247Fri, 30 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=247Objective： Practice recognizing and blending phonics sounds and words

Target Vocabulary： any phonics words

Activity outline：
Presentation
1. Present and review phonics words and sounds
--Write the sound on the board (for example the “long i” sounds： write the endings –igh, -ie, and –y) and say the sound
--Ask the students to brainstorm words for each sound and write their answers under the appropriate column)
--Review words as class using flashcards or words that are on the board (students break the words into sound parts "sk"+"y" = "sky", "p"+"ie" = "pie"

Play game
-Draw a chart on the board as in example picture (see attached files)
- Break the students into teams
- To get points, students say a word by putting the initial sound with the final sound, for example "h"+"igh" "high"
- Ask the class to repeat it together
- Flip card over and give that team the number of points that is on the back of the card (ranging from +1 – +6 and -1 – -4)

Total time： 20+ minutes, depending on how familiar the class is with the vocab, how much time you spend brainstorming and reviewing, and how many times you play the game.

Preparation： Make the point cards. You can use any image (but only one, so the students won’t memorize which cards certain amounts of points are). It’s better to have more cards than words so you can shuffle them and no one will be able to guess how many points is on them. Make the cards with fun images (such as famous cartoon character faces), write the point values on the back, and put magnets on them.

Notes： It’s easiest to keep track of points by writing the names of each team and keeping a running total of the points lost or gained with each card, and asking the students to add up the total (extra practice) at the end of game play. Make sure to call on teams evenly.
Class size： Works for any class size.
by Julie and Sarah
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=47&idss=305Thu, 29 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=47&idss=305Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=6&ids=68&idss=130&idsss=284Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=6&ids=68&idss=130&idsss=284Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=153Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=153Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=47&idss=289Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=47&idss=289Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=291Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=291 Recommended age group： 4-6 graders

The main purpose of this presentation is to highlight the differences in the education systems in the US and Taiwan. Brainstorm differences with your co-teacher. Kids especially enjoy looking at pictures of your old elementary school. Finding pictures of your old school or pictures of you as an elementary school child will interest the students. Your co-teacher can help you translate. At the end of the presentation, have students answer questions on a blank sheet of paper. An example of a question you can use is “What are 3 differences between American and Taiwanese schools?”


Materials： power point, computer, screen, worksheet/pre-prepared questions and blank sheets of paper

Activity outline：
1. Presentation in English (with Chinese translation) or Chinese
2. Check worksheet and if all correct, give student 1 piece of candy

Total time： 30 minutes, 2 minutes distributing paper, 8 minutes checking answers

Preparation： brainstorm questions and pre-cut paper for the students to write on (either print out questions for students or write the questions on the board in English and Chinese for students to copy onto pieces of paper)

Notes：

Class size： works for all class sizes


]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=293Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=293 Materials： Alphabet flashcards (big and small letters), magnets, blackboard
Activity outline：
1. Students put head down on desks (no looking!)
2. Teachers pass out the flashcards, both big and small letters, face down on desk
3. At “Ready, Set, GO!” students flip over their flashcards and try to match their letters with the corresponding big or small letter (for example： if a student has a small “C,” he or she tries to find the student who has the big “C”)
4. When the students make a match, they run to the board and put the flashcards on the board with the magnets
5. The first row of students who have made all of their matches and are sitting back in their seats gets a point.

Total time： 20 minutes
Target grade：1st or 2nd
Class size： works for all class sizes
Note： Some students will get more than one flashcard (or more than two) if you have a smaller class. That’s OK! The game still works wonderfully!
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=294Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=294 Target vocabulary： Any six vocabulary words. Suggested vocabulary： head, hand, foot, arm, leg, hip
Target grammar： None
Materials： 1 large die (dice), paper for each student
1. Preteach vocabulary words with students.
2. Assign each number on the die one body part. (Either right a number 1-6 next to each vocabulary word or write one word on each side of the die)
3. Divide students into two teams and distribute one piece of paper to each student.
4. Each team takes turns rolling the die. When the die has been rolled, students on the team that rolled will draw that body part on their individual pictures. The student who rolled the die draws the body part on the board and says the word outloud. ** Most body parts must be rolled twice (since each person has two hands, two legs, etc), but if a body part is rolled more times than needed (two heads, three feet, etc), then the students do not draw anything.
5. The team that completes their person first wins.
Preparation： If you plan to use written words on the die side, write them before class.
Notes： Students can get very excited during this game!]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=295Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=295
My school was also playing baseball a lot, so we mentioned having a group of students sing during one of the games.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=296Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=296 Materials： Blank paper (could be different colors), finger paint, small candies, sand or pebbles, stickers, glue
STATION DESCRIPTIONS：
Station 1： blank paper, finger paints
Station 2： blank paper, small candies, glue
Station 3： blank paper, sand or pebbles, glue
Station 4： blank paper, stickers

Activity outline：
1. Students are separated into 4 groups for rotation
2. At each station, students pick a letter from the alphabet and create the letter from the material at that station (for example： at station 2, a student glues the candies in the shape of an “S”)
3. After 10 minutes at each station, the students rotate
4. Display the letters around the room

Total time： 40 minutes
Preparation time： 10 minutes
Target grade：1st or 2nd
Class size： works for all class sizes, but easier to manage with smaller classes
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=298Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=298 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=299Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=299
http：//www.youtube.com/watch?v=CXVwIAvoA3o

Basic Steps：
Right foot out twice,
Left foot out twice,
Jump forward once,
Jump back once,
Jump forward three times]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=82&idss=151&idsss=300Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=82&idss=151&idsss=300 Recommended age group： 4-6 graders

The main purpose of this presentation is to highlight the differences in the education systems in the US and Taiwan. Brainstorm differences with your co-teacher. Kids especially enjoy looking at pictures of your old elementary school. Finding pictures of your old school or pictures of you as an elementary school child will interest the students. Your co-teacher can help you translate. At the end of the presentation, have students answer questions on a blank sheet of paper. An example of a question you can use is “What are 3 differences between American and Taiwanese schools?”


Materials： power point, computer, screen, worksheet/pre-prepared questions and blank sheets of paper

Activity outline：
1. Presentation in English (with Chinese translation) or Chinese
2. Check worksheet and if all correct, give student 1 piece of candy

Total time： 30 minutes, 2 minutes distributing paper, 8 minutes checking answers

Preparation： brainstorm questions and pre-cut paper for the students to write on (either print out questions for students or write the questions on the board in English and Chinese for students to copy onto pieces of paper)

Notes：

Class size： works for all class sizes


]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=301Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=301
Prep time： 10 minutes
Activity time： 40 minutes
Preparation： Prepare outline of thought bubble with "My Dream" written at the top

Materials：
-Book
-Blackboard
-Blank paper with “My dream…” written at top
-Markers, crayons, colored pencils

Procedure：
1. Read the book Willy the Dreamer
2. Write the word “Dream” on the board and check that the students know what this word means.
3. Review the things that Willy dreams about; professions as well as things he wants to be able to do.
4. Brainstorm with students about possible things they want to be when they grow up： their dreams.
5. Pass out paper and have students take out makers.
6. Students will draw what their dream is for their future (encourage specific professions- review the list that the students generated during the brainstorming). Have students write the profession on the bottom of the page.
7. Ask if any students would like to share their work. Display pictures.
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=81&idss=153&idsss=302Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=81&idss=153&idsss=302
Materials： power point, projector, screen

Activity outline：
1. Present the presenation
2. At the end of the presentation, ask the students which groups live in America and why many groups of people living in the same country is an advantange.

Total time： 15-20 minutes presentation, 10 minutes for questions

Preparation： none

Notes： This presentation will probably work best with the older grades (3-6).

Class size： works for all class sizes.


]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=81&idss=153&idsss=303Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=81&idss=153&idsss=303
Materials： power point, projector, screen

Activity outline：
1. Present the presentation
2. Discussion： Ask the students questions about which American values they admire and why in addition to what are some Taiwanese values.

Total time： presentation 15-20 minutes, discussion 15-20 minutes

Preparation： none

Notes： This will work best with 5th or 6th graders. First ask for volunteers, but if no one raises their hands, then call on several students.

Class size： works for all class sizes.


]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=81&idss=153&idsss=304Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=81&idss=153&idsss=304
Materials： handouts with questions on them

Activity outline：
1. Hand out the worksheets
2. Explain the questions to the students and give them examples of the type of answers you want
3. Give them at least 20 minutes to write down answers. Specify how many sentences you want. Look over their answers to make sure it’s complete.

Total time： 10 minutes to explain and answer questions, 20 minutes to write, 10 minutes to check answers

Preparation： none

Notes： This is best for 4th through 6th grade. The students’ answers can shape how you present the American Diversity Presentation because you will know which particular stereotypes to target. This activity can be used to ask students about their opinions of any country or culture.

Class size： works for all class sizes.


]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=47&idss=233Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=47&idss=233 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=257Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=257 Target Vocabulary： fly, spider, bird, cat, dog, cow, horse
Prep time： 20 minutes
Activity time： 40 minutes
Preparation： Prepare animal cut-outs

Materials：
-Book
-Blackboard
-Cut-outs of animals with magnets/tape on the back
-(For add on： photocopied picture of old woman)

Procedure：
1. Introduce title of book. Point out different things on cover (old woman, candy in pockets, fly)
2. Read story once; point to individual words as reading.
3. Read story again. Each time get to an animal, hand out animal cut out.
4. Ask students what color the animal is (“It’s a __(color)__ ___ (animal)____”), if it is big or small, what sound it makes. Add motion/sound to each animal.
5. After the second reading, ask how many animals are in the story. Read out the animals, have the students raise them up and write the animal name on the board.
6. After writing the name, repeat the sound or action.
7. Draw old lady on board (emphasize stomach).
8. Read the story again. When animal is said, have students come up and put the animal in the stomach; encourage students to do action/sound while classmate is at the board; allow children to repeat final phrase (“I don’t now why she swallowed a fly. Perhaps she’ll die”).

