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Приемы активизации учащихся на уроке warm-up

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hello_html_m18c1789.gifhello_html_m5ed882c.gifWarming up activities

 
As a teacher of English I hope my students will take an active part in the classroom. It’s my duty to make classroom a lively and interesting place. How can I create such a classroom? My experience has taught me that warm-up activities can spark students’ curiosity and promote a comfortable atmosphere.
 
Warm- up activities are activities or games carried out at the beginning of each class to motivate students, so they can make good use of class time, because some students are afraid of speaking English or they are confused, so I try to involve them into the process of collaboration. In our daily life we are to play different parts. Immortal W. Shakespeare noticed that “The entire world’s a stage and all the men and women nearly players.” According to this statement I can allow students to improve variations or a continuation, developing exercise into a role play. I put something into my “magic box” and ask the students to guess what is in it by using their five senses. Our dialogue is something like this:
 
Student: Is it flexible?
 
Teacher: Yes
 
Student: Can it to be eaten?.
 
Teacher: Yes.
 
Student: Is it chocolate?
 
Teacher: No.
 
Student: Is it chewing gum?
 
Teacher: Yes.
 
The students questions were general, and I only answered “Yes”, or” no”. Most students enjoyed the game and joined the warm-up activities. Now almost all students at my classes try to speak English loudly and freely.
 
Although the students’ feedback confirmed that warm- up activities are a creative teaching tool, we need to adopt appropriate games. If the games are too difficult, the students cannot do them, but if the games are too easy, the students do not improve their English and may lose interest. Therefore it is always better to link each short activity to what the students are studying.
 
Doing traditional exercises I see that it is intense and monotonous kind of learning. We use words to communicate with people, but we also use body language- particularly gestures and facial expressions to help the students to learn language better. In keeping to the goal of raising students’ awareness of learning language we should distract students’ attention from linguistic and grammar forms of expressions and I want them to be able to explain their personal opinion about picture , video, or a story or any other real thing.
 
The following are some activities I have used successfully in my teaching.
 
Memorizing activity
 
When I teach them memorizing, I require my students to listen to attentively every student’s reading one by one in any order, and I clean one of the words on the board until all the words will be disappeared.

This Land is your land 
And this land is very big land
 
From Petropavlovsk to Almaty
 
From white sand desert
 
To the big green valley
 
This land is made for you
 
This land is made for me
 
From the southern mountains
 
To the central steppe land
 
From the Caspian sea
 
To the Lake Balkhash
 
This land is made for you and me.
 
These next poems are acceptable for the 9-th, and 10-th grades, when we are learning the topic “Education”:
 
The children are small and know nothing at all
 
When they first go to a primary school
 
The more they grow the more they know
 
6-th, 7-th, 8-th grades are middle school
 
The last years are the best
 
When they learn all the rest
 
9-th-12-th grades are high school
 
And according to an ecological theme I am used to teaching this verse:
 
In order to find the solution
 
To the problem of pollution
 
We should all think about
 
The things we could live without
 
Similes activity
 
The assignment is to choose and write down the traditional English similes from a random list of words on a blackboard and then ask students to create their own phrases (9-th grade “Eating out”)
 
Ham hot chips salad salad burger
 
Strawberry cream dog soft candy drink
 
Potato fries cotton Greek fruit shake
 
Chips jam candy butter milk peanut
 
The key is peanut butter, soft drinks, fruit salad, cotton candy, milk shake, potato chips, fruit salad, strawberry jam, hamburger, hot dog, candy cotton.
 
Plot imagination:
 
When I give some imaginative warm- up activities I’d like my students imagine what they would see, hear, smell, feel and think to reflect their feelings.
 
Imaginative descriptions:
 
Preparations: Take any two pictures large enough for the class to see clearly.
 
Procedure: Hold up to pictures chosen at random and ask the students to suppose possible relationship between them. Encourage imagination, even ridiculous ideas. For example: a picture of a car and a picture of a packet of cigarettes:
 
Student A: They are both dangerous to other people, not only to the driver or to
 
the smoker.
 
Student B: They both give a lot of taxes to the government.
 
