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Other titles in the Cambridge Handbooks for Language Teachers series:
Language Activities for Teenagers (Cambridge Handbooks for Language Teachers)by Seth Lindstromberg
Synopses & Reviews
Language Activities for Teenagers has 99 new activities to coax, cajole and tempt teenagers into learning English in a meaningful and enjoyable way. The activities have been specifically designed for use with the 11-16 age group. This book contains material drawn from the real-life classroom experience of several well known ELT contributors: Judit Fehér, Jean Harper-Rüdiger, David Hill, Hanna Kryszewska, Seth Lindstromberg, Bonnie Tsai and Tessa Woodward. Here they share some of their most reliable and rewarding ideas on topics such as: - Maintaining discipline in the classroom - Using ice-breakers warmers, fillers and closers - Practising skills; speaking, reading, listening and writing - Developing vocabulary - Using literature - Promoting discussion The activities can be used alongside any coursebook and will motivate and engage even the most reluctant learners.
99 enjoyable activities for 11-16 years olds, to coax, cajole and tempt them to learn English.
Here are 99 enjoyable activities, for 11-16 year olds, to coax, cajole and tempt them into learning English. The authors, drawing on their own vast experience, share ideas on maintaining discipline, using ice-breakers, warmers, fillers, developing vocabulary and using literature.
Table of Contents
Chapter 1: Maintaining discipline in the classroom. Part one: Basics of maintaining order: Introduction; Key practices; Part two: Routines for maintaining order: 1.1 Jobs for friendship pairs;1.2 Spatial anchoring;1.3 Noise control: The disappearing word; 1.4 Confiscating things;1.5 Behaviour charts; Part three: Peer mediation: structured discussion of conflictual behaviour: Introduction; 1.6 Writing scenarios; 1.7 Discussing ground rules; 1.8 Asking questions about people's stories and thinking of solutions; 1.9 Dry run, with role reversal and solutions brainstorm; Chapter 2: Short auxiliary activities: ice-breakers, warm ups, breaks and closers; Introduction; 2.1 Clap and say; 2.2 Passing on; 2.3 Flash the picture; 2.4 Alphabetical vocabulary review; 2.5 Surprise questions; 2.6 From letters to grammar; 2.7 Comparing it and me; 2.8 Kill the text (then bring it back to life); 2.9 Question, question improvisation dialogues; 2.10 Alphabet improvisation dialogues; Chapter 3: Mainly Speaking; Introduction; Part One: Oral fluency in pairs and groups: instructing, conversing, interviewing; 3.1 LEGO constructions; 3.2 Describe and draw...the opposite; 3.3 The same but different; 3.4 Newspaper pictures 3.5 My map of the world;3.6 Be someone else; 3.7 Picture interviews 3.8 Tell me about it; 3.9 Stories from pictures; 3.10 Graffiti ; Part two: Holding forth, being in the spotlight: 3.11 Letter on the board; 3.12 30 second stimulus talks; 3.13 Pitching a wonderful new product; 3.14 Questions to the head; 3.15 The third degree about a text; 3.16 Simulation and presentations by groups; 3.17 Performing stories from sounds; Chapter 4: Mainly Listening; Introduction: Part one: Using your own voice; 4.1 Ticking differences; 4.2 General knowledge quizzes 4.3 Picture dictation-a basic version; Part two: Using recordings: 4.4 Which was it?; 4.5 Who said what, when and why? -using an excerpt from a film; 4.6 Where do these words go?; 4.7 Interactive song dictation Chapter 5: Mainly reading; Introduction; Part one: Reading tasks for authentic English; 5.1 Mind-map the text; 5.2 Listening for the differences; 5.3 Put it in order; 5.4 Take a good song and make it better; 5.5 Quiz with a difference; 5.6 Horoscopes; Part two: Reading stories, then reading out or telling them: 5.7 Reading a story aloud; 5.8 What comes next?; 5.9 Imagine that!; Chapter 6: Mainly Writing; Introduction; 6.1 What's the number?;6.2 ABC sentences; 6.3 Writing from a medley; 6.4 Connecting the Top Fifty ; 6.5 Fake biographies; 6.6 What a story!; 6.7 Put yourself in the picture; 6.8 Write in the shape; 6.9 Draw the text; 6.10 Diary questions; Chapter 7: Vocabulary-learning and reviewing; Introduction: Part one: Activities completable in one or two lessons; 7.1 Mime the text; 7.2 That can I see in English?; 7.3 How many?; 7.4 Find the words in the picture; 7.5 Lists from pictures, pictures from lists 7.6 My schoolbag--and yours?; 7.7 The best...;7.8 What can you hear and smell in the picture?; Activities that can roll from lesson to lesson: 7.9 Acting out prepositions 7.10 Memory poster circles 7.11 Physical action vocabulary and metaphor Chapter 8: Literature; Introduction: Writing poetic texts: learning about basic features of poetic writing; 8.1 Writing haikus; 8.2 Writing limericks; 8.3 Word association poems; First encounters with a poem-preparing for reception, hearing/reading; 8.4 From words to predictions; 8.5 Find the poem; 8.6 Gradual reveal; Learning a poem really well-reading out loud and/or memorising; 8.7 Starting and ending with dashes; 8.8 Picture poem; 8.9 Technicolour reading-recital in voice groups; Exploring the meanings of literary texts: reading, thinking, discussing; 8.10 Poem picture metaphor; 8.11 From sketch to discussion of a short story; 8.12 Literature interpretation mandala; 8.13 Summarap; 8.14 Card quiz game on a novel; 8.15 Two short texts on a similar topic; Chapter 9: Building the skills of discussion and debate;
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