Resolutions

My teen students learned how to talk about resolutions by using GOING TO. To wrap things up, they were asked to illustrate a song. I apologize for the rough sketches, but this particular group was not very into drawing. However, I haven't showed them the video yet, so I hope that when I do, they feel motivated to finish them up, so I can edit it eventually. Nevertheless, I wanted to give you an idea of what the video could look like, so here's the result:

 

How old are you?

Super simple activity for practicing HOW OLD ARE YOU? with elementary students. I usually draw first to demonstrate what I expect from them.

  Teacher´s                                 Student´s

1) Write the following on the board:

HOW OLD ARE YOU? I´m___________

2) Hand out sheets in blank;
3) Students draw and color their age (They draw a big number in the center of the sheet)
4) Students tape them on their chest;
5) Students walk around the classroom and practice Q/A;

Happy Birthday!

After being introduced to vocabulary related to birthdays (gifts, party, cake, balloons, and names of toys) my students also learned to congratulate someone for their birthday and how to ask Yes/No questions with the verb TO BE.

S1: Happy Birthday!
S2: Thanks.
S1: This is for you. (a gift)
S2: Thank you very much! Is it a …….?
S1: Yes, it is.

S1: Happy Birthday!
S2: Thanks.
S1: This is for you. (a gift)
S2: Thank you very much! Is it a …….?
S1: No, it isn't. It's a ………

After being presented to the dialog and practicing for a while, my students were given a sheet in blank.

1) They folded their sheet in two.

2) They drew and colored ( ON THE INSIDE) a gift they would like to get for their birthday or a gift they have received for their birthday.

3) Then, they drew a gift like picture ON THE OUTSIDE of the paper. (wrapping paper patterned and a ribbon)

4) Monitor students, so you have an idea of the gifts there are because later on, they will exchange their gifts. Thus, it's important to mentally arrange them in pairs in a way everyone receives an appropriate gift.

5) After that, I chose the pairs and called them out and two by two, they acted out the conversation above and exchanged their gifts. Remember that during the dialog, they have to guess what the gift is by asking "Is it a ….?" In case the student doesn't guess it at all, you can encourage students to ask "What is it?" In my class, there was one student alone, so I participated by drawing one gift myself. During the dialog, students exchanged their gifts and sat down.

6) In the end, they glued their gift drawing to their notebooks and wrote a thank you letter.

                                               

What's there in your island?

After learning the verb THERE TO BE, my students drew an island and described it by using the vocabulary learned (Volcano/ Forest/River/Waterfall/Beach/Valley/Mountain/Lake)

OPTION 2: The Island Song 

Story Telling: Simple Past X Present Perfect

Dani Lyra, my dear colleague, asked me to draw a story to teach the Simple Past and the Present Perfect. A story in which these two tenses would be the main characters. Here is the thing: At first I thought I could record my voice telling the story, which I did, but afterwards I realized it would be more interesting to write the story, so you could memorize it and tell it yourself. Believe me, it's a lot more fun!  

Simple Past and Present Perfect were friends when they were little. They played, laughed and had a lot of fun together.

Eventually, Simple Past became a cowboy.

Present Perfect became a surfer.

Simple Past is very likable, straightforward, easy to understand.

Present Perfect is not easy to understand.

 Sometimes some people prefer to think he doesn't exist.

 Some frown at and look down on him.

And many people have misconceptions about him...

 ...which makes him upset.

 Simple Past is super attached to the past.

Every time he tells you about something he did, he will tell you "when". 

 And if you tell him that you traveled on your vacation, he will ask you when. And he will always use DID in questions.

Present Perfect has an eye in the present. 

Simple Past is obsessed about time...

...whereas Present Perfect doesn't even have a watch. He doesn't care when something happened. Sometimes it's because he doesn't remember.

Present Perfect always uses HAVE and the participle of a verb.

In questions, too.

 He uses HAS for the third person.

All these differences made them go separate ways, but it doesn't mean they are alone.

Simple Past has friends that hang out with and enjoy his company. They are always together.

Although some people don't understand Present Perfect, he has friends, too. Loyal friends who relate to him and are always there for him.

Images - Downloadable

Wacky Race - Option 2

This activity is suitable for children after they practice describing wild animals (abilities and physical characteristics). Students are given a sheet of paper in blank. Each student draws, colors and cuts out a different animal of their preference. After all students finish cutting out their animals , take them to a large place (in case the classroom is not big enough) and use duct tape to make a start and a finish line on the floor. Students sit behind the start line and wait for the teacher's command ('This animal has beautiful feathers', 'This animal can run fast', 'This animal has a long trunk', etc...). The students whose animals' characteristics match the commands blow their animal on the floor so it moves forward (Yes, they can´t use their hands). Tell students that they can only blow the animal once for each command, otherwise they are disqualified. The winner is the student whose animal reaches the finish line first.

Wacky Race

Material needed: A die, sheets in blank, duct tape and colored pencils/markers. 

I do this activity with all levels. I give each team a sheet in blank so they can draw, color and cut out a car. I draw a race track on the board and tape the cars to it. I also draw a couple of bombs on the way. Then, I ask students questions about the lesson learned or show them sentences to be completed or questions about vocabulary. In other words, any task related to the content. Students take turns performing the task proposed. If the team is right, they roll a die and move their car. If they stop at the bomb, they go back to the starting point. The winner is the car that reaches the finish line first. Once the game is over, I collect the cars but I do not throw them away. I tape them to the wall, so I can use them again in the future.

Once the game is over, I collect the cars but I do not throw them away. I tape them to the wall, so I can use them again in a future activity.