Additional Activities：
-If time allows： write rhyming scheme on board-> for example： list the animals, under each animal, list the rhyming words. Read the words, emphasizing the rhyme and have students repeat.
-Add on： pass out outline drawings of an old lady. Allow students to draw 7 items, from small to large, inside the stomach. For ease, pick a category first (examples： food, sports, types of transportation) and brainstorm things that could be included in the category.

Target grade：1st-2nd grade
Class size： works for all class sizes

"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=155Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=155 1)listen to song (3 minutes)
2)listen to spoken lyrics (1 minute)
a.it is best to introduce the lyrics one stanza per class period or week
3)repeat spoken lyrics after teacher (5 minutes)
a.go through phonetic pronunciation of lyrics
b.go through meaning of lyrics (overall and specific words)
4)read spoken lyrics with teacher (1 minute)
5)listen to teacher sing lyrics (1 minute)
a.this step can be skipped if the original recording is slow enough
6)repeat song with teacher (1 minute)
a.this step can also be skipped if the original recording is slow enough
7)sing the stanzas that have been studied with the music (30 seconds – 3 minutes)
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=189Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=189 Recommended age group： 4-6 graders

The main purpose of this presentation is to highlight the differences in the education systems in the US and Taiwan. Brainstorm differences with your co-teacher. Kids especially enjoy looking at pictures of your old elementary school. Finding pictures of your old school or pictures of you as an elementary school child will interest the students. Your co-teacher can help you translate. At the end of the presentation, have students answer questions on a blank sheet of paper. An example of a question you can use is “What are 3 differences between American and Taiwanese schools?”


Materials： power point, computer, screen, worksheet/pre-prepared questions and blank sheets of paper
Activity outline：
1. Presentation in English (with Chinese translation) or Chinese
2. Check worksheet and if all correct, give student 1 piece of candy
Total time： 30 minutes, 2 minutes distributing paper, 8 minutes checking answers
Preparation： brainstorm questions and pre-cut paper for the students to write on (either print out questions for students or write the questions on the board in English and Chinese for students to copy onto pieces of paper)
Notes：
Class size： works for all class sizes

"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=84Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=84Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=57Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=57Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=58Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=58Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=41Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=41 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=42Wed, 28 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=42Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=286Mon, 26 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=286 Total activity time： 40 minutes
Materials： paper for cards, crayons, markers, stickers
Preparation：
1. Exchange list of English names with a teacher at another school
2. Create an example of a Christmas card. For third and fourth graders, create a simple text the students can use (for example, “Dear _____, Merry Christmas! My name is _____. I am __ years old. Nice to meet you! Your friend, ___”). For older grades
3. Write the text on the board/project it on a screen where all the students can see
In class activity：
1. Show the students the example of the card they will make
2. Hand out paper and other materials
3. Give the students plenty of time to write the text and decorate their cards
*Encourage the students to bring decorating supplies to class (special stickers, photos of themselves)
4. Exchange cards with the English teacher at the other school ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=283Mon, 26 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=283Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=246Sat, 24 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=1&ids=50&idss=246 Target Vocabulary： waves, turtles, jellyfish, crabs, clownfish, octopus, sharks, up/down, in/out, wibble/wobble, back/forth, swish, chomp
Target Grammar： The ______(s) in the sea go(es) _________.
Activity outline：
1. Pre-teach target vocab (each thing in the sea and its movements)
2. Show each slide and ask the students what they see
3. Read the slides as a class
4. The teacher sings the first slide (to the tune of “The Wheels on the Bus”)
5. The students repeat
6. Sing together as a class

Total time： 10-15 minutes, depending on how familiar the class is with the vocab.
Preparation： Start projector and load powerpoint, have flashcards to review/teach vocab
Notes： Have the students get out of their seats and do the motions as the sing and name animals. You can divide them into groups and have each group sing and do the motions for each animal, and reward the loudest/best group with extra points.
Class size： Works for any class size.
by Julie and Katie"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=58&idss=94&idsss=279Sat, 24 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=58&idss=94&idsss=279Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=58&idss=94&idsss=280Sat, 24 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=58&idss=94&idsss=280Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=56&idss=180Thu, 22 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=56&idss=180Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=74&idss=135&idsss=59Wed, 07 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=74&idss=135&idsss=59Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=148Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=148Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=56&idss=149Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=56&idss=149Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=150Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=150Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=151Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=151Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=152Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=152Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=181Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=181 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=182Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=182 Activity outline：
1. Introduce new vocabulary
2. Take down all the vocabulary words and hold them in your hand
3. Shuffle the flashcards and the one that is facing away from you is the vocabulary word the students have to guess correctly
4. Call on students who raise their hands.
5. Whoever guesses the correct answer gets a point (depends on your rewarding system)

Total time： With 8 vocabulary flashcards, this game can take 15-20 minutes depending on how fast the kids can correctly guess what you are holding.
Preparation： none
Notes： This game is better for younger grades (3rd graders).
Class size： works for all class sizes.

"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=112&idsss=183Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=112&idsss=183 Activity outline：
1. Pick the days you want the kids to go caroling. Two days minimum
2. Organize which classes will visit other classes to sing (go caroling). It’s preferable to have 1st graders visit 6th graders and vice versa.
3. Assign a song to each grade (if you have the same grade but different classes singing to each other, make sure they sing different songs)
4. For 10-20 minutes, teach and practice the song(s). As Christmas draws nearer, have the kids practice singing while lined up. Add in hand motions and teach that to the kids at least 2 weeks before performance.
5. Tell students to make Christmas hats or costumes at home (ask homeroom teachers for help if necessary). Provide students with construction paper.
6. On the day of caroling, have students line up wearing their costumes. Lead them to the correct classroom and have them line up.
7. As students enter the classroom, say “Merry Christmas”
8. When students finish singing, homeroom teacher hands out candy canes to the carolers

Total time： It takes at least one month to teach the kids the songs and dances. It will probably take 2 days to have the entire school go caroling. You will have to use English class time to take the kids to different classrooms. Caroling takes around 15-20 minutes (including walking there, singing, and leaving)
Preparation： practice the songs for at least 10 minutes every time the class meets. Check to make sure the kids are making their costumes (check in with homeroom teacher).
Notes： hand motions or dance moves in addition to singing makes the performance much more interesting.
Class size： works for all class sizes.

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]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=184Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=184 Activity outline：
1. Introduce new vocabulary
2. Teacher says one sentence that describes the vocabulary word (no sound effects or actions.
a. For example, if the vocabulary word is “math,” you can say, “I like to add numbers.”
3. The first person to raise their hand and answers the questions adds points to their team
a. You can divide teams based on table groups or boy versus girl

Total time： depending on how many flashcards you have. If you have 8 new vocabulary words, then it will probably take between 10-15 minutes.
Preparation： no prep
Notes： This activity worked well with “academic subjects” vocabulary. This is also a better activity for older grades (5th-6th)
Class size： works for all class sizes.

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]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=185Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=185 Recommended age group： 1-6 graders

For every major American holiday, making cards is a simple activity you can do. Depending on your students, you can either give them a coloring sheet and have them turn that into a card or provide them with a blank white sheet of paper and have them draw their own card. Handing out blank sheets of paper is more suitable for 5th and 6th graders. Preparing examples in advance definitely helps the students brainstorm ideas. You can then decide to have the kids exchange cards between different classmates, classes, or schools.

Materials： blank sheets of white construction paper OR coloring sheets, pre-made examples of cards, pre-written text for the kids to copy, power point if necessary
Activity outline：
1. Before the actual class, tell students to bring scissors, glue, coloring pencils/pens, glitter
2. Introduce the holiday (with power point if necessary)
3. Teach the text of the card
4. Show the pre-made cards
5. Hand out paper
6. Collect the cards to make sure they are appropriate
Total time： 15 minutes for introduction and lesson, 2 minutes pass out paper, 20 minutes to make cards, 3 minutes clean up
Preparation： prepare power point if necessary and pre-made cards
Notes： For 4th graders and lower, it is better to have the kids turn coloring sheets into cards. If you have students exchange cards between two 6th grade classes for example, do not tell the students the receiver’s Chinese name because some kids will throw a tantrum if they find out they have to give a card to someone they don’t like.
Class size： works for all class sizes.

"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=186Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=186 Recommended age group： 1-6 graders

For every major American holiday, making cards is a simple activity you can do. Depending on your students, you can either give them a coloring sheet and have them turn that into a card or provide them with a blank white sheet of paper and have them draw their own card. Handing out blank sheets of paper is more suitable for 5th and 6th graders. Preparing examples in advance definitely helps the students brainstorm ideas. You can then decide to have the kids exchange cards between different classmates, classes, or schools.

