Classroom activity 1

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Classroom activity 1





1-Train Lineups

 2-Train Dictadraw

3-Who Gets to Ride?



Image result for train lineups


1-Train Lineups



Level:


 Low Intermediate and up



Time required:


 15 minutes for preparation, 10 minutes for each lineup



Goals:


To get students to speak and listen to one another,

cooperate to quickly achieve an objective, and move

around with a purpose.



Materials:

a blackboard for writing target sentence structures



Procedure:


1. On the board, write the following template:

Departure date:    Destination:    Cost of ticket:   

Number of people with you:



2. Ask students to plan a train trip, and tell them to fill in

their own templates with information based on the trip

they plan.



3. Tell students that they are going to participate in a

lineup activity and that they will have to stand up, ask

and answer questions, and line up in order,



4. On the board, write the following questions that

 students can ask to elicit information from their

classmates:


 


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Departure date:


When are you going? / When are you planning to go?


(I’m going on [date]. / I’m planning to go on [date].)


Destination: Where are you going?


/ Where are you planning to go?


(I’m going to [place]. / I’m planning to go to [place].)


Cost: How much will your ticket cost?


(My ticket will cost [amount].)


Number of people: How many people are going with you?


([Number] people are going with me.)


6. Have students stand up. Tell them that they will form a

line according to information they have written down, and

that they must ask one another questions in order to find

their place in the line. If you begin with the date of

departure, the student with the earliest departure date will

stand at the beginning of the line (show students where

the line will begin), and other students will line up in order,

 with the last student being the one with the latest

departure date.



7. Once the line is formed, ask students when they are

going on the trip—or have students ask one another, so

that the whole class can hear.



8. Pupils can use it in the past simple tense about a

past journey.



 


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2-Train Dictadraw


Level:                Intermediate



Time required:   45 minutes



Goals:

To practice and produce vocabulary related to trains by

describing and drawing



Materials:


pictures or photocopies of trains (pictures could be the

same or different, depending on availability); paper;

pencils or pens; tape



Preparation:


If pictures or photocopies are not available, ask pairs or

 groups of students to draw a train. These drawings should

 be kept secret from other students. Later the train

drawings can be exchanged with another pair or group

 to carry out the dicta-draw portion of the activity.



Procedures:


1.Teach the learners the target train vocabulary.


This includes:


Types of trains, steam locomotive, diesel locomotive,

electric locomotive high-speed train, trolley, tram.  Train

cars: passenger car, dining car, freight car, flat car, oil tank

 car, caboose Parts of locomotives or cars: window, wheel,

smokestack.



2. Check that the learners have a sound knowledge of the

vocabulary by performing simple drills. You might show a

picture of a train and ask students to describe it in pairs.

3. Divide the class into groups of five people.


4. Tell the groups that they must choose one person to

 be an artist. Some groups may have more than one

student who wants to be an artist; some groups may

have none.



 


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5. Ask each artist to stand or sit so that his or her back is

facing the group and so that everyone in the group can

 see the artist’s back.When everyone is ready, give each

artist a blank piece of paper to draw on.



6. Go to each group and, using tape, affix the picture,

photocopy,or drawing of the train to each artist’s back.

Be careful to make sure that the artists do not see the

picture.



7. Each group must now describe the picture to the artist,

making use of the train vocabulary. Group members should

take turns providing information. Artists may ask for

clarification as needed. At first, it can be helpful for the

artist to receive a general overall understanding of the

picture rather than a lot of details all at once.



For example, the describers might begin with an overview:

This is a picture of a train with an electric locomotive, three

 passenger cars, and a caboose.  The locomotive has eight

wheels—four are in the front, and four are in the back.

The artist can also ask questions to get more detail and

clarification:



Artist: How many windows are in the passenger car?


Describer: There are eight windows in the passenger car.



8. When artists have finished drawing, have the groups

compare the artist’s drawing with the original. They should

notice details that were missed, added, or changed, and

they should try to figure out how they could accurately

describe those details.




9. Post the original drawings or photos alongside the

students’ drawings on the wall or in another space

 visible to the entire class.



10. Ask each group to take a turn describing its train

to the whole class.


 


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3-Who Gets to Ride?


Level:

Intermediate and higher



Time required:

1 hour



Goals:

To develop pair or group cooperation and critical

 thinking skills



Materials:


One handout of the Passenger List for each pair or group;

if handouts are not available, you can write the

information on the board or dictate it to the class.



Background:


This is a highly adaptable pair- or group-decision activity

 in which students work together to find a solution to what

 could be a fairly complex problem: whom to allow onto

an overcrowded train.



Procedures:


1. Divide the students into pairs or small groups; four or

five people.



2. If you are using groups, ask each group member to

assume a role within the group. Here are possible roles:



Leader – maintains group unity by helping with decision

making and by resolving possible disputes within the

group



Secretary – records the group’s decisions and reasons



Presenter – presents the group’s findings to the whole

class



Monitor – keeps the group speaking English


Enforcer – keeps the group on task



3. If some groups have more than five people, more


than one person in each group can have the same role.



 


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4. Make sure each member has a clear understanding of

what will be expected of him or her in the group. You might

want to circulate around the class and ask students to tell

you their roles and responsibilities. Make it clear that all

students are expected to participate in the group

discussion.



5. Tell the students that they are conductors on a train,

and they will need to solve a problem. The cashier has

 sold too many tickets, and now there is not enough

room for everyone who wants to be on the train.



6. Give each group the Passenger List of ten passengers

who are waiting to get onto the train, or write the list on

the board.



Tell students that ten people want to ride, but there is room

for only five more passengers. Each person has a valid

reason for wanting to ride, but the conductors must choose

only the five people they think have the best reasons.

People who do not board this train will have to wait three

hours for the next one.



The Passenger List has a simple description of the

 reason each person has for riding the train.



7. Give students about five minutes to think about the list

individually and to choose the five people they think should

be allowed to board the train.



8. Students share their own decisions with other

members of their groups.



9. Tell students that in 20 minutes.The Presenter should be

ready with:


A list of the five people chosen to ride on the train

A short description in the group’s own words of why

 the group has chosen each of these five people.



 


View Other Resources:


1- Interaction.



2-TILO Project.



3-Active learning 1



5-Critical Thinking 1



6- Critical thinking 2


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2-Teaching Pronunciation



3-Determining Students' Language Needs




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