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http://lessonstream.org/2011/09/24/my-favorite-things/

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In this activity, students begin with a stress pattern and have to find phrases that fit it. The lesson plan uses a song from the 1959 Rodgers and Hammerstein musicalThe Sound of Music. The song is My Favorite Things and it works so well because it has been written in triple time. In other words, it is a waltz: it conforms to a consistent one-two-three-one-two-three pattern. Throughout the lyrics, all strong syllables fall on the 'one' while weak syllables fall on the 'two' or 'three' ('Raindrops on roses and whiskers on kittens.')

Language level: Intermediate (B1) +

Learner type: Young learners; Teens; Adults

Time: 30 minutes

Activity: Vocabulary game

Topic: Rhythm in English songs

Language: Pronunciation; Stress patterns

Materials: Images; Song

My favorite things (5317 downloads)
Lesson plan outline

For this activity, you will need 5 images. Use an image search engine to find pictures to represent the following:

1. Write the following stress pattern on the board:

O o o O o

Drill a few phrases that demonstrate the sound of the stress pattern. For example:

Quarter past seven

Mary and Joseph

Where are you going?

What are you doing?

Everyone thinks so

Isn't she lovely?

Monday and Tuesday

2. Tell students that you are going to show them 4 images. For each image, they should write down what they see (they can do this in pairs if they like). Importantly, the phrases that they write should consist of 5 syllables and conform to the above stress pattern (OooOo).

Note: This activity works well if students have access to bilingual dictionaries. This will allow them to find unfamiliar words that are key to the activity (whiskers, kettle, mittens, etc.)

3. Show the images one by one. Give students enough time to think of a phrase. Once everyone has an answer, invite students to share and compare what they wrote.

4. Tell students that there is one more image. In describing it, they will have to produce a phrase that follows the following stress pattern:

O o o O o o O o o O

(i.e. ' Brown paper packages tied up with strings ')

5. Show image and let students write their phrases as before. Compare answers.

6. Tell students that you are going to give them the answers. Play the first verse of My Favorite Things two or three times.

Raindrops on roses and whiskers on kittens
Bright copper kettles and warm woollen mittens
Brown paper packages tied up with strings
These are a few of my favorite things

7. Ask students to write down the words that they hear and ask everyone to sing the verse.

Follow up

Ask students to write their own personal 'Favorite Things' verses. This can be as free or as restricted as you want to make it. For example, you could ask students to keep the exact same stress pattern as before (see box below). Alternatively, let students be free with what they write.

O o o O o and
O o o O o
O o o O o and
O o o O o
O o o O o o O o o O
These are a few of my favorite things

This might be a good opportunity to practise or clarify the use of -ing forms as nouns (gerunds) as teacher Gina André demonstrates on her blog.

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In this activity, students begin with a stress pattern and have to find phrases that fit it. The lesson plan uses a song from the 1959 Rodgers and Hammerstein musical The Sound of Music. The song is My Favorite Things and it works so well because it has been written in triple time.

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So we all know that our teen students are constantly messing about online on their phones or tablets, but how well-prepared are they for this digital citizenship? Use this lesson plan from the British Council to keep them informed of potential dangers and how to keep safe on the internet.

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This lesson addresses the topic of online safety in a motivating way, allowing students to discuss issues, share their opinions and ideas and then do some online activities to finish the lesson or as a homework task.

Aims:

To develop students' spoken fluency and use of modals for advice.

To develop higher level critical thinking skills by ranking a series of tips in order of importance.

To encourage students to think about the importance of online safety.

Age:

Teenagers

Level:

CEF level A2 and above

Time:

50-60 minutes

Materials:

The lesson plan and the role-play worksheets can be downloaded below. You will also need to download and print the three worksheets from http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/online-safety-poster.

You can also download two online safety posters for teenagers and kids, produced by the British Council.