Materials： blank sheets of white construction paper OR coloring sheets, pre-made examples of cards, pre-written text for the kids to copy, power point if necessary
Activity outline：
1. Before the actual class, tell students to bring scissors, glue, coloring pencils/pens, glitter
2. Introduce the holiday (with power point if necessary)
3. Teach the text of the card
4. Show the pre-made cards
5. Hand out paper
6. Collect the cards to make sure they are appropriate
Total time： 15 minutes for introduction and lesson, 2 minutes pass out paper, 20 minutes to make cards, 3 minutes clean up
Preparation： prepare power point if necessary and pre-made cards
Notes： For 4th graders and lower, it is better to have the kids turn coloring sheets into cards. If you have students exchange cards between two 6th grade classes for example, do not tell the students the receiver’s Chinese name because some kids will throw a tantrum if they find out they have to give a card to someone they don’t like.
Class size： works for all class sizes.

"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=187Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=187 Activity outline：
1. Thanksgiving presentation
2. Brainstorm what students are thankful
a. You can give them some examples to help them start brainstorming
3. Write on the board, “I am thankful for…” and show the kids how to fill out the hand-turkey
a. You can choose to emphasize that the hand-turkeys need to look like turkeys or give the children the freedom to create their own artwork

Total time： 10 minutes introducing Thanksgiving, 10-15 minutes brainstorming what students are thankful for, 15 minutes to make the hand-turkeys
Preparation： find pictures of turkeys and make your own hand-turkey (15 minutes)
Notes：
Class size： works for all class sizes.

"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=188Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=188 Activity outline：
1. Present the power point
2. Have students make Christmas cards

Total time： presentation takes about 15-20 minutes, 20 minutes to make Christmas cards
Preparation： at least 60 minutes to prepare a power point on Christmas (finding images and information about Christmas if you want to change images), construction paper (cut to correct size 10 minutes), example of a card (5 minutes)
Notes： For younger students, it is best to give the students a coloring sheet to fill out as a card because they often don’t know what to draw. We put the flashcards of Christmas vocabulary on the board and the students copied the images. This is an entire class period lesson plan.
Class size： works for all class sizes.

"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=190Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=190 Recommended age group： 4-6 graders

You will need a worksheet (with both English and Chinese) to increase student participation.

This is a cultural class on diversity in the US. The goal of the presentation is to teach the kids to respect others and appreciate differences. Using a powerpoint with mostly pictures, speak about the diversity of geographic areas in the US, people, food, and income levels. Your co-teacher can help you translate. As you present, the kids will fill out a worksheet and at the end, students who have 2 or less wrong answers, can get a piece of candy.

Materials： power point, computer, screen, worksheet/pre-prepared questions and blank sheets of paper, candy
Activity outline：
1. Presentation in English (with Chinese translation) or Chinese
2. Check worksheet and if all correct, give student 1 piece of candy
Total time： 30 minutes, 2 minutes distributing worksheets, 8 minutes checking worksheets
Preparation： if no worksheet, brainstorm questions and pre-cut paper for the students to write on (15 minutes to cut paper and write questions on the board in Chinese and English); buy candy
Notes：
Class size： works for all class sizes

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]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=191Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=191
Materials： handouts with questions on them
Activity outline：
1. Hand out the worksheets
2. Explain the questions to the students and give them examples of the type of answers you want
3. Give them at least 20 minutes to write down answers. Specify how many sentences you want. Look over their answers to make sure it’s complete.

Total time： 10 minutes to explain and answer questions, 20 minutes to write, 10 minutes to check answers
Preparation： none
Notes： This is best for 4th through 6th grade. The students’ answers can shape how you present the American Diversity Presentation because you will know which particular stereotypes to target. This activity can be used to ask students about their opinions of any country or culture.
Class size： works for all class sizes.

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]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=192Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=192 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=193Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=193 Activity outline：
1. Set up the projector and the presentation on the computer
2. Present the slides
3. Answer questions
4. Students write down what they learned about diversity in America
a. Are Americans only once race?
b. Can you become an American?
c. Can you tell who is an American by his/her appearance?
d. Does Taiwan have a lot of ethnic diversity?

Total time： 15-20 minutes for presentation, 10 minutes for questions, 10 minutes for students to summarize what they learned
Preparation： practice presenting with the slides and prepare what you want to say
Notes： This is probably better for 5th or 6th graders
Class size： works for all class sizes.

"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=126&idsss=194Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=126&idsss=194 Construction paper eggs, poster with vocabulary, bingo cards, jelly beans, any props or pictures/flashcards of the vocabulary you want to use, CD of Easter song from the textbook

Activity Outline
1. Cut out paper eggs
2. Write half of a vocabulary word on the egg (ex. on two separate eggs write bun--, --ny)
3. Paste eggs in, on, under, behind desks and chairs
4. Say a short speech on Easter： religious origins and now we celebrate spring and life
5. Read Easter vocabulary aloud and have kids repeat after you twice
6. Students line up outside： boys and girls
a. Enter the classroom on the count of 3
b. Each student tries to find as many eggs as possible
c. Get back into your groups and see which group has the most complete vocabulary words (who ever has the most gets the most jelly beans)
i. Pairs = bun-ny, jelly-beans, choco-late, p-ink, etc
7. Each group reads aloud the pairs and the groups repeats after the group leader and then the whole class repeats after the group
a. Hand out jelly beans
8. Pass out bingo cards and have each student fill out the cards
a. Read Easter story with bingo words
b. Point to the words as you read them—the co-teacher should point to the word while you act out the story so the kids can practice their listening comprehension.
9. Pass out candy for each bingo line you have
Total time： 1 hour cutting out the paper eggs and writing the words on them, 15 minutes to paste the eggs on the furniture, 30 minutes for egg hunt/bingo/story, 10 minutes distributing candy
Preparation： buy jelly beans and other candy, cut out paper eggs (best if you have student helpers), write half of words on the eggs, paste the eggs
Notes： This is an entire class period lesson plan.
Class size： works for all class sizes

