warmers fillers and coolers handouts.docx
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warmers fillers and coolers handouts.docx
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warmersfillersandcoolershandouts
Warmers,FillersandCoolers
Warmers
1.Guesstheadjectives
∙Thelearnerseachthinkofanadjectivetodescribethewaytheyarefeelingatthemoment.Theyshouldnotsaythisadjectiveoutloud.
∙Wheneveryonehasanadjectiveinmind,asktheclasstostandup.
∙Explaintherules:
You(thetrainer)willcalloutsomeadjectives.Ifsomeonehearsyousaytheadjectivetheyhaveinmind,theyshouldsitdown.
∙Startcallingoutadjectivese.g.‘happy’,‘tired’,‘sad’,‘energetic’,‘hungry’,‘thirsty’,‘full’,‘sleepy’,etc.AllowenoughtimeinbetweenadjectivesforParticipantstothinkand,ifappropriate,sitdown.
∙Ifyoukeepgoinguntileveryonehasheardtheiradjectiveandsatdown,you’vedoneunusuallywell.Normallytherearestillafewpeopleleftstandingwhenyou’verunoutofcommonadjectives.
∙Askthosestandingwhattheiradjectivesare.Thentheytoocansitdown.
2.Thinkoffivethings
Level:
elementarytoadvanced.
Time:
5-20minutes
Focus:
conversation
Procedure
Askeveryonetothinkforamomentoffivethingstheycoulddowhentheywereoneyearoldandtonotethesethingsdownonapieceofpaper.Goaroundandhelpwithvocabulary.
Inpairstheyreadtheirideastoeachother.Askthemtomakeanoteofespeciallyfunnyorunusualones.
Whenthepair-workisjustaboutfinished,askpeopletocalloutanyespeciallyunusualorfunnythingsthatpeoplecoulddoattheageofone.Writethesethingsontheboardifyouthinksomeinthegroupdon’tunderstandthem,butdon’texplainthemyet.
Aftereveryonehasfinishedreporting,elicitexplanationsordemonstrationsofwhat’sontheboard.
Variations
Ifyoudon’thavemuchtimeaskpeopletothinkofjustthreethings.Oryoucouldextendittotenthings.
Youcanapplythisactivitytolotsoftopics,forexample:
Fivethingsyoulikeaboutaplace/Fivethingsyouwishyouhadn’tdoneorsaid
Fivethingsyou’dliketoseeinyourlifetime/Fivethingsthatareextremelyhot/cold/expensive/cheapetc.
Source:
Lindstromberg,S.(1997)TheStandbyBookCambridgeUniversityPress.
Reasonsforwarmers,fillersandcoolers
Warmers,fillersandcoolersmayhelpmeetlinguisticaims.Alternatively,theymaybeusedtoimproveclassroomdynamicsorforclassroommanagementpurposes.Dividethislistintothetwocategories.
Tocalmstudentsdown
Topre-teachvocabulary
Quickfocusonpronunciation
Thereistimeattheendofthelesson
Additionalpractice
Changeofpacetowakestudentsup
Tofocusstudentsonthelesson
Informalprogresstest
Students’attentionspanlimited
Torearrangegroups
Lead-intoalongertask
Revisionofvocabulary
Linguisticaims
Classroomdynamicsandmanagement
Tryingoutactivities
Allthesefollowingactivitiesarefrom:
Ur,P.andWright,A.(2003)Five-MinuteActivities,CambridgeUniversityPress.
GroupA:
Before
Readtheactivitybelow.Checkyouunderstandtheprocesswitheachmemberofyourgroup.Planhowyouwillconductit.
Kim’sgame
Vocabularyreview
Procedure:
1.Tellstudents‘Iwanttoseehowgoodyourmemoriesare’.Collectaboutsevenoreightobjectsbelongingtostudents(withtheiragreement!
)andputthemintoabag.Lettheclassseeeachobjectbeforeyouputitintothebag.
2.Askthestudentstowritedownfrommemorythenamesofalltheobjects,whattheylooklikeandwhotheybelongto.
3.Asksomeonetoreadouttheirlistofobjectsandseeifeveryoneelseagrees.Iftimeisshort,askthestudentstocalloutthenamesoftheobjects,theirappearanceandwhotheybelongto.(Youcancheckthesebylookingintothebag.)Donotimmediatelyconfirmorrejectdescriptions.Encourageargument!
Finally,showtheobjectsandreturnthemtotheowners.
GroupsAandB:
During
Pairupwithanothergroup.Runtheactivityasifthiswasyourclass.Oneteachesandtheothersactasstudents.Afteronegrouphasruntheiractivitytheotherdoesthesame.
GroupsAandB:
After
Reflectonthe2activitiesyouhavejustdone:
Howdiditwork?
Why?
Whynot?
Describethechallenges.
Couldyouusetheseactivitieswithyourclasses?
Why?
Whynot?
How?
Whatadditionalcommentswouldyouliketomake?
Conductinganactivity:
Handout3b
GroupB:
Before
Readtheactivitybelow.Checkyouunderstandtheprocesswitheachmemberofyourgroup.Planhowyouwillconductit.
Interruptingastory
Listeningandaskingquestions.
Procedures:
Tellthestudentsthatyouaregoingtobeginastoryandthattheyshouldtrytostopyousayingmorethanafewwordsbyaskingquestions.Forexample:
You:
Theotherday...
StudentA:
Whichdaywasit?
You:
ItwasTuesday.
StudentB:
Wasitinthemorningortheafternoon?
You:
Afternoon.Anyway,Iwas...
StudentC:
Whattimewasit?
Etc.
Acknowledgement:
WefirstexperiencedthistechniquewithAlunReesinBarcelona
GroupsBandA:
During
Pairupwithanothergroup.Runtheactivityasifthiswasyourclass.Oneteachestheothersactasstudents.Afteronegrouphasruntheiractivitytheotherdoesthesame.
GroupsBandA:
After
Reflectonthe2activitiesyouhavejustdone:
Howdiditwork?
Why?
Whynot?
Describethechallenges.
Couldyouusetheseactivitieswithyourclasses?
Why?
Whynot?
How?
Whatadditionalcommentswouldyouliketomake?
Conductinganactivity:
Handout3c
GroupC:
Before
Readtheactivitybelow.Checkyouunderstandtheprocesswitheachmemberofyourgroup.Planhowyouwillconductit.
Itwasthewayshesaidit
Intonation,stressandrhythm
Procedure:
Takeonewordorashortsentenceandaskthestudentstosayitinasmanydifferentwaysaspossible.Youmightliketodiscusswiththestudentswhatdifferencetheintonationmakestothemeaningineachcase,orinwhatcircumstancesthisintonationmightbeused.Seetheexamplesbelow.
1.Iloveyou.
2.Ohmygoodness!
3.Hello
4.Goodmorning
5.Well
6.Comehere
7.Please
8.You
9.Yes
10.No
GroupsCandD:
During
Pairupwithanothergroup.Runtheactivityasifthiswasyourclass.Oneteachestheothersactasstudents.Afteronegrouphasruntheiractivitytheotherdoesthesame.
GroupsCandD:
After
Reflectonthe2activitiesyouhavejustdone:
Howdiditwork?
Why?
Whynot?
Describethechallenges.
Couldyouusetheseactivitieswithyourclasses?
Why?
Whynot?
How?
Whatadditionalcommentswouldyouliketomake?
Conductinganactivity:
Handout3d
GroupD:
Before
Readtheactivitybelow.Checkyouunderstandtheprocesswitheachmemberofyourgroup.Planhowyouwillconductit.
Guessing
Yes/noquestionsandanswers
Procedure:
Chooseanobject,animalorperson,andtellthestudentswhichofthesecategoriesitbelongsto.Theyhavetoguesswhatitis.Encourage‘narrowing-down’questions,andgivegeneroushintsiftheguessingslowsdownorseemsnottobeprogressingtowardstherightanswer.Thestudentwhoguessestheanswerchoosesthenextthingtobeguessed.
Variations:
Insteadofdefiningtheitemtobeguessedbysayingwhetheritisanobject,animalorperson,givedifferenthints:
whetheritisanimal,vegetableormineral;thefirstletteroftheword(‘Ispywithmylittleeyesomethingbeginningwith...’);thecolour;thesize,whetheryoulikeitornot,etc.
Thenumberofquestionscanbelimitedto10or20.
GroupsDandC:
During
Pairupwithanothergroup.Runtheactivityasifthiswasyourclass.Oneteachestheothersactasstudents.Afteronegrouphasruntheiractivitytheotherdoesthesame.
GroupsDandC:
After
Reflectonthe2activitiesyouhavejustdone:
Howdiditwork?
Why?
Whynot?
Describethechallenges.
Couldyouusetheseactivitieswithyourclasses?
Why?
Whynot?
How?
Whatadditionalcommentswouldyouliketomake?
Conductinganactivity:
Handout3e
GroupE:
Before
Readtheactivitybelow.Checkyouunderstandtheprocesswitheachmemberofyourgroup.Planhowyouwillconductit.
Hearingmistakes
Listeningcomprehensionwithquickreactions
Procedure:
Tellorreadastorythatiswellknowntothestudents(itcanbeonetheyhaverecentlyworkedoninclass),introducingdeliberatemistakesasyoudoso.Whentheyhearamistake,studentsputtheirhandsup,calloutthecorrection,ornote-downthemistake.
GroupsEandF:
During
Pairupwithanothergroup.Runtheactivityasifthiswasyourclass.Oneteachestheothersactasstudents.Afteronegrouphasruntheiractivitytheotherdoesthesame.
GroupsEandF:
After
Reflectonthe2activitiesyouhavejustdone:
Howdiditwork?
Why?
Whynot?
Describethechallenges.
Couldyouusetheseactivitieswithyourclasses?
Why?
Whynot?
How?
Whatadditionalcommentswouldyouliketomake?
Conductinganactivity:
Handout3f
GroupF:
Before
Readtheactivitybelow.Checkyouunderstandtheprocesswitheachmemberofyourgroup.Planhowyouwillconductit.
Howmanythingscanyouthinkofthat...?
Vocabularyrevision
Procedure:
Ingroups,studentstrytothinkofandnotedownasmanythingstheycanfitagivendefinitionandthattheyknowinEnglish.Forinstance,youmighttellthemtothinkofasmanyitemsastheycanthataresmallenoughtofitintoamatchbox.Aftertwoorthreeminutes,poolalltheideasontheboard,orhaveacompetitiontoseewhichgroupcanthinkofthemostitems.Seetheexamplesbelowformoreideasfordefinitions:
Howmanythingscanyouthinkofthat....?
...arebiggerthanyouare?
...arerectangular?
...areround?
...arelongandthin?
...makeanoise?
...workonelectricity?
...aremadeofpaper/wood/glass?
...peopleenjoylookingat?
...havehandles?
...youcanusetositon?
GroupsFandE:
During
Pairupwithanothergroup.Runtheactivityasifthiswasyourclass.
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