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This lesson addresses the topic of online safety in a motivating way, allowing students to discuss issues, share their opinions and ideas and then do some online activities to finish the lesson or as a homework task. Aims: To develop students' spoken fluency and use of modals for advice.

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Halloween and other festivals: Webquest lesson ideas for teens

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Halloween and other festivals: Webquest lesson ideas for teens

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Check out these lesson plans/ideas from OneStopEnglish for fun webquest lessons that will integrate ICT into your teen classsrooms to ensure engagement (right?!)

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Stuck for engaging, authentic materials? Try these celebrity evolution videos...

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Stuck for engaging, authentic materials? Try these celebrity evolution videos...

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So I was recently faced with the challenge of presenting the grammar of describing past habits to a group of young teens, and after scouring the internet for a fun/suitable video to use, I came across this collection of 'the evolution of X celebrity' videos. These are great to use in a teen classroom as they are geared towards a teen audience and contain a wide range of authentic language to exploit. Enjoy!

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Subscribe! http://celeb.bz/TnVefW On October 25, 1984 Katheryn Elizabeth Hudson Was Born In Santa Barbara, California. As The Middle Child Of Pastor Parents, Katy Was Introduced To The Music World At Age Nine When She Began Singing In Church. Growing Up In A Very Religious Family, Katy Was Limited When It Came To Watching Tv And Listening To Music.

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Struggling to come up with new game ideas to engage your learners?!

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Struggling to come up with new game ideas to engage your learners?!

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Look no further! Here is a fantastic post with lots of game ideas to increase speaking/oral production. The writer has even included free printable templates. What more could a teacher want?!

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Do you ever notice that your teen learners write down new vocab items rather haphazardly in their notebooks (or not at all!!)? How can we expect them to engage with meaningful recording and revision of vocab unless we train them? Here are some really interesting insights and suggestions as to how to train students and what types of activities are best to help them with vocabulary recording, recall and retention. Highly recommended reading!!!

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This game is tough so I would only advise playing with upper-intermediate or high-level intermediate classes. It's really fun and the key is linked to in the post. Enjoy!

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This Jeopardy revision game works well with CAE students who need to revise the content of the course. It is a perfect game for the last class of the course. It combines teamwork, competition, and taking risks. It deals with phrasal verbs, idioms, collocations and expressions, prepositions, grammar, and vocabulary.

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Struggling to find some end of term activities that will encourage reflection and all you to collect useful feedback from your High School students? Check out some of these useful suggestions.

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Print out this article or send you teens a link to it. It contains some fantastic tips to help students become autonomous learners and it has really useful links that they can click through to get extra information/resources.

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If you're reading this, I imagine you want to speak better English and communicate in a more confident and competent way.

When we communicate effectively we are able to express our ideas and opinions, share experiences, and build relationships with others. When we struggle to express ourselves, we feel unvalued and insecure. As human beings, we want to participate in group discussions and have an impact on the society around us.

In the modern world, we communicate across borders. English is the closest thing we have to an international language.
By speaking better English, people all over the world can hear our voice. But, to speak better English, you need a teacher, don't you? You need to take English classes, right?
Well, English teachers and English classes definitely help. But, studying English for a few hours a week may not improve your spoken English very much.
What you need is to become a self-directed learner, somebody who takes responsibility for their own learning and creates their own learning programme to develop their English.
Now, it's certainly true that speaking is a social activity and is best done with other people. However, you could say the same about many activities. Leo Messi became a wonderful football player because he spent hours every day for many years practising by himself.
You can do the same with your English. Here are 33 ways to speak better English, without going to classes.
4. Watch short video clips and pause and repeat what you hear. YouTube is an amazing resource for language learners and you probably already have your favourite clips. My advice is to watch short clips and really study them. With longer videos, you may find your attention wanders. The key to improving by watching videos is to really listen carefully and use the pause button to focus on sounds and words. Many YouTube videos now have captions.