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]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=111&idsss=197Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=111&idsss=197Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=198Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=198Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=199Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=199Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=200Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=200Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=65&idss=124&idsss=201Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=65&idss=124&idsss=201 Target vocabulary： valentine, love, I you, chocolates.
Materials： song recording, lyircs worksheet, powerpoint with lyrics is optional.
Activity outline：
1.Introduce Valentine’s Day and Valentine’s Day vocabulary by writing them on the board, telling a Valentine’s Day story, or other activity.
2.Hand out Valentine’s Day lyrics sheets.
3.Read through the lyrics together (which are missing key words in each line).
4.Read through words in word bank.
5.Play Valentine’s Day rap 4-8 times until most students have completed the blanks in the worksheet. After 3 times, suggest that students listen for beginning sounds of words and look in the lyrics for spots where the song repeats.
6.Teacher reads the rap slowly. Students tell the teacher which word was missing on the worksheet.
7.Play rap again (optional, display lyrics on powerpoint).
8.Sing rap together.
Total Time： 15-20 minutes.]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=6&ids=68&idss=130&idsss=202Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=6&ids=68&idss=130&idsss=202Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=156Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=156 Total time for activity： 10 minutes
Materials： small pieces of paper for each student with a number written on the back
Previous knowledge： it is assumed the students will have been introduced to the structures “How old are you?” “I am ___ years old.”
Prep： review numbers 1 – 30, prepare a piece of paper with a number on it for each student
Object： Each student has a number. The majority of students have the same number (e.g. 10), but 5 students have a “special” number (e.g. 23, 3, 15). Students must ask each other “how old are you?” to find out what number other students have. The objective is to find the 5 students who have “special” numbers.
1.The teacher explains that most students have a piece of paper with the number __ on it, but that 5 students have special numbers.
2.The teacher gives each student a small piece of paper with a number on the back
3.Students ask each other “how old are you?” and answer “I am ___ years old” using the number on their small piece of paper
4.The students keep track of those who have a special age.
5.The first students to determine who the 5 students with special ages are wins.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=157Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=157 Materials： one copy of We’re Going On a Bear Hunt by Michael Rosen
Preparation：
1) Read We’re Going On a Bear Hunt by Michael Rosen
2) Create simple motions for each of the sounds in the book (swishy, swashy; splash splosh; squelch squerch; stumble trip; hoo woo; tip toe)
In class：
1) Go through the sounds and motions in the book (swishy swashy; splash splosh; squelch squerch; stumble trip; hoo woo; tip toe)
2) Read We’re Going On a Bear Hunt
3) Go over the sounds and motions again
4) Act out the story
a.Pick a student (or several) to be the bear
b.Recite the story and have the students in a train behind you as you walk around the classroom and pretend to go on a bear hunt
c.After finding “the bear” have the students run back to their desks and put their heads down
d.This can be repeated several times. The students LOVE it!
5) Read the story once more.
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=56&idss=158Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=56&idss=158
A Thanksgiving Story by Jeannie Rose
This is Johnny. Johnny lives in New York City. One day, Johnny was in class, and he was tired. Then, he remembered that Thanksgiving was coming soon! His sister angie would be coming home from college. His whole family would be together. All of them, his mother, father, sister, cat, and dog, would be together. He was very happy!
Finally, Thanksgiving Day came. His mother woke up very early to cook all the food. In the afternoon, he watched football with his father and sister. After the game, they all sat around the table to eat. First, each person had to say one thing he or she was thankful for. Johnny said, “I am thankful for my family!” Finally, they ate. They ate turkey, corn, mashed potatoes, and pumpkin pie. It was delicious!
After dinner, everyone felt tired from eating so much food. They went to sleep early. Before he fell asleep, Johnny thought, “What a great day!”
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=159Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=159 Target vocabulary： collections, foods, senses.
Target grammar： senses, countable and uncountable nouns.
Materials： Printed questions, magnets (or plastic page sleeves with magnets)
Rules： (These rules were developed to encourage responses by individual students and reduce cheating.)
1.Divide class into teams
2.Each student in each team must go once before another student can go twice
3.Students have 40 seconds to answer.
4.Answers are given by speaking or writing.
5.Students can earn full credit for answering without the book or half credit for answering using their books.
6.Students cannot ask team members for help.
7.Team with the most points at the end of the class gets a prize.
Procedure：
1.Place Jeopardy question cards on the board.
2.Draw a grid around the cards indicating the category for the questions and the point value of each question.
3.Explain rules to students.
4.Remove questions from board as students select them. Remove them even if the student gets the question wrong.
5.When all Jeopardy questions have been asked, put Double Jeopardy questions on the board and repeat.
Total Time： 40 minutes
Preparation： Print out question cards and cut the words off of vocabulary flashcards. If possible, slide question cards into plastic page sleeves with magnets on both sides.]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=160Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=160 Target Vocabulary： Christmas tree, perfume, candy canes, songs, sounds, tastes, looks, feels, smells
Target Grammar： senses
Materials： candycanes, Christmas carols to listen to and sing, pictures of Christmas in Taiwan and America, a miniature Christmas tree, perfume scented like Christmas trees or another Christmas scent, and a santa hat. These materials can change, depending on what you have available, but should involve one or more senses.
Procedure：
1.1.Spend fifteen to twenty minutes enjoying the Christmas senses in a free-form party.
2.2.After the party, have students work in groups to make sentences, using the Christmas Senses Sentences framework.
Total time： 25 minutes
Preparation： Prepare party by bringing in candycanes, Christmas carols to listen to and sing, pictures of Christmas in Taiwan and America, a miniature Christmas tree, perfume scented like Christmas trees or another Christmas scent, and a santa hat. Other objects could be included or substituted.
Class size： works for all class sizes, but larger classes can be broken into teams to take in the experiences (especially if the kids tend towards misbehavior)]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=161Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=161 Target vocabulary： red, blue, yellow, green, orange, pink, black, purple.
Target grammar： What color is it? It’s _____.
Materials： One bingo sheet for each student, objects of the different colors (if you choose to pick colors by showing objects with the colors, rather than saying them out loud).
Procedure：
1.After teaching colors to students, distribute one bingo sheet for each student.
2.Have students copy the sentences on the sheet (“It’s orange.” “It’s blue”, etc.) into the boxes in any order they like. Student bingo sheets should vary and should not have colors in the same order. Explain that only correctly completed bingo sheets (letters on the appropriate spaces of the lines, complete sentences, or neat handwriting) can win the bingo game. If some students finish before others, have those students color in the graphics.
3.Once all students have completed the bingo sheets, begin playing bingo. Have students (as a group) ask the teacher “What color is it?” and teacher answers by saying one of the nine sentences (“It’s orange.” “It’s blue.” etc.). Students mark the boxes as they are called by the teacher. The winner is the student who has three boxes in a row matched, calls out “Bingo!” and has a correctly completed sheet.
4.Optional follow-up/homework： Ask students to color the boxes of their bingo box with the appropriate color (color “It’s blue.” with a blue crayon, etc.).
Note： If you want to make the game take longer, have students complete 2 or 3 complete lines of three boxes in order to win. If you want to have more students win, award the first 4 or 5 students who win. If you want students to practice the vocabulary meaning, when students ask “What color is it?” the teacher can respond by holding up an object of the intended color and having students say the sentence. Many teachers who play bingo prefer to have the order of colors pre-selected, which can make the game more exciting for students, but not encourage them to yell out colors they would like to win. Simply write a list of the colors in the order you plan to call them.
Total time： 30 minutes.
Preparation： Print bingo sheets for students.
Class size： any class size]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=162Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=162Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=163Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=163 Target vocabulary： careers, activities
Target grammar：future tense and intentions
Materials： Printed questions, magnets (or plastic page sleeves with magnets)
Rules： (These rules were developed to encourage responses by individual students and reduce cheating.)
1.Divide class into teams
2.Each student in each team must go once before another student can go twice
3.Students have 40 seconds to answer.
4.Answers are given by speaking or writing.
5.Students can earn full credit for answering without the book or half credit for answering using their books.
6.Students cannot ask team members for help.
7.Team with the most points at the end of the class gets a prize.
Procedure：
1.Place Jeopardy question cards on the board.
2.Draw a grid around the cards indicating the category for the questions and the point value of each question.
3.Explain rules to students.
4.Remove questions from board as students select them. Remove them even if the student gets the question wrong.
5.When all Jeopardy questions have been asked, put Double Jeopardy questions on the board and repeat.
Total Time： 40 minutes
Preparation： Print out question cards and cut the words off of vocabulary flashcards. If possible, slide question cards into plastic page sleeves with magnets on both sides.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=164Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=164 Target vocabulary： None
Target grammar： none.
Materials： Printed handouts for student, answer key for teacher, optional prizes.
Procedure： The worksheet is designed to be completed in four "rounds" of competition.
1.Students worked in pairs to complete each "round" of questions.
2.Then the teacher reviews the answers with the students, and all students completed the next section, etc.
3.After the first three "rounds," ask which pairs got all of the questions right in the first three rounds. If there is only one pair, they are the winners. If more than one pair got all of the questions correct, you can either name multiple winners or ask one of the "extra questions" on the second page to break the tie (whichever pair answers first wins). The second page of the handout ("extra questions") can also be used if you have extra time in class.
Total time： 30 minutes.
Preparation： Print out handouts. ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=165Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=165 Target vocabulary： None
Target grammar： none.
Materials： Printed handouts for student, answer key for teacher, optional prizes.
Procedure： The worksheet is designed to be completed in four "rounds" of competition.
1.Students worked in pairs to complete each "round" of questions.
2.Then the teacher reviews the answers with the students, and all students completed the next section, etc.
3.After the first three "rounds," ask which pairs got all of the questions right in the first three rounds. If there is only one pair, they are the winners. If more than one pair got all of the questions correct, you can either name multiple winners or ask one of the "extra questions" on the second page to break the tie (whichever pair answers first wins). The second page of the handout ("extra questions") can also be used if you have extra time in class.
Total time： 30 minutes.
Preparation： Print out handouts. ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=167Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=167 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=168Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=168
Prep time：
1. copy the attached images, or draw your own outlines of possible costumes. The attached images also have the sample text ""I want to be a ghost / dinosaur / princess"" on the bottom.

In class：
1. Use some flashcards to cover common Halloween costume ideas, and their basic vocabulary.
2. Teach the structure ""I want to be a _____.""
3. Let the kids choose one of the templates (or draw their own costume) and color.