Student C: The driver of that car wants to stop smoking so that he can pay for the
 
car.
 
Student D: I don’t like it when people smoke in a car.
 
Variations: I can ask the students to imagine a connection between two items: picture/picture, picture/text
 
The text can be short or long, written or spoken.
 
Teaching the structure “If I had a million dollars” I can practice of conditionals and imaginative situations for 9-11-th grades
 
I ask the students to imagine that a million dollars/ or an equally large sum in the local currency/ is to be won by the person who can think of the most original thing to do with the money. Then I listen to their ideas and decide who has won.
 
Picture talking:
 
Sometimes the teacher needs to provide visuals for the class. I show the picture one or two minutes for one group and then their opponents looking at this picture ask the first group some questions in details about this picture.
 
The students are interested in doing this activity when I teach them the theme “Memory” in the 10-th grade. Then the other picture is described by the second group. The students try to list as many adjectives or adverbs as possible that can be used to describe the picture. Seeing the picture helps the students to retell a story and the same time the teacher can see whether the students understand each other correctly or not. This also helps to expand student’s vocabulary.
 
Alternative ending:
 
Using “alternative endings” as a warm-up activity helps students express their ideas. I read any kind of text from the book. For example: “Freak” or some other additional text in the 10-th form. When I interrupt reading the text, the students should complete the story in some minutes in different variations. This kind of task forces them to draw from their imaginations and experiences when interrupting the text.
 
Saying/proverb questions or questions about a statement.
 
When I use this kind of warm- up activity I write the first part of a saying, like
 
“The moon is made of green cheese.” The students try to see how many questions they can ask about it.
 
Possible questions:
 
Has the moon always been made of green cheese?
 
Is the cheese light or dark green?
 
Is the cheese hard or soft?
 
Is the moon all made of green cheese or only part of it?
 
Why is the moon made of green cheese?
 
How was it made?
 
If there is a time the students try to think of answers to some or all of the questions.
 
Another variation of the statement “Genius is one percent inspiration and …”,and leave the last part for the students to complete like “ninety-nine percent perspiration”. Then I ask them such questions as:
 
What do you think this statement means?
 
What could you substitute for “inspiration” and “perspiration “?
 
How could you paraphrase this statement?
 
How could you translate this sentence?
 
Give Russ ion equivalents.
 
This activity teachers students some sayings and proverbs, thereby increasing the students’ knowledge of the culture.
 
I would say in conclusion that these warm-up activities motivate students to be interested in learning English. And they also improve their thinking skills and abilities. The students become involved in these creative activities, which in future foster a positive learning environment.
 



1. If your class likes to draw

Activity for the whole class.

Type of work: in pairs.

1. Give a picture/ a drawing of a famous artist/ etc. to every student in your class. Ask the students not to show their pictures to the other students. Allow some time for looking at the picture and finding the necessary words for describing them. Encourage questions.

2. Let one student describe his picture to their partner and the partner should draw it in his copybook. Set a time limit.

3. Let the students compare the described picture with the drawing, find anything that was different and the reason why it differed so. make conclusions of what to do and what not to do while describing and drawing.

4. Having learnt the lesson, let the students change their roles and repeat the task.

5. Possible variation: ask the students to choose any picture at home and describe it in detail in written form. Next lesson ask a volunteer to come up and read his description to the whole class. Let the other students draw. Compare the pictures of the students with the original. Praise the most precise/ accurate drawing.



If your class likes to move

Activity for the whole class.

Type of work: in teams.

1. Divide your class in teams of 3.

2. Hide several objects (pens, pencil sharpeners, glasses, balls, toys etc.) in the classroom so that the object would be visible yet difficult to find.

3. Allow the teams to choose a volunteer who would go and look for the hidden object. After the person is chosen - cover his eyes with some scarf or kerchief.

4. Distribute the hidden objects among the teams so that every team has one object to find.

5. Put the ''blind'' volunteers on the starting point and show the hidden objects to find.

6. After a signal to start, the chosen volunteers should go and try to find the hidden objects with the help of their teams. The team members should give them directions on how to move.

