Description of the task and activities, step by step.
Grammar, structures, vocabulary,
Language skills
We can use the activity with / Units
1. Introduction
Previously the teacher has explained that the assistant will come one day and they will ask questions about him (name, age, studies, country, family, friends, likes, hobbies, dislikes, food, etc.) and/or about his country.
In pairs or groups of 3 or 4, students prepare some questions to ask the assistant for the next day:
1. The assistant answers explaining anything he/she thinks could be of interest.
2. Then it is the assistant’s turn to ask questions to some of the students. (avoid asking questions whose answer will be similar for everyone in the classroom)
Personal questions
introductions, likes, hobbies, etc.

2. Bingo
ordinal and cardinal numbers / classroom vocabulary / nationalities
-Students choose between ordinal and cardinal numbers 1-30 / 1st – 30th + some classroom objects.
-The assistant chooses numbers and objects until someone gets BINGO
numbers, classroom language.
Nationalities, describing yourself, favourites.
(some writing, & speaking)

3. Describe your bedroom:
There is / there are; affirmative, questions and short answers.
Preposition of place: behind, on, under, across, etc.
Vocabulary revision: desk, window, computer, bed, etc.
First do a quick review of the above vocabulary on the blackboard, so that students feel comfortable with the structures and vocabulary.
  1. The assistant (or the teacher) describes her/his bedroom to the students. They have to draw a picture in pairs and then compare the drawing with another pair of students behind them.
  2. Then, the assistant draws the picture on the blackboard, so that everybody checks it.
  3. Choose one of these:
    1. The teacher (or the assistant, that is, the one that didn’t do before) describes his/her bedroom and students draw a new picture.
    2. Another possibility is that, this second time, students ask questions instead of listening to the description. They also draw a picture with the answer they get.
  4. Choose one of these:
    1. In groups of 3, one student describes his bedroom, the other two group memebers draw a picture.
    2. Students write a description of their bedroom.
There is / are
There is, there are, descriptions, vocabulary revision.
Writing, speaking
Intro unit/ 4ºeso
4. Talking about routines (Dictogloss strategy)
  1. The Assistant prepares and reads a text about routines and daily activities.
  2. The class works in pairs or groups of three.
  3. Students listen to the assistant and write down the key words and take notes as the text is read (they might need to read the text more than once, but it is not a dictation).
  4. Students work in pairs or in groups of three to recreate the text and write a final version of it.
  5. The assistant goes through the text again and compares it with the students’ final version, attempting to justify the differences between them.
  6. The Teacher (or the assistant again) can read another similar text so that the students feel more confident and better understand the vocabulary and grammar structures.
  7. Students write a similar text about themselves and read it aloud in the group or to the Class.
Note: if necessary the Teacher can give them some prompts on the board writing some of the action verbs or any other words they are going to hear in the text. This list of words could be a mixture of words they will hear and words they won’t.
More about dictogloss:**
Present simple, routines, frequency adverbs.
Writing, speaking
Any groups
5. Matching objects to action verbs
  1. Prepare a list of objects normally associated to all sorts of action verbs (ej. bike, pen, car, etc)
  2. The Assistant / teacher writes a list of verbs on the blackboard, but in a messy order (eg. travel, sing, write, make, ride, wear, have lunch, stand, sit, watch, play tennis, shop, read, listen, carry, drive, etc.)
  3. The teacher starts the game miming some of the actions and the assistant and students have to guess and say what she/he is doing.
  4. Sort out cards with the personal subjects, verbs and object names and do one of the following.
    1. Students have to mime the action that takes place with the object they got and his partner (or the Class) has to say what she/he is doing.
    2. Students say sentences in present continuous with the object the got and a verb possibly from the list.
Note: a different activity could be to tell students a place and they react with the things people are doing there at that moment. (e.g. disco-> dance, church-> pray, department store-> shop, etc.)
Present continuous, action verbs
Listening, reading,
writing, speaking
Any Groups
6. Comparatives and Superlatives
1. Make groups of 4 students.
2. Write a list of adjectives on the board: short, tall, thin, fat, nice, friendly, nervous, happy, outgoing, etc.
3. Ask them to write sentences about the students in their group. "Manolo is friendlier than Paco but Lorena is the friendliest".
4. The assistant and the teacher help and correct them and encourage them to say the sentences aloud.
5. Finally, the whole group writes sentences comparing the teacher and the assistant/s.
Asessement: the teacher gives each group a paper and takes note of the mistakes they make (number of mistakes and what is the problem).
Comparative & Superlative adjectives
Writing, speaking
Any groups
7. Circle/ shape of vocabulary
the teacher /assistant draws a circle or a particular shape on the board (e.g. a heart) with the initial letters of the words he/she wants to revise with the students. Normally all words will belong to the same semantic field which will make it easier for the students to guess the word beginning with each of the letters.