Variations：
1. Older kids may not need any templates, but you may want to make sure they write the ""I want to be a ___"" statement.
2. Older / advanced students could be pushed to write more on their dreams, beyond just being something."
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=169Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=169 Target vocabulary： None
Target grammar： none.
Materials： Printed handouts for student, answer key for teacher, optional prizes.
Procedure： The worksheet is designed to be completed in four "rounds" of competition.
1.Students worked in pairs to complete each "round" of questions.
2.Then the teacher reviews the answers with the students, and all students completed the next section, etc.
3.After the first three "rounds," ask which pairs got all of the questions right in the first three rounds. If there is only one pair, they are the winners. If more than one pair got all of the questions correct, you can either name multiple winners or ask one of the "extra questions" on the second page to break the tie (whichever pair answers first wins). The second page of the handout ("extra questions") can also be used if you have extra time in class.
Total time： 30 minutes.
Preparation： Print out handouts. ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=170Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=170 Target vocabulary： teacher, doctor, nurse, police officer, business person, farmer
Target grammar： None.
Materials： Printed handouts for students (do not need to be in color)
Procedure：
1.After learning job titles, distribute handouts to students. Have students work alone or in pairs.
2.First, give students a few minutes to read what they can on their own and complete as much as they can.
3.Then, read the text aloud and see if students can complete more of the worksheet.
4.Finally, review answers one-by-one and ask which key words in the de[scription helped the students find the answers.
Total time： 15 minutes.
Preparation： print hand outs.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=171Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=171 Target vocabulary： scientist, fire fighter, police officer, soldier, and other jobs
Target grammar： “I want to be a...” “S/he wants to be a...” “What do you want to be?”
Materials： None
Procedure：
1. After learning vocabulary and sentence structures, have students think about what they would like to be. Supply additional vocabulary if necessary.
2. Divide students into teams with equal numbers of students.
3. Students decide on an order to ask and answer questions.
4. Teacher asks the first student, “What do you want to be?”
5. First student answers, “I’m JENNY and I want to be a SCIENTIST.” Then first student asks second student, “What do you want to be?”
6. Second student says, “I’m SARAH and I want to be a soldier. And Jenny wants to be a scientist.” Then second student asks third student, “What do you want to be?”
7. Continue to add students to the list in the order chosen in step 3.
8. If one person is unable to list what the other people before him want to be, then begin again with him as the first person (who only lists himself).
9. Each team’s score is the total number of students that the team was able to list (If there are 5 people on the team, and the last student is able to say what she wants to be as well as what all other 4 people want to be, then the team’s score is 5.)
10. After each member of the team has answered, ask the other teams what one of the students wants to be (“What does Jenny want to be?”) Give a point to a student on another team who can answer correctly.
11. Reward the team(s) with the highest score(s).
Total time： 20 minutes
Preparation： None]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=172Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=172 Target vocabulary： driver, secretary, fire fighter, engineer, farmer, nurse, businessperson, clerk, teacher, writer, singer, artist, soldier, police officer, scientist
Target grammar： “What do you want to be?” “What does s/he want to be?” “I want to be...” “S/he wants to be...”
Materials： copies of bingo sheets
Procedure：
1. (Optional as homework to prepare for class or in class activity) Students complete the bingo sheets by inserting a job into each of the longest lines in each box. ( Example： ___ want_ to be a_ driver.) Leave all other lines empty. In one box, students may write FREE SPACE in any place in the box.
2. Explain what each part of the sentence is for： First space is for I/She/He. Second space (want_) is for students to add “s” if “wants”is appropriate. Third space is for students to add “n” if “an” is appropriate. Last blank is for the job.
3. Students each select one job they would like to have. They will complete the sentence in that box for the first-person and sign their name in the empty space in the box. (Example： I want_ to be an actor. JIMMY)
4. Have students ask each other “What do you want to be?” Students sign each others’ boxes in the job they would like to have. As students get signatures, they should complete the sentences appropriately (using s/he and a/an).
5. The first student to complete one line of their bingo chart wins. Check the student’s sheet for correct grammar.
Notes： To extend playing time, ask students to complete more than one line. To allow for more winners, include the first 5 or 6 to get a line. If your students cheat, tell students that you will be reading their sheets for the “I want to be a...” box and you will know if they sign someone else’s paper under a different job. To include additional speaking and listening, ask winner(s) questions about their bingo sheets.
Time： 10 minutes (plus 5 minutes writing time, if not done as homework)
Preparation： Print bingo sheets for each student.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=173Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=173 Target grammar： varies by song
Target vocabulary： varies by song
Materials： Large print out of words to song or all students must have an individual copy, object to pass
Procedure：
1.Put words on the board or distribute copies of words.
2.Read song words aloud together, teacher says several words, then students repeat
3.Check that students understand the meaning of the words in the song
4.Students listen to the recording of the song.
5.Students sing along with recording of the song.
6.Select an object (ball, ruler, magnet, etc) to be passed around the room. Tell students that they must pass the object (no throwing) and listen to the song. When the teacher pauses the music, the student holding the object must say the next word in the song. S/he can read large print-out of the words or his/her personal copy.
7.Continue with game. Teacher should be careful to pause when there is a clean end to a word (not in a string of words that are said quickly)
Notes： For review, you can use multiple songs that the students have already learned, and skip straight to step 6.
Preparation： Print out words for students or prepare a large print-out of the words to put on the board.
Total time： varies by song, but at least 5 minutes]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=174Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?#&idsss=174Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=112&idsss=175Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=112&idsss=175 Materials： Printed lyrics for each student, optional supplement sheets with each day printed on a different sheet of paper., recording of 12 Days of Christmas music
Procedure：
1.Play the song The Twelve Days of Christmas, tell the students to listen for numbers.
2.Review together that the numbers gradually went up and each number represented another gift for the person singing.
3.Distribute hand outs.
4.Review vocabulary.
5.Sing song together.
6.You may also want to use the supplement sheets： Ask for 12 volunteers, who will line up at the front of the room. Give each one a supplement sheet with one of the days of Christmas in order from 1 ("a great song on a CD") to 12. As the class sings the song, each person at the front of the room must raise his/her sheet when the class is singing about that day. This job can keep restless students engaged by physical movement and other students watching them.
Total time： 20 minutes
Preparation： print hand outs, create/find CD, optional print out supplement sheets]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=111&idsss=176Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=111&idsss=176Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=177Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=177 Prep time： <10 minutes
In class time： 15 minutes

Preparation：
1. Make index cards with ""first grade,"" ""second grade,""... ""science,"" ""library,"" ""office,"" etc. on them.
2. Draw an outline of the school on the board.

In class：
1. After covering the basic construction, place one of the classes on the map.
2. For each card, read the words and make sure the students know what room it is. Give points for each team that answers ""it’s next to the ____"" correctly. (You may have to pull out the cards wisely, so you don’t skip over any rooms.)
3. Tada! You have a map of the school!"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=178Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=178Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=179Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=179Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=259Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=259 Target Grammar: _____ has # ____
Materials: worksheet (name, title and blank line for name of monster with empty space in middle), book In A Dark, Dark House , poster with body parts, words cut out for labeling poster
Total time: 40 minutes, 5 minutes review, 15 mins pre-teach and read, 15 mins to draw 5 min review
Preparation: create poster, copy worksheet; 30 min total
Class size: works for all class sizes

Activity outline:
&#8226; Review numbers from previous activities.
&#8226; Preteach vocab
&#8226; Read book, “In a Dark, Dark House”
&#8226; Practice using body part vocab by pointing to parts on own body
&#8226; With the whole class, give practice story (see below) use vocab and numbers.
&#8226; Hand out worksheet and tell new story with different numbers.
&#8226; Read story and have students draw first as a class on the board, then on wksht.
&#8226; Students label their drawing.
Story:
This monster is scary. This monster is green. It has four arms with looong claws. This monster has two legs. It has five eyes. It has a BIG nose. It has scary teeth.

Total time: 40 minutes, 5 minutes review, 15 mins pre-teach and read, 15 mins to draw 5 min review
Preparation: create poster, copy worksheet; 30 min total
Class size: works for all class sizes
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=260Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=260
Target Vocabulary: fish, ball, hill, tree
Target Grammar:
Materials: corresponding worksheet, coloring pencils, book, Hop on Pop
Total time: 40 minutes
Preparation: practice motions, copy worksheet, total prep time: 15 minutes
Activity outline:
1. Introduce target vocabulary
2. Read book, with emphasis on vocab
3. Reinforce vocab with TPR (tree = stand with arms up, fish = swim, ball= throw, hill = hands up and down from right to left)
4. Complete the left part of the worksheet as a class by connecting the pictures with their names.
5. Finally, the students can draw a picture from the story and, with the teachers’ help, label the picture.
Notes: For younger students (1st and 2nd), it would be recommended to review the book before the drawing portion and write a list of translated words.
The older students can help create a list of words that they remember from the book.
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=261Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=261Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=262Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=262 Target Grammar: Is this/ that a ____? Yes, it is. No, it isn’t.
Total time: 40 minutes, 5 intro/review 10 min for each step 5 min review/cleanup
Materials: notecards (5/student), corresponding worksheet
Preparation: buy or make notecards(5/student), copy worksheet; 30 min prep
Notes: See attached worksheet
Class size: works for all class sizes
Activity outline:
Warm-up: Review vocabulary – kite, flower, tree, bee, star; review sentence structure- Is this/that a _______? Yes, it is. No, it’s not.
Demonstrate: The teachers will explain and show students how to make the cards and play the games
The students will:
1. Make cards- 10 total, 5 with words and 5 with their corresponding pictures
2. Play matching game- turn cards upside-down and take turns trying to find matches.
3. Play drawing game- one person draws, the other person guesses; then switch.
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=263Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=263 Target Vocabulary: father, mother, sister, brother
Target Grammar: Who’s he? He’s my _____. Who’s she? She’s my _____.
Total time: 5 min review/intro, 15 min create tree, 10 min teach sentences, 10 min review and show & tell.
Preparation: create own family tree (immediate)
Notes: Include pets; students like to share in front of the class after practicing; make sure the time is limited for the creating of the tree or they will take all day.
Class size: works for all class sizes
Activity outline:
1. Review vocab
2. Create family tree
3. Teach sentence structure using teachers’ own family tree. Demonstrate questioning with a partner.
4. Students talk in pairs about their families.
5. Students can bring their family tree up to the front of the class to share.
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=264Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=264Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=265Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=265Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=268Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=268 Target Vocabulary: gift, Santa, stocking, Christmas tree
Materials: Copied worksheets, empty box with bow, coloring things, book Is That You, Santa?
Total time: 5 mins- review song, 5 mins- preteach words, 10 mins read book, 5 mins review words, 10 mins color sheet and write word, 5 mins give gift to teacher
Preparation: wrap box/ put bow on it, copy pictures,
Activity outline:
1. Review song, ‘We Wish You a Merry Christmas’
2. Preteach words: Santa, Christmas tree, stocking, gift
3. Read book with emphasis on vocabulary. Revisit vocab at the end of the book.
4. Tell the students they will give a gift to their teacher (just like in the book).
5. The students will color one picture (of the 4 vocab words) and write the English word on the back.
6. The students will gather their ‘gifts’ into the box.
7. The students present the gift to their homeroom teacher while singing ‘We Wish You a Merry Christmas.’
Notes: This activity takes a FULL 40 minutes. I would suggest making sure that all of the student know the time they have to complete their coloring so that they finish quickly. Also, it is important that the gift giving is emphasized before the project is started, so the students know that it is a gift, not just for a grade in class.
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=269Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=269
Topic Introduction: Use powerpoint to introduce 4 ways to get to school- bus, car, bike, walk
-for each, the students will:

-practice reading and saying the word

-use TPR (motions) to remember the word

-write the word in the air

Practice: Using the worksheet, the students will connect the written words with their corresponding pictures. They can color the worksheet when they’re done.

Extension: The students can draw a picture of themselves going to school in U.S.A. using one of these 4 ways.

Notes: When writing the words in the air, students like to use different body parts. A good review is to have the teacher act them out and the students guess.

Used for 1-2 graders. "
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=270Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=270 Target Grammar: _____ has # ____
Materials: worksheet (name, title and blank line for name of monster with empty space in middle), book In A Dark, Dark House , poster with body parts, words cut out for labeling poster
Total time: 40 minutes, 5 minutes review, 15 mins pre-teach and read, 15 mins to draw 5 min review
Preparation: create poster, copy worksheet; 30 min total
Class size: works for all class sizes

Activity outline:
&#8226; Review numbers from previous activities.
&#8226; Preteach vocab
&#8226; Read book, “In a Dark, Dark House”
&#8226; Practice using body part vocab by pointing to parts on own body
&#8226; With the whole class, give practice story (see below) use vocab and numbers.
&#8226; Hand out worksheet and tell new story with different numbers.
&#8226; Read story and have students draw first as a class on the board, then on wksht.
&#8226; Students label their drawing.
Story:
This monster is scary. This monster is green. It has four arms with looong claws. This monster has two legs. It has five eyes. It has a BIG nose. It has scary teeth.

Total time: 40 minutes, 5 minutes review, 15 mins pre-teach and read, 15 mins to draw 5 min review
Preparation: create poster, copy worksheet; 30 min total
Class size: works for all class sizes
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=237Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=237 Target Vocabulary： open-ended
Target Grammar： open-ended
Activity outline：
1 - arrange seats into several teams shaped in a U. The two points of the “U” should be closest to the front of the classroom. This way, when the race finishes at ends, they finish and end in the front of the classroom.

2 – It is recommended that the rest of these instructions be partly explained to the students in their native language (Chinese).
One of the ends of the U should come up (one from each group) and listen to and rehearse a sentence given by the teacher at the front of the room. Next, they run back to their seats and whisper it to the student behind him until it reaches the other end of the U. This person runs up and tells the teacher the sentence. If it sounds exactly the same then the group gets 3 points, not perfect but good = 2 points, some words = 1 point, completely different = 0 points, the first group to come up also gets an extra point. Be ready for some hilarious English sentences!

Total time： 5 minutes to explain rules and arrange seating, open-ended time limit for the game
Preparation： seating arrangement into U shapes
Notes： 3 teams seems to work well.
A lot of classroom management is needed for this game as far as ensuring that the initial whisperer doesn’t attempt to tell the final end of the U the sentence and thereby cheating.
Also, beware of students who might try skipping some people whose English skills are not as good.
Class size： works for all class sizes, better for small classes.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=238Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=238 Target Vocabulary： brown, red, orange, yellow, blue, green, purple, black, white, gold, bear, bird, duck, horse, frog, cat, dong, sheep, goldfish, monkey, children
Target Grammar： (1) [animal] [color], [animal] [color], what do you see?
(2) I see a [animal] [color] looking at me.
Activity outline：
Pre-reading activity：
*Presentation of all the colors and animals using the book’s pictures and words on the flashcards.
*After presenting the words, present the words again but now incorporating accompanying appropriate gestures and sounds that the animals make
*Introduce the two basic grammar structures with the same rhythmic quality. Make sure the students understand the meaning. Sometimes a “blah blah, blah blah, what do you see?” works well

Reading
*Read the stories using the same rhythmic qualities. The students should start picking up on it halfway through (sometimes earlier, depending on their level).
-If there’s time, do a call-and-response reading

Post-reading activities
-hand out uncolored sheets with animals and ask the kids to color it in and write the appropriate animal and color (hand out the coloring sheet one-by-one by first making the student say the name and color of the animal!)
-if there’s time, play Teacher Says with animal movements and sounds

Last Activity – review the animals and colors and movements (if there’s time)

Total time： 40-45 minutes, pre-reading 20 minutes, reading 5-10 minutes, post-reading activities 10-15 minutes, last activity 5 minutes
Preparation： flashcards, printing/copying coloring sheets (see attached), crayons
Notes： One should feel free to cut activities as necessary. Realistically, it’s not possible to do all of these in less than 45 minutes!
Class size： works for all class sizes]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=240Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=240 Target Vocabulary： open-ended
Target Grammar： open-ended
Activity outline：
1.Introduce a tongue twister to students either orally and/or written
2.Go through the tongue twister, piece-by-piece
3.Repeat as a class, going faster and faster!
4.The teacher should try reciting the tongue twister really fast!
5.If there is time, allow the students to attempt to recite the tongue twister as fast as they can!
Total time： 5-10 minutes, 3-5 minutes introducing tongue twister, 3-5 practicing and reciting
Preparation： find a tongue twister online (there are many resources!)
Notes： Tongue-twisters are a good way of starting class every first few minutes
Class size： works for all class sizes]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=241Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=241Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=243Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=243Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=244Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=244 Target Vocabulary： rainy, cloudy, snowy, cold, windy, hot, sunny, a beautiful day
Target Grammar： How’s the weather? It’s __________.
Activity outline：
1. As a class, review types of weather using the target grammar
2. Give each student a card with either a pictuer of the weather or the weather word. They should remember it and keep it secret – this is “their” weather.
3. Give the students interview worksheet
4. Explain that they should ask their classmates “How’s the weather?” Their classmate will say “It’s ______” (according to which card they got) and then sign his or her name next to that weather.
5. They continue asking classmates until they’ve filled their worksheet
6. When everyone is finished, the teacher draws a chart on the board (like the worksheet) and asks the students, “How’s the weather?” As they answer for each square, ask for the names of the student(s) who “had” that weather. (for example, if Sarah and Peter had the “sunny” notecards, their names will be written in that column on the board)
Total time： 10-15 minutes, depending on how familiar the class is with the vocab. Younger students can write their Chinese names to save time. Preparation： Print worksheets and weather cards for each student
Notes： This activity works best after the students are already familiar with the types of weather. It encourages them to talk and practice having conversations. To keep them on task, you can offer points to whichever team is finished and sits down first. Additionally, you can skip the individual weather cards and allow the students to answer freely to “How’s the weather?”
Class size： Works for small to medium class sizes. Make sure there is enough room for them to move around.
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=245Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=245 Preparation： sticky ball
Notes： draw dartboard before class, make sure your board is a surface that the sticky ball will stick to (a whiteboard always works)
Class size： works for all class sizes]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=204Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=204 Target vocabulary： English names
Materials： one piece of paper per students, colored pens/pencils/markers
Activity outline：
1.Assign English names to students who do not have English names
2.Show students your model name sign.
3.Name signs should be folded into thirds. Folds will be at approximately 9 cm from the top of the page and approximately 19 cm from the top of the page. (See photo of sample)
4.Students write their English names on the middle third of the paper. Letters should take up the entire 10 cm of the space.
5.Students draw an image of an object (or action) that begins with the first letter of their name. (Example： a girl jumping for the name JENNY)
6.Fold name signs so they stand up on the students’ desks. Use name signs every class.
Total Time： 15-20 minutes.
Preparation： Create model name sign for yourself.
Note： This is best for early in the year so that students can use them throughout the year during every class.]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=205Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=205Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=61&idss=106&idsss=206Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=61&idss=106&idsss=206 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=85&idss=144&idsss=207Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=4&ids=85&idss=144&idsss=207Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=208Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=208 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=209Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=209 2.Show the students how to fold the paper. Begin by folding a piece of paper in half (making it 20 cm x 15 cm). Then fold one piece of the paper down again. When unfolded, the paper will have folds at approximately 15 cm from the top and approximately 22 cm from the top. See attached picture for guidance.
3.With the paper still folded, draw an egg (decorated, if for Easter) on the outside. Half of the egg will be on one part of the paper, the other half of the egg will be on drawn on the lowest quarter of the paper).
4. At the top, write “What is it?”
5.Open the paper up. Have students brainstorm, then draw the surprise object they would most like to get on Easter. Have students write “It’s ____. /It’s a ____./It’s an ____.”
6.Share pictures with the class, if there is time.
Total time： 20 minutes, 5 minutes explain project and model, 2 minutes distribute materials, 18 minutes children draw and write
Preparation： (optional) make teacher sample before class
Notes： Check that all students have folded the paper correctly early in the activity.
Class size： works for all class sizes.]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=128&idsss=210Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=128&idsss=210Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=126&idsss=211Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=126&idsss=211Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=212Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=212Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=213Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=213Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=214Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=214Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=215Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=215Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=217Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=110&idsss=217Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=111&idsss=225Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=111&idsss=225 Target Vocabulary： Turkey, Santa Clause, reindeer, christmas tree, milk, cookies, presents
Target Grammar： N/A
Activity outline：
1.Present the powerpoint presentation which details a few facts about Christmas, telling the students to pay attention because you will test them afterwards.
2.Present the powerpoint again, this time asking the students for the answer before letting it reveal on the screen. Provide prizes to students who answer correctly as an incentive.
Total time： 15 minutes, 10 minutes presenting the powerpoint, 5 minutes testing the material and giving out prizes
Preparation： buy prizes
Notes： Be careful, children go gaga over candy! (Also, powerpoint is an attached file)
Class size： works for all class sizes, better for small classes.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=227Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=227 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=229Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=229 Target Vocabulary： reindeer, Santa, Christmas Eve, nose, bright, red, big
Target Grammar： Look at his/my [...], his/my nose is so [...]
Activity outline：
1.Rehearse this play with the students in a classroom and possibly have presented at an assembly
2.Create a visual and interactive story with this play
Total time： varies by class and level
Preparation： prepare costumes, rehearsal time
Notes： When teaching the reindeer to come up, ask them to come up in a manner suitable to the name given to them (for example： Dasher could possible run quickly towards Santa. (Play is an attachment)
Class size： 9 roles]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=230Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=55&idss=230 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=111&idsss=231Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=62&idss=111&idsss=231 Target Vocabulary： Christmas tree, short, skinny, hate, love, evening, morning, afternoon, red, singing
Target Grammar： N/A
Activity outline：
1.Play the last 10 minutes of a Charlie Brown X-Mas (excluding certain parts) (see attachment) and tell the students to pay attention because you will test them afterwards
2.Quiz the students on the video clip, giving out prizes as incentives
Total time： 15 minutes, 10 minutes to play the clip, 5 minutes for the quiz and giving out prizes
Preparation： setting up the necessary technological equipment, buying prizes (candy!)
Notes： Be careful, children go gaga over candy! (Also, powerpoint is an attached file)
Class size： works for all class sizes, better for small classes.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=232Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=232 Target Vocabulary： north, south, east, west, hotel, restaurant, factory, church, supermarket, flower shop
Target Grammar： 1 – There is a [restaurant] on [Red] Street. 2 – The [restaurant] is on [Red] Street. 3 – Red Street is in the north of the city.
Materials： scrap paper, pen,
Activity outline：
1.Review vocabulary and grammar
2.Instruct the students to use a sheet of paper and draw out a map of streets identical to the pound symbol (#). The lines represent streets so make sure that they are two-dimensional with enough space to write in them.
3.Beforehand, use the vocabulary to come up with four streets with color names (ex： “Red Street”) and locations for buildings or stores along those streets.
4.Read the 4 street locations first (ex： Red Street is in the north of the city, Blue Street is in the south..., etc.) . Next, read the locations of buildings or shop (ex： There is a flower shop on Blue Street. There is a factory and church on Red Street.)
5.After the whole class finishes have some volunteers come up to write and draw on the map.
6.Don’t forget to go over where everything is as a class!
Total time： 30-40 minutes, 3-5 reviewing, 3-5 minutes drawing the bare map, 10-15 minutes giving out instructions, 5-10 minutes asking students to come up to the board and draw
Preparation： Come up with the street locations and
Notes： For more advance classes, add additional vocabulary or grammar. For example, “There is a church on Red Street between a flower shop and a restaurant.”
Class size： works for all class sizes]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=154Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=154Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=67&idss=154&idsss=248Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=67&idss=154&idsss=248 Target Vocabulary： Weekly English sentences, holiday vocab or review vocab
Target Grammar： none
Activity outline：
1. Student form teams (class vs. class if school-wide event, within class if classtime event). There should be one teacher per team.
2. The teacher holds the weekly English passport or picture of target vocab at the front and the students stand back
3. A student from each team puts on a “hat” and runs to their teacher
4. The teacher shows a vocab card or weekly English sentence, and receives a piece of candy for a correct answer
5. The student runs back to their team and passes the bag and hat to the next student
6. Repeat so that everyone gets two or three turns
7. When the time is up, the team with the most candy wins! (Student devide candy among their team)
Total time： At least 20 minutes, can take longer depending on team size and amount of vocab
Preparation： Explain to teachers who help what their role is, prepare vocab cards or weekly English passports for each teacher, buy candy, bring a bag for each team, bring appropriate holiday “hats”
Notes： The “hat” can change according to holiday. For example, for Halloween it could be a witch hat, for Christmas a Santa hat, for Easter bunny ears, etc. If you use this game for a general review, chose any type of hat.
Class size： works for all class sizes, and also works well as a school-wide event game.
by Julie, Sarah, and Jennifer"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=250Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=250 Target Vocabulary： circle, square, star, rectangle, triangle
Target Grammar： open-ended
Materials： large cut-outs of shapes, plain paper, pencils/markers
Activity outline：
1. Introduce the shapes： hold each shape up, say the name stressing phonics, put shape on the board then write name underneath the shape.
2. When finished introducing the shapes, go back to first shape and ask students to locate that shape in the room. Encourage them to look all around.
3. Pass out paper to each student.
4. Instruct students to draw a picture using only one shape. They can draw multiple pictures, but each one must be made up of only one shape (for example： draw a person using only triangles).
5. Display pictures.

Total time： 40 minutes
Preparation： Create shape cut-outs
Target grade：1st or 2nd
Class size： works for all class sizes
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=252Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=252 Target Vocabulary： eyes, nose, mouth, ears, hair, face
Target Grammar： “Draw the teacher’s ____________.”
Class time： 20 minutes
Preparation： Tape paper to the black board
Materials：
-Plain paper
-Crayons or markers

Activity outline：
1. Separate the students into groups of about 5
2. Line the students up in front of the paper on the board
3. Have the crayons or markers on the floor at the feet of the first student
4. Instruct the first person： “Draw the teacher’s eyes.”
5. The first student runs up to the board with the crayon or marker and draw the teacher’s eyes
6. Continue with the remaining body parts
7. When the students are done, display and talk about the pictures (How many eyes does the teacher have? How many mouths?)


Target grade： 1st grade
Class size： works for all class sizes
Note： You can also change it from drawing the teacher to drawing the alien. Talk about how aliens might have many more eyes, ears, noses, mouths than humans might. This is probably better to do after they have drawn the normal amount of body parts.
-If the students are older/have learned other body parts, include arms, legs, body into the instructions."
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=103&idsss=254Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=103&idsss=254 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=255Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=255 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=256Tue, 06 May 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=256 Target Vocabulary： open-ended
Target Grammar： open-ended
Class time： 20 minutes
Prep time： 15 minutes
Preparation： Prepare note cards
Materials： Note cards with individual words from grammar sentences written on them (ex： “This” “is” “for” “you” “!”), blackboard for keeping score
Activity outline：
1. Separate the students into groups (4-5 students per group works best)
2. Each group is assigned a letter (A, B,C, D, E)
3. Group A and group B come to the front of the room and face away from the rest of the students (towards the blackboard)
4. A mixed up sentence is placed behind each group in a pile (ex： the cards for “This” “is” “for” “you” “!”)
5. When the teacher says “go!” the groups turn around and “fix” the sentence so it makes sense.
6. When the sentence is correct, the students hold the note cards up so the rest of the class can see.
7. Whichever group has completed the sentence the fastest gets the point. They also stay up in front of the class and “challenge” the next group (group C).
8. Keep rotating (the group that wins stays in the front and competes against the next group in the rotation).

Target grade：4th-6th grade
Class size： works for all class sizes
Note： With younger grades, after both groups have completed the sentence, pause the class and have the entire class read the sentence out loud. Then confirm if it’s correct or not. With the older grades, have the group read their sentence out loud, ALL TOGETHER. Which ever group reads it out loud first, WHILE HOLDING UP THE CARDS, wins.
-It’s easier to have the word note cards organized in the sentences already and mix them up as you put them in front of the groups. That way, you’ll know that all the words for the sentence are there.
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=33Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=33 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=34Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=34Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=35Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=35
In this description, let’s use colors for an example. After an initial vocabulary review, you use magnets to attach the vocabulary cards onto the blackboard, in a latitude format, side by side. You then choose two groups to line up, and ask the first student of each group to come forward to the same point on the floor. You then say a given word, “blue!” The two students race forward, trying to remember which one is blue, and then smack the appropriate card/drawn box underneath the card. To intensify the review, you can have the students say the word after they smack it, and spell it as well. You can vary this review by using different material. When I reviewed colors, I made laminated paper flowers with magnets on the back. Each team had their own set of flowers, one of each color we were learning. I had students use the “Smack” game for review—in this case, by grabbing the appropriate colored flower on the board, and spelling it out orally.

It helps to have two teachers for this activity. One can watch the students as they play, state each word and determine the winner. The other teacher can take aside obviously struggling students (it is evident after they play, whether or not they know the words), and review the vocabulary with them one-on-one.
"
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=36Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=36
I have found the students enjoy this simple review exercise and it really seems to engage them. They find it particularly funny when one student isn’t concentrating enough and mistakenly shouts out the word when the rest of the class is quiet.
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]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=37Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=37
For an example, take the sentences, “What can you do?” and “I can dance!” After an initial review and run-through of the sentence pattern and corresponding vocabulary, you prepare the class for the activity, determining the path within the class (I usually go down row 1, then have the last kid in row 1 ask the last kid in row 2, then it moves forward and you have first kid in row 2 ask the first kid in row 3, then it moves back, etc.). I look at my watch and wait until it approaches the 12. At the 12 I ask the first student, “What can you do?” and she responds, “I can dance!” She then turns around and asks the little boy behind her, “What can you do?” and he says, “I can read!” This goes on and on until it winds through the whole class. When the last student asks me the question and I respond, I note the time. I write it on the board and in my own book. Within each grade we inform each class of the other classes’ scores; this motivates them to want to play again and obtain the fastest score.

It is important to walk through the class and make sure the students aren’t mumbling their way through the sentence, but are actually saying it. If they say it incorrectly, make them repeat it. Until the students are used to this game, I often do a trial round where I walk through the class and help the weaker students with their pronunciation, before I actually time it and they’re under pressure from their classmates. It also helps them to think for themselves if you make it so they cannot repeat the answer that the person in front of them used (like you cannot say, “I can dance” twice). You can also use this at the beginning of class to review Weekly English sentences!
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]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=39Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=39 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=40Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=40 Parts of the face—Review the words that will be used for the Picasso portraits.
Colors—Ask the students to point to an item in the classroom based on the color you say.
Shapes—Draw the shape on the board and ask the students to identify the word.
Front & Side—Ask students to turn to the second page of the handout. Draw a simple picture of both words and ask the students to identify. PRESENTATION: Show the PowerPoint presentation. Ask questions using the vocabulary words, especially parts of the face, colors, and shapes. “Do you like this painting?” “How many faces are in this portrait?” “What shapes are in this painting?” “What colors are in this painting?” PAINTING ACTIVITY: Lead students through the drawing phase of the portraits (drawing the oval, the parts of the face—draw on the board at the same time).
Face: What shape do we use to draw a face? Yes, an oval or a circle.
Nose: Let’s draw a Picasso nose, a nose from the side.
Eyes: Let’s draw Picasso eyes, one eye from the front and one eye from the side.
Eyebrows: What shapes can we use for eyebrows? Rectangles and triangles.
Mouth: Let’s draw a mouth from the side.
Cheeks: What shapes can we use for cheeks? Circles and triangles.
Ear: Let’s draw one ear. What shapes can we use for an ear? Ovals, circles, and triangles.
Hair: What shapes can we use for the hair? How about all of them!
Now, color the painting. REVIEW WORDS: Point to your portrait and review parts of the face, shapes, and colors."
]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=44Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=44Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=45Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=45 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=46Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=46Articles http://englishneighborhood.fulbright.org.tw//content/1/d_2.asp?types=4&ids=47Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/1/d_2.asp?types=4&ids=47Articles http://englishneighborhood.fulbright.org.tw//content/1/d_2.asp?types=4&ids=48Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/1/d_2.asp?types=4&ids=48Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=49Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=49 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=50Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=50 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=51Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=51 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=52Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=52 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=53Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=53Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=54Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=54 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=55Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=55
Split the class into two teams. One student from each team comes to the front of the classroom. Play a game of rock, scissors, paper—the winner chooses a card from the coordinates. Then, both students answer the question or identify the vocabulary word. If they are both correct, play the rock, scissors, paper game again to see who gets the points that are assigned to that coordinate. If only one student wins, his/her team gets the points. When a team gets the “T” point, their “house of points” is destroyed by a typhoon and all their points go to the other team. Continue playing until all coordinates have been explored.
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]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=56Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=56 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=60Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=60 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=61Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=3&ids=57&idss=61 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=126&idsss=62Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=126&idsss=62Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=104&idsss=63Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=104&idsss=63Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=64Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=64Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=65Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=65 100 bat cane rain hay
200 fan mane pail play
300 van same air tray
400 tack cape train spray
500 mask plane snail crayon
Bonus eigh: 600 eight weigh neigh sleigh Easier words are worth fewer points; harder words are worth more. Slower students can therefore contribute comfortably by choosing low-point words, while advanced students can challenge themselves with high-point words. EXAMPLE OF HOW TO PLAY: A student from one team selects “ai for 200.” S/he turns the card over and reads “pail.” If s/he reads it correctly, his/her team earns 200 points. If s/he reads incorrectly, the other team gets a chance to read the word and earn the points. The game continues until all cards have been turned over.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=66Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=66Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=67Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=67Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=68Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=68Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=75&idss=139&idsss=69Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=75&idss=139&idsss=69 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=70Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=60&idss=102&idsss=70Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=71Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=71 ]]>Articles Tue, 01 Apr 2008 00:00:00 +0800 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=73Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=73 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=74Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=74 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=75Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=75Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=76Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=76 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=77Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=77 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=78Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=78
An alternative form of this game has the same set-up, but instead of drawing the words, the two students at the front of the class compete to act out the word’s meaning. Whoever acts correctly first wins a point for his/her team, and so on.
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=79Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=79 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=80Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=80
Divide the class into two (or more) teams. Choose one student to come to the front of the class. Privately show him/her a flashcard with a vocabulary word and illustrative picture on it. S/he then acts out the vocab word, and whichever team guesses the word first wins a point. Once the students’ abilities to recognize the words have improved, you can increase the difficulty level by showing the actor vocab words without pictures. This gives the actor a chance to practice reading skills, and the rest of the class a chance to practice speaking. The team with the most points at the end wins.
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=81Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=81
Play: Ask a player from one team for the meaning of a particular vocabulary word. If the player answers incorrectly, his/her team’s magnet doesn’t move. If the player answers correctly, s/he and the teacher count to three and then each simultaneously use one hand to stick out a random number of fingers (each person can stick out anywhere between 0 to 5 fingers). The teacher’s and student’s fingers are then added together for a total between 0 and 10. The point value underneath that total on the chalkboard is the number of spaces that the team’s magnet will move. If the team lands on a “bomb,” their magnet must return to the beginning of the game board. The first team to reach the end of the game board wins. This game is a lot of fun and can take as much or as little time as you would like it to (depending on the number of “bombs” you insert and the difficulty of your questions), so it’s a great way to fill time.
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=82Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=82Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=83Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=83Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=85Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=85Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=86Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=86Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=87Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=87Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=75&idss=139&idsss=88Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=75&idss=139&idsss=88 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=89Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=89 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=90Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=90Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=91Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=91 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=92Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=92 b g l qu v sh
c h m r w th
d j n s y ch
f k p t z Then we go through the alphabet adding simple vowel sounds. For example, with short a we would recite ba, ca, da, fa. Ga, ha, ja, ka. La, ma, na, pa. Qua, ra, sa, ta… etc. Or the words could be read “Ab, ac, ad, af. Ag, ah, aj, ak. Al, am, an, ap…” etc. This can be done using a woodblock to beat time, as is used when students recite in Chinese. This activity would be even greater if the card had holes in it and vowel combination cards underneath it to slide around…. Many students can recall “B, B, B—buh, buh, buh,” but don’t understand that when they read the letter b they should hear “buh” instead of “beeee.” I believe this exercise would greatly improve understanding of this concept, or at the very least make students more familiar with consonant sounds."
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=93Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=93 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=94Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=94 party, cheese
picnic, bread
eggs, puppies
pig, truck
sun, pizzaBook refer ence: Pig Out, East and West Book Co. Ltd, 2002."
]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=95Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=95 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=96Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=96 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=97Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=97 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=98Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=98 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=99Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=99 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=100Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=100Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=101Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=54&idss=101 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=102Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=102
Students are given a deck of vocabulary cards with many repeats (e.g., 6 vocabulary words repeated 4 times each = one deck). Students are dealt three cards each. They take turns asking their friends, “Do you have any ______ ?” or saying “I want _______ .” If the friend they ask has the card they want, they MUST give it to them. If the friend has two of the same card they MUST give all the cards to the asking classmate. If the friend does not have the requested card, the asker must “go fish” and draw a card from the deck left in the center of the group. At the end, each pair the student has they put together as a book, and get to keep. The student with the most pairs at the end wins.
"]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=103Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=103 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=104Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=104 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=105Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=105 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/1/d_2.asp?types=4&ids=106Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/1/d_2.asp?types=4&ids=106Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=107Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=107 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=126&idsss=108Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/3/d_3.asp?types=5&ids=66&idss=126&idsss=108Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=109Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=109
Sleeping Cooking Reading Studying Thinking
Mom
Dad
Grandma
Grandpa

Students then ask questions in good English based on the grid. For the above example, a question would be, “Is Mom sleeping?” If they ask correctly, students are invited to come to the board and turn over the card that corresponds to their question, i.e. Mom-sleeping on the grid. If the card says “no,” they get one point. If the card says “yes,” they get five points.

This game is useful because it elicits a lot of participation, especially among older students. Students also have to understand what they are asking, so they know which card to turn over. Everyone has to pay attention too, to remember which cards have been turned over.
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]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=110Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=110 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=111Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=111 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=112Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=112Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=113Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=113 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=114Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=114
I liked this activity because it is a form of self-expression suitable for a full class. The students need to know what the words mean in order to cast their votes. It was a great way to make the vocabulary more relevant to the students, by using their collective opinions to make sentences.

When I did this the students were moderately interested in making the charts, and very interested in the results.

This activity could be modified—teachers’ names rather than family members, different adjectives, etc. Once students become accustomed to voting, preparation time could be decreased and language use increased, by having students make their own voting tickets.
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]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=115Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=53&idss=115Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=116Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=116
In this game, teams of four get a small whiteboard—white paper in plastic page holders works, too—and a whiteboard pen. The teacher says a word that has previously been introduced. One student in the team writes one letter and passes it to the next student. Each student can only write one letter of the word before passing. When the word in complete the team holds up the white board. The fastest team is the winner.

Some potential additional rules are that if one student miswrites a letter, the next must erase and rewrite and then pass (not going on to the next letter) or only erase and pass.

Teachers must be attentive to make sure that one student doesn’t write most or all of the letters, and they must also be quick to see which students’ words go up first and if they are correct. This is actually more a lesson in teamwork than anything else. Some classes of very mixed ability get frustrated and angry at slower classmates’ inability to write fast. The teacher should consider before using the game with a group in which this might become a problem.
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Sit everyone in a circle. Explain that you will whisper a word to the student next to you and they must whisper the word to their neighbor. The last student says what they heard out loud.

Start with vocabulary words and then move to sentences. If they start getting bored, throw “I love you” into the mix. If students want, they can take over starting the cycle (be careful with this—tell advanced students to say things everyone will know). This got my quiet second graders to say words that they wouldn’t say if people were listening. I couldn’t correct for mistakes, but at least they were talking.]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=119Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=119
Note： It’s best to limit this game to 4-8 words, otherwise the students can’t remember the order in which to say the words.
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]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=120Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=120 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=121Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=121Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=122Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=122 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=123Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=123 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/1/d_2.asp?types=4&ids=124Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/1/d_2.asp?types=4&ids=124Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=125Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=125 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=126Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=126 ]]>Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=127Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=52&idss=127Articles http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=128Tue, 01 Apr 2008 00:00:00 +0800http://englishneighborhood.fulbright.org.tw//content/2/d_2.asp?types=2&ids=51&idss=128 ]]>Articles