7. Learn about weak and strong forms of common words. When you know about the 'schwa' sound, you will listen to native speakers in a different way. English is a stress-timed language which means that we use a combination of strong and weak forms of some words. For example, which words do we stress in the following sentence?
I want to go for a drink tonight.
How do native speakers pronounce to / for / a in the sentence? We use the schwa sound so it sounds like:
I wanna go ferra drink tenigh.
Learn how and when to use weak form s and your speaking will improve overnight. You will also learn to focus on stressed words when listening to fast, native-speaker English and you will finally be able to understand us!

8. Learn about word stress. When words have more than one syllable, we stress one or more of them. For example, the word intelligent has four syllables but which syllable do we stress? Click here to find out. Remember that the small vertical mark above the word identifies the stressed syllable: /ɪnˈtel.ɪ.dʒənt/

9. Learn about sentence stress. Sentence stress refers to the word or words we stress in a phrase of a sentence. When we stress a word, we help the listener understand what is important. If we stress the wrong word or don't stress the key word, the listener may get confused or not realise what is important in the sentence. A few years ago, I enrolled in a gym. I was asked to attend an introductory class at ' five to six'. The Hungarian receptionist stressed the word ' six' so I arrived at 5.55. She looked at me and told me that I was late and the class had nearly finished. She should have stressed ' five' and ' six' so would have understood that the class lasted for one hour and began at 5pm! For more on sentence stress, read here .

10. Identify fixed and semi-fixed phrases and practise them. Fixed phrases usually contain between 3 and 7 words and include items like:
to be honest on the other hand
A conversation is made of grammatical structures, vocabulary and fixed or semi-fixed phrases. In fact, t o tell the truth , on the whole, most of the time, my friends and I , communicate with each other in a series of fixed and semi-fixed expressions.

Learn the communicative function of these phrases and practise how to pronounce them (remember weak forms, which words are stressed) and use them in your everyday conversation. Click here for a list of 1000 common phrases .
Yellow doesn't get on well with hair. Maybe yellow is jealous of blond because blond and hair are frequently seen out together having a great time. Yellow doesn't understand why hair prefers blond because yellow and blond are so similar.
Listen carefully for common combinations of words. Short and small have similar meanings but people have short hair not small hair. High and tall are often not so different but people have high hopes but not tall hopes. Foxes are sly not devious. Hours can be happy but are never cheerful. Idiots are stupid but rarely silly.

13. Learn short automatic responses. Many of our responses are automatic (Right, OK, no problem, alright, fine thanks, just a minute, you're welcome, fine by me, let's do it!, yup, no way! you're joking, right?, Do I have to? etc.) Collect these short automatic responses and start using them.

14. Practise telling stories and using narrative tenses. Humans are designed to tell stories. We use the past simple, past continuous and past perfect for telling stories but when the listener is hooked (very interested), they feel like they are actually experiencing the story right now. So, we often use present tenses to make our stories more dramatic!

16. Learn about chunking. Chunking means joining words together to make meaningful units. You don't need to analyse every word to use a phrase. Look at the phrase: Nice to meet you. It's a short phrase (4 words) which can be remembered as a single item. It is also an example of ellipsis (leaving words out) because the words 'It' and 'is' are missing at the beginning of the phrase. However, we don't need to include them. Learn more here.

17. Learn about typical pronunciation problems in your first language. Japanese learners find it difficult to identify and produce ' r' and ' l' sounds; Spanish don't distinguish between ' b' and ' v'; Germans often use a ' v' sound when they should use a ' w '. Find out about the problems people who speak your first language have when speaking English and you will know what you need to focus on.

20. Use a mirror and / or a sheet of paper for identifying aspirated and non-aspirated sounds. Aspirated sounds are those with a short burst of here, such as ' p' in ' pen, and unaspirated sounds have no or little air, such as the ' b' in ' Ben'. Watch this video to learn more.
What a terrible tongue twister. What a terrible tongue twister. What a terrible tongue twister.
22. Practise spelling names, numbers and dates aloud. This may seem very basic to some of you but if you don't practise, you forget how to say them.Have a and at place names here.