7. The game ends when all the volunteers find the hidden objects.

8. Possible variations/ complications:

a) While the teams are giving the instructions they can not say the name of the person to whom they are giving these directions.

b) Do not distribute the objects - let the teams work on the question on which object to look for during the game, not before.

c) Hide only one object for all the teams to find.

If your class likes to imagine

Activity for the whole class.

Type of work: individual work.

This activity may be successfully used to train new vocabulary. Topic "Travelling".

1. Ask the students to write an acrostic on the discussed topic, using their active vocabulary.

For example:

Train

Roller-skates

Active sport

Vehicle

Engine

Lose way

Insect repellent

Niagara Falls

Garage

2. Ask the students to draw a spidergram on the discussed topic, using their active vocabulary.

Hitch-hiking

travelling

Going abroad











After finishing the task ask the students to compare their spidergrams and find out the most frequently used word and something truly original.

3. Ask the students to cipher any country or city and give, for example, 7 clues for other students to guess it. You may also ask the students to bring some souvenirs/ some objects from these countries to facilitate guessing.

Tense practice

Present Perfect Continuouous

Remind the students about the forms of this tense and how to use it correctly. Give them an example:

I live in London.

How long have you been living in London?

I have been living in London for 16 years.

Then distribute the following cards to the students and ask them to make a survey.

The aim of the survey is to ask the people in the group to fund out the most experienced person in every particular field. Every card has only general questions. The student's task is to circulate around the classroom and ask these questions. In case they get a positive answer they should ask one more specific question, composed by themselves, starting with "How long have you ..." thus finding out who is the most experienced. Ask the students to write down the answers to compare them later. As a feedback - ask them to sit in a circle and tell the class about the most experienced people they have found.

Cards:

Do you live in Moscow?

Are you learning English?

Do you play the guitar?

Do you practice any sport?

Are you on a diet?

Do you collect something?


Do you have a mobile phone?

Do you play the piano?

Do you write poems?

Do you believe in horoscopes?

Do you have a pet?

Do you have a hobby?



Past Perfect and Past Simple

Remind the students about the forms of this tense and how to use it correctly. Give them examples with the conjuctions:

Conjunctions - as, because, since, so.

I was hungry,, so I ate all the food in the friedge.

I was very hungry because I hadn't eaten anything since breakfast.

Practice the process with the students - have them combine ideas into compound sentences.

Before the game starts, cut one set of situation cards and one set of causes-and-consequences cards for each group of players. Divide the class into groups and hand them the material.

The game process:

- players shuffle the situation cards and place them face down on the table;

- then they shuffle cause-and-consequences cards and distribute them evenly among the players;

- one player turns up a situation card; whoever is holding a card expressing a suitable cause or consequence for the given situation may place it to the left or to the right of the fact card, connecting the ideas with the correct conjunction;

- the group decides if the connection is suitable or not - if the connection is ok, the card remains on the table, if not - the player takes the card back;

- the winner is the player who gets rid of all his cards.

Situation Cards:

I was hungry.

I was very tired.

I couldn't get a room in a good hotel.

He already expected to be fired.

I was late for school.

She failed the test.

I lost my money.

I couldn't deposit the cheques.

I didn't recognize him.

I was lost.



Causes-and-Consequences Cards:

I had overslept.

I hadn't had lunch.

I hadn't made the reservations beforehand.

She decided to study harder next time.

I had spent all my money for the new clothes.

The bank has just closed.

We hadn't meet for many years.

My account was overdrawn.

I went to McDonald's.

I hadn't been here before.

I hadn't slept all the night.

I got lost.

I missed my first class.

I fell asleep in the middle of theconcert.

I had to stay with friends.

I didn't talk to him.

I borrowed some money from my mother.

He wasn't surprised.

She hadn't studied much.

I had lost an important contract.



Present Perfect

Game 1.

Prepare 2 sets of cards;

A

1.Say what you did on last New Year holiday?

2. Say what movie you haven't seen yet.

3.Say how many cups/ glasses of tea/ coffee/ juice you have drunk today.