8. Tell me about yourself:
-The teacher or assistant prepares slips of paper to give to each student that has this information about the students ´´identity´´:
  • Name
  • Age
  • Nationality
  • Eye color
  • Hair color
  • Number of brothers/sisters
  • Favourite hobbies
-In groups of 4, each student has a slip of paper and must introduce him/herself to the other members of the group based on the information they have on their slip of paper.
-Next, each member of the group must introduce another member of the group to the group in order to practice the third person singular (example: Paco is in a group with Antonio, Paco introduces Antonio to the other two members of the group).
Nationalities, personal descriptions, likes and dislikes, hobbies, present simple, speaking, listening,
1st and 3rd person singular
Any groups
9. Telephone:
-The teacher/assistant prepares three different short sentences using the grammar and vocabulary of the current unit.
-Divide the class into three different groups by the rows of desks.
-The teacher/assistant whispers the sentence to the first person in the row (repeating the sentence once if necessary) and the student must pass the message on to the next person and so on. Students may only ask the other student to repeat the sentence once. Repeat this step with each of the three groups.
-Once the last person in the group has heard the sentence he/she comes up to the blackboard to write the sentence. Then the teacher/assistant repeats the original sentence to compare how much the sentence was changed as it was passed from one student to the next. The group whose sentence is the most similar to the original sentence wins!
Speaking, Listening, vocabulary, grammar
All groups
10. Word association poem
In groups of 3 or 4, one of the students says a word like "empty" and the next student posts the first word that enters their head when they read that like "house". Then the other 2 persons say another two words, and then everybody tries to write a line of a poem for those words.
Students go on repeating the same process until they have at least 5 or 6 sentences that could make a poem.
A variation of this game is to give a number of words that will be the starting point for each of the lines in the poem.

11. Reading Groups:
-Students are put into groups of 4 (normally by counting so that they can practice their numbers, but the teacher can also assign groups).
-Students take turns reading aloud to one another out of the book. While one student is reading, the other students should be taking note of words they do not understand or that they do not know how to pronounce.
-The teacher writes these difficult words on the blackboard and gives the phonetic spelling and the definition if necessary.
-Students take note of the phonetics and definition in their notebook. Students repeat the words after the teacher/assistant.
reading, pronunciation, vocabulary
all groups
12. Nicola's routines
1. In group of 4 or in pairs.
2. Give a copy of Nicola's room (from "Play Games with English, Book 1"). They have to write and say sentences about Nicola, using present simple based on the objects they find in her room. For example, Nicola has science books so the students write ``Nicola reads science books.´´
3. Next, the students compare Nicola's routines and their routines. Things she does or doesn't do in comparison to a teenagers of today.
Present Simple
Habitual actions
Writing, speaking

13. Have you ever....
-Teacher reviews the structure of the present perfect on the blackboard with the students.
-In pairs, the students write questions to ask the assistant/teacher using the present perfect (have you talked to a celebrity? for example). If needed, the teacher can provide some basic verbs on the blackboard to inspire the students.
-Students should also be encouraged to use words such as ever, just, and/or yet in their questions.
-Each student should get a turn to ask the assistant/teacher a question. All students should take notes as the questions are being answered.
-Students should write a few sentences describing what they learned about what the teacher/assistant has or has not done.

The class was broken into five groups. Then the rules were explained. The object of the game was to form sentences using must or mustn´t. One handout was passed out to the class. On this handout were a variety of different subjects and themes, each with a different number. Another handout was given to the groups with suggestions the students could use for their sentences. Numbers were put in small box and each group had the chance to pick a number. The student would then read the number in English and the theme. The whole class had to them form sentences using must and mustn´t. The group that picked the number were able to go first. If they formed a sentence using one of the phrases from the "suggestions" handout, it was worth one point. If they were able to come up with new sentences not on the list, it was worth three points. If the group could not create a sentence, it would be the next group in line´s turn. The group with the most points were given one point on their next exam. [[file/view/MustMustn't.doc|Must.doc]]

To review the parts of the body and animals, a game was created where the students had to guess the animal the teacher was describing. The class was broken into 4 or 5 groups. Each group was given a dictionary. An animal was then described and when a group knew the answer, they had to raise their hands. If the group guess the correct animal, they were given one point. The group with the most points won.
1. Divide the class into teams of four.
2. To review vocabulary, ask students to make a list of as many items of clothing they can think of(e.g. things you can wear on your feet, accessories, bottom part of body, top part of body, etc)
3. The group with the most items wins.
4. On the digital board, we show students the clothes tag cloud.
5. The assistant defines some clothing items(e.g. we use this after we have had a shower) and each group decides what she refers to and writes it on a sheet of paper. (they can use a dictionary)
6. The group with most answers correct is the winner.
7. Students add these new words to the category they correspond to at the end of the lesson.

clothes tag cloud
3º ESO
unit 3
This game was used for 1º. The class was split into groups of 4 or 5 students. Each member received one packet of words. From that packet, each member got 5 cards; this was their "hand". The students couldn't show the cards in their hand to their partners. Then, from the packet of words, 10 were taken and put on the table, face up, for each group. Each round, except for the first, the members of the group had to start by taking a card from the packet or the table and end by putting a card down in the center. The point of the game was to match an infinitive verb with its past simple. If the students got a pair, they put in down in front of them. When a member got a pair, they had to raise their hand for a teacher to come to the group. They then had to read both verbs and translate them into Spanish. If they pronounced the verbs correctly, they were awarded one point. If they translated the verbs correctly, they received another point. The student with the most pairs at the end of the game won.

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