23. Learn about common intonation patterns. Intonation (when the pitch of the voice goes up and down) is complex in English but it is very important as it expresses the feeling or emotion of the speaker. Here is an amusing introduction to intonation.

26. Learn why English is a stress-timed language. The rhythm of the language is based on stressed syllables so we shorten the unstressed syllables to fit the rhythm. Syllable-timed languages (such as Spanish) take the same time to pronounce each syllable. Here's an which might explain why you speak English like a robot or watch this funny clip here.

31. Learn exclamation words and fillers. Watch or study this list of 100 common exclamations here.
Now, here's your CALL TO ACTION. In the next 33 days, spend 15 minutes every day on one of the tips. I'm sure you'll notice a huge improvement.
And maybe one day you'll speak English like Messi plays football!
Thanks for reading the post.
Would you like to learn how to speak polite English?
My video course (over 50,000 learners and more than a 1000 five-star reviews) shows you how to speak politely in English. Just click on the image below (COUPON CODE POLITE17):
Would you like to learn Business English idioms?
Get this course for just $10 with the coupon code HEADLESSCHICKENS. Click on the image:

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33 ways to speak better English without taking classes

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If you're reading this, I imagine you want to speak better English and communicate in a more confident and competent way. When we communicate effectively we are able to express our ideas and opinions, share experiences, and build relationships with others. When we struggle to express ourselves, we feel unvalued and insecure.

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Creating fun videos with your teen class

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Creating fun videos with your teen class

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This article outlines some really useful/fun apps we can use to engage our learners' creativity and get them involved in making and recording videos. Perfect for speaking tasks or pronunciation-focused tasks!

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"Humans are incredibly visual and powerful, moving images help us find meaning... video helps capture and contextualize the world around us." - Dan Patterson
Students enjoy producing short videos and showing their creativity. Planning a video project doesn't have to be a huge headache. In my digital book, Learning to Go, I provide tips, resources, rubrics, and handouts to help your students storyboard their productions and create short commercials, films, trailers, broadcasts, digital stories, and public service announcements. Check out my slide presentation ( download for free) below for more ideas and find over 1001 video production ideas here. Check out the bookmarks for several more web apps, tools, and resources to get your students learning by producing their own short videos.
Tips

Time each activity- use a timer to keep students on task and get them to flow to each process.

I recommend for an initial project 2 to 3 minutes for brainstorming with a storyboard; 10 to 15 minutes to plan, record, edit, and get the video to you; and about 15 minutes to show the videos at the end. Click here for a short video of me doing this with learners in Croatia.

Have students work with a storyboard to plan their video productions. It will help them decide if they need props, videos, etc. Click here for a free storyboard template to copy/edit.

Get students to share devices and produce videos in small groups of 3 to 4. In my digital book, Learning to Go, I provide a handout for students to break into small groups with roles and duties.

Plan for how your students will get the videos to you. The easiest and quickest way is to make sure you have a laptop where students can upload with the camera cord. If you use the Internet or Wifi, plan for a few days to receive the videos because this will take much longer.

Keep the video recordings short (about 1 minute or less). Many web tools and apps will allow students to create a short 1 minute video. Also, keeping the videos short means less time spent trying to get the videos uploaded. In some cases, a 5 minute video will take hours to upload depending on the bandwidth.

Plan a film festival with your learners and some community members if possible. Host it with popcorn and later add the videos to a site for parents to access.

If you teach learners under 13 years-old, then be sure the chosen web tool or app allows them to record a video. Most web tools and apps are for 13 years-old and above.

Recommended Web Tools & Apps

Powtoons- Create fun animated videos with a library of music, text, and characters to choose from or upload images.