4. Say what book you have recently read.

5. Name 3 things you have done today.

B

1. Say what you did yesterday.

2. Say what book you haven't read yet.

3. Say how many friends you have met today.

4. Say what interesting film you have recently watched.

5. Name 3 things you haven't done yet but you would love to try.



Divide the students in 2 groups and let every group take one set of cards. Make sure that each student has a card. Then put As and Bs into pairs and let them interview each other.

Feedback. After the students have talked, let them share a couple of facts that surprised them most in their partner.

Game 2.

Here are the cards with key-phrases on them and 2 spare columns. Make sure every student has one card. Let the students write questions in Present Perfect opposite the key-phrase in the second column (monitor them whole writing or ask them to read the ready-made questions aloud and other students correct them if necessary).

After all the questions are written ask the students to go round and ask their classmates the questions on their lists. Let them put their classmates' answers in the third column. Encourage students to ask one question until they find someone who can actually answer "yes" (or you make sure that nobody in class at all has ever done this) and let them ask additional questions in Past Simple to learn the details.

Feedback. Everyone may share a couple of most interesting facts they have just learnt about their classmates.

Eat crocodile meat



Lose something very dear



Speak to an American



Go to Africa



See the film
Titanic





Eat 12 bananas at once



Lose a friend



Speak to a 100-year-old person



Go to America



See a football match ina stadium





Eat a kilo of ice-cream at once



Lose something you borrowed



Speak to an African-American



Go to Antarctica



See a movie star in real life





Eat a mango



Lose a mobile phone



Speak to a police officer



Go to England



See a famous person in real life





Eat octopus



Lose a key from home



Speak to the school principal



Go to Canada



See a flood





Eat fast food



Lose a wallet



Speak to a famous person



Go to France



See a fire





Eat raw fish



Lose money



Speak to a famous singer



Go to Scotland



See Lake Baikal





Eat snails



Lose your temper



Speak to a journalist



Go to Washington D.C.



See a volcano erupt





Eat snakes



Lose important documents



Speak to yourself



Go to Italy



See wild animals in nature





Eat shrimps



Lose your passport



Speak to an Englishman



Go to Spain



See a waterfall





Game 3.

This is a deduction game where teams of students race against each other to find an answer in response to a prompt.

Divide the students into roughly equal teams (3-4 teams of 3-4 players each). Give each student a card and ask them to fold their cards so that only the exclamation in bold type could be seen ( not the sentence in italics with present perfect).

The aim of the game is to win as many cards as possible by guessing the correct sentence with present perfect shown by another team. Nominate one team to start and ask one player in the team to hold up his exclamatory sentence and tell it to the class. let the others guess; they may call out what they think has happened. The card is given to a team whose player has guessed the correct answer and given a correct sentence.

Cards

I'm full!

I've just had dinner.

That's strange - nobody's at home!

I've jus trung the doorbell.

I look terrible here!

I've just looked at a photo.

It's ok. I'll answer it!

I've just heard the phone that rang.

And you are?

I've just introduced myself.

Wrong number, sorry!

I've just answered the phone.

Fasten your belt!

I've just got in a car.

Yuk!

I've just tasted some awful food.

Like my tan!

I've just come back from holidays.

Which floor?

I've just got on a lift.

It fits!

I've just tried some clothes on.

My feet are wet!

I've just been in the rain.

Which channel?

I've just turned on the TV.

I need a plaster!

I've just cut myself.



Warm Wind Game (ice-breaker)

You may prefer to play this ice-breaking game at your first lesson with a new group/ if you have some new students in class/ if you replace another teacher or just for fun.

Students stand in a circle. The leader says: "Warm wind blows at somebody who ..." If it is true about someone from the group, he should stand up and change places with the leader.

Ideas for the teacher:

Warm wind blows at somebody who ...

- can say that he likes the color blue.

- has a collection of something at home.

- has siblings (brothers or sisters).

- speaks a foreign language other than English.

- plays any musical instrument.

- has ever done any team0sport.

- likes sweets.

- has been to England.

- plays table-tennis well.

- likes big parties.

- has his birthday in summer.

- likes to watch sport competitions on TV.

True or False? ice-breaking game

Students stand in a circle. Every person should say one fact about himself. His neighbour to the left should guess if the statement is true or false. If the neighbour guesses correctly - the person who told him the fact about himself should take a forfeit. Linguistic forfeits can be written on sheets of papers that the players can pick.

Forfeit variants:

What makes you happy?

What is your favourite place on Earth?

What is your favourite book?

What is your hobby?

What do you like doing at weekends?

Tell everyone what you would do if you had $1 million.

Tell everybody what you would like to change in your life.

Tell everybody 3 things about your family.

Tell us what sport you would like to try at least once in your life.

Tell us 3 things that you like.

Tell us about your dream.

Tell us where you would like to live.

Tell us what your favourite food is.

Tell us about your favourite holiday.

Tell us what skill you do well.

Tell us what bores you.

Tell us 3 things you dislike.

Name 2 things you are afraid of.

Name 2 good and 2 bad traits of your character.

Camomile Waltz game

The aim of the game is to get to know each other better. The teacher has to prepare the paper-made flowers with 5 petals each according to the number of students that are going to play. The flowers are placed everywhere in the room where the game is going to take place. (You may also prefer to put one flower on the whiteboard as an example. Te topics may be Tennis, Dancing, Rock Music, Travelling, Cooking.)

Firstly, the participants gather the flowers and write down the topics they wish to talk about on every petal.

Secondly, the participants get together in pairs, look at each other's camomiles and talk about the topics mentioned. When the teacher claps his hands, the players should change partners.

Thirdly, all the players sit down in a circle and one by one tell one interesting or surprising thing about somebody they have just got acquainted with.

Guess my profession game

This is a group guessing game. One player picks up a card with a profession on it. The others should not know what is on his card. Then ask the participants should ask questions trying to guess what his profession is. The one who guessed it right picks up next card.

Variants of professions: football player; scientist; pediatrician; babysitter; reporter; gardener; secretary; lion tamer; bodyguard; dentist; street cleaner; fashion designer; teacher; librarian; cook; sailor; zoo keeper; actor; top manager.

Statistics game

The aim of the game is to give students a chance to use their skills of listening and speaking in real life situations as well as get used to other people's manners of talking.

Material needed:

- cards with questions;

- pens.

How to play:

First, make cards with 3 questions in each of them. Then let the students take one card each and read the questions inside. After everybody gets a card, let them go round the class and ask each other about the issue indicated on their card. remind the students to collect the answers carefully as later they would be asked to give a short statistic report.

Cards:

Find out how many students in your class:

- can concentrate on their homework with the TV on?

- can type without looking at their fingers?

- can write nearly with their left hand?



Find out how many students in your class:

- can eat a lot without putting on weight?

- can save money?

- can work better in the evening than in the morning?



Find out how many students in your class:

- can name 5 vegetables in 10 seconds?

- can name 3 verbs beginning with "r" in 10 seconds?

- can name 4 types of music in 5 seconds?



Find out how many students in your class:

- could ride a bicycle before they were ten years old?

- could walk before they were one?

- could swim before they were nine?



Find out how many students in your class:

- can be good-humored before 9 o'clock in the morning?

- can fall asleep in a chair?

- can wake up on time without an alarm-clock?



Find out how many students in your class:

- can say "hello" in 5 languages?

- can read the same novel twice without getting bored?

- can see the same film twice without getting bored?



Find out how many students in your class:

- can remember what they were doing at 8 o'clock last night?

- can remember the last present they received?

- can remember what they dreamt last night?



Find out how many students in your class:

- can remember what they ate for lunch yesterday?

- can remember what they did on their last birthday?

- can remember the name of their first school teacher?



Find out how many students in your class:

- can spell ''beautiful"?

- can spell "deceitful"?

- can spell "Laugh"?



Find out how many students in your class:

- can point out 3 things beginning with "s" in 10 seconds?

- can name 3 Australian cities in 10 seconds?

- can point out 3 things made of wood in 10 seconds?



A Step in Togetherness

Material needed:

a big pack of bright candies.

How to play:

Write down on the blackboard the "meaning" of the candy colours:

- red - what do you like most of all?

- yellow -what's your favourite book?

- green - what's your favorite animal?

- orange - what's your favorite food or dish?

- blue - where in the world have you been?

- violet - what are you afraid of?

- brown - who would you like to be?

Then give your children some candies from the pack - about 4 or 5 to each. After everyone receives the candies, let then talk about themselves according to the candy color they have.

Find Your Clone

Material needed:

sheets of paper; pens.

How to play: every student has a chart of 9 squares. Every square of the chart has a personal question:

1.What is your favorite color?

4. What is your favorite season?

7.What is your lucky number?

2. What is your favorite number?

5. Are you an optimist?

8. What are you good at?

3. What is your favorite animal?

6. What is your favorite day?

9. What are you bad at?



Everybody puts their own answers in the chart. After they finished, they go around the room to find a person whose 3 answers will coincide with their own diagonally, vertically or horizontally. If they find such a person - they cross the line with identical answers and put the name of that person on their list. Encourage the students to speak English while they communicate with each other. After all the students are questioned by their partners - find out who has got more coincidences than others. Prepare a small symbolic prize for such a student.

Geography Guessing Game

How to play:

Divide your students in groups of 3 or 4. Give the following table to each group and set the time limit of 3 minutes. Within this period of time the group should fill in the gaps of the table. The first one to complete it all is the winner.

country

capital

languague

1. Russia



2.

London


3.


American English

4. Iceland



5.

Dublin


6.


Dutch

7. Belgium



8.

Luxembourg


9.


French

10. Spain



11.

Rome


12.


Portuguese

13. Norway



14.

Stockholm


15.


Danish

16. Finland



17.

Berlin


18.


Polish

19. Switzerland



20.

Vaduz


21.


Slovak

22. Austria



23.

Monaco


24.


Hungarian

25. The Czech Republic



26.

Budapest


27.


Greek

28. Estonia



29.

Riga


30.


Lithuanian

31. Romania



32.

Sofia


33.


Turkish

34. Australia



35.

Ottawa


36.


Japanese

37. New Zealand



38.

Havana


39.


Hebrew

40. Egypt





Country Guessing Game

How to play:

Let every student think of some country and describe it not directly, but using some information about its culture, costumes, traditions and customs, holidays, famous people who were born there, etc.

Then ask any student to volunteer being the first to tell others about his country and others should guess. The one who guesses is the next one to describe the country.

Question-Question Dialogues

How to play:

The leader of activity chooses two pairs of volunteers. The first pair will act and the second one will support in case of emergency. So after the pairs are chosen the leader offers a situation where the conversation takes place.

For example, these may be:

- at the airport;

- checking in or out of the hotel;

- in the swimming pool;

- at a law court;

- in the shop;

- sightseeing (specify the city or country).

In the game , the participants should interact by only asking questions. No answers can be given. If any of the actors give an answer or think too long - he may be replaced by one from the supporting pairs. So the participants change if needed.

Animal Adventures

Practises: listening, speaking

The teacher tella a stiry about an animal, but repearedly asks the students to guess what? who? why? where? etc. For example:

Teacher: A cat did something very naughty. What did it do?

Students: It ate some cheese.

Teacher: No.

Students: It attacked the pet bird.

Teacher: Yes! That's right! but why?

Students: Because it was hungry.

Teacher: No.

Students: Because it was jelaous.

Teacher: Yes! What do you think happened then?

etc.

Each time the students "guess" something, there is another question. In reality there is no original story. It is the students who unknowingly invent it. Of course, the "story" could be about other subjects too, and used at other levels.

Meaningful Alphabet

Let the students write the alphabet in a colomn and ask them to tell what every letter alone might mean. Give an example of any letter, so that students would comprehend the task better. Possible meanings of the letters:

A indefinite article; the best, as in A-class"; blood group; negation as in "atypical".

B bee; to be; blood group.

C see; sea; Roman numeral 100.

D Roman numeral 500.

E for everything which is electronic, as in e-mail.

F a mark for a failed test; used to hide offensive world as in "F-word".

G in American English 1000 dollars; G7 or G8- the Great 7/8.

H hydrogen, as in "H-bomb".

I myself; intellectual as in "IQ" - intellectual quotient; Roman numeral 1.

J contraction from the female name Jenifer.

K "OK" - actually meaning "all correct"; 1000 pounds.

L used to denote litre, length, left; Roman numeral 50.

M used to denote metre, mile, million, married, mass, minute, male, medium, Monday; Roman numeral 1000.

N ''and" as in "Rock'n'Roll", "Fish'n'Chips"; used to denote North.

O "OK" - actually meaning "all correct"; oh! - exclamation; zero.

Q question; quotient as in "IQ" - intellectual quotient; queue.

R are; used to denote right, restricted; variety of contractions such as "R'n'B" - rhythm and blues, "R'n'D" - Research and Development.

S ass; as; possessive case after the apostrophe; contracted "is" after the apostrophe; used to denote shilling, small, South.

T tea; "to a T" - means "exactly, just right"; used to denote form or direction as in "T-shirt", "T-road".

U you and contraction for "you" in writing; in British English means "universal"; used to denote shape as in "U-turn".

V used to denote "victory" especially with a finger gesture; Roman numeral 5.00

W used to denote Watt, West.

X "x-ray" - medical inspection; as informal sign for a kiss, especially in the end of a letter, a sign used to mark film, not suitable for children; Roman numeral for 10.

Y why?

Z the end as in "from A to Z''.

One Letter Words

Material needed:

- cards with questions/ hints/ descriptions on one side and the answer on the other.

How to play:

Put a deck of cards before students. They take turns in taking a card. The student who has just taken a card reads the hint and tries to guess the letter. If he guesses it - he takes it, if he doesn't guess - other participants may try and so one who guesses the letter takes the card and the game continues. (The next turn may be taken by the first player or by the one who actually guessed the letter.)

To "give the big ..." means to brush off or ignore. (Answer: E, originally for "elbow")

A mark of shame for drunkards in colonial America. (Answer: D)

A Roman numeral for 50. (Answer: L)

A T-shirt without sleeves is called a(n) ... -shirt. (Answer: A)

The curved opening on a violin's face is called the ... hole. (Answer: F)

In music, the German note for B-natural. (Answer: H)

The color black. (Answer: K, as in the acronym CMYK - cyan, magenta, yellow, black that is used in 4-color printing)

Adjective indicating the strength of ale. (Answer: X, with X being the weakest and XXX the strongest)

A(n) ... bar is a piece of jewelry used in piercing; it's also a car roof design that includes two sunroofs. (Answer: T)

A Roman numeral for 500 (Answer: D)

The sixth note iv a C-major musical scale. (Answer: A)

The word "and" used to denote a joyful musical style, adored by dancers. (Answer: N, as in Rock'n'Roll)

Retinol is known as vitamin .. (Answer: A)

Informal designation for a 5-dollar bill. (Answer: V)

Two of these chromosomes make a female. (Answer: X)

A Roman numeral for 1000 (Answer: M)

A(n) ... bag is a golf bag used for carrying golf clubs. (Answer: J)

An arm signal indicating that help is needed. (Answer: V)

Ascorbic acid is known as vitamin ... (Answer: C)

In mathematics, as indefinite whole number. (Answer: N)



Typical day

Practises: speaking, present simple

A student describes a typical day. This can be his own day, ar that of a filmstar, famous politician, friend etc. This activity is good fpr all levels, especially beginners. After you have played this game once, you may also distribute the special cards with some specific people (their names, or just occupations) so that in class or at home students will prepare a story about this person's typical day. This is also a great way of training some new vocabulary and writing vocabulary stories.

Possible unusual people: Possible occupations:

1.President 1. A chef of a fancy restaurant

2. Captain Cook 2. A zoo-keeper

3. Queen of Beauty 3. A movie-star

4. Bill Gates 4. A homeless person

5. Dima Bilan 5.A director of a clothes shop

6. Victoria Beckham 6. A supermodel

7. Michael Schumacher 7. A lion-tamer

8. Queen Elizabeth 11 8. A house wife



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Дата добавления 02.10.2015
Раздел Иностранные языки
Подраздел Другие методич. материалы
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