Moovly- Make a movie up to 10 minutes with uploaded images, audio, and templates.

Plotagon- A web tool and app to create animated avatar videos.

Adobe Spark- A web tool and iOS app to create animated videos with images, your voice, and more in minutes.

Touchcast- free iPad app to create interactive videos with a green screen, add visuals to your video, mark them up with the whiteboard and explain things with ease like never before. Diagram with the whiteboard. Use the Green Screen or Multi-camera switcher to add polish to your presentation.

Thinglink- create videos and virtual reality lessons with links to information.

Wideo- Create videos with uploaded images, animations, and add audio.

ZimmerTwins- Make a cartoon featuring the Zimmer twins, type in the dialogue, choose a background scene, and create a fun movie.

Peanut Gallery- Not necessarily a video tool, but students can add voice narration to silent film clips. This makes for an easy lesson.

Dvolver- Create a short film and choose from their library of characters, backgrounds, and props.

WeVideo- Web tool, iOS and Android app to make a collaborative or individual video with images, audio, and templates. The free version lets you publish up to 5 minutes a month and have access to 22 songs.

Magisto- iOS and Android app to create a video with up to 25 clips or 30 photos free. Choose a theme and soundtrack, and add text, images, and video clips.

Instagram- iOS and Android app to record up to a minute of live streamed video and add various filters. Share on this popular social network with others.

Youtube Capture- iOS app to create videos and upload them to Youtube.

SockPuppets- iOS app for creating short movies with talking socks.

Puppet Pals- iOS app with fun characters set on a stage. Students narrate the characters and can upload their own images.

Toontastic- iOS app for creating short videos with fun characters that students animate.

Of course you can try using Windows Movie Maker and iMovie programs and apps that come free on most Windows and Mac computers.

Challenge: Get students to create a video with one of these web tools and apps.
If you enjoyed these ideas, you may want to get your copy of The 30 Goals for Teachers or my $5.99 ebook, Learning to Go, which has digital/mobile activities for any device and editable/printable handouts and rubrics.
Bookmarks

Click to access that resource!

Video Creation & Tools, by shellyterrell
Enjoyed this post? Subscribe for FREE to receive regular updates!

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20 Web Tools and Apps for Learners to Create Fun Videos

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"Humans are incredibly visual and powerful, moving images help us find meaning... video helps capture and contextualize the world around us." - Dan Patterson Students enjoy producing short videos and showing their creativity. Planning a video project doesn't have to be a huge headache.

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13 steps for effective vocabulary teaching

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13 steps for effective vocabulary teaching

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http://www.teachingenglish.org.uk/article/short-sweet-using-short-films-promote-creativity-communication

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Using songs effectively: Listening for Key words activity

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Using songs effectively: Listening for Key words activity

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See Principle 2 of my previous post about engaging teens! This is a very simple way practise listening for key words. It also fosters a sense of competition (see principle 3 of previous article re engaging teens).

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It's particularly useful for encouraging students to recognise familiar words even in difficult texts. This activity works well with all kinds of songs, and can be used to introduce a song, or simply as an enjoyable warmer or cooler.
Preparation
You will need to choose a song for your class and have copies of the lyrics. You also need to produce a set of cards per group of 4 / 5 students, so work out how many you need for your class. The sets of cards (each in an envelope) should consist of around 20 words, some taken from the song (words your students will recognise), whilst others are not from the song, but are similar in meaning / sound to the words from the song.

You can download example cards for 'The World's Greatest' by R. Kelly.
Procedure

With each group around a table, I tell students that I'm going to give them some words from a song. They have a few minutes to lay out the cards and decide what they think the song is about. If students need help brainstorming, I ask a few questions:

'Do you think it's sad or happy?'

'Is it a love song?

'Why? Which words make you think that?'.

I then tell my students that in fact only some of these words are in the song, and that they'll listen to the song to find out which.

If they hear one of the words, they should grab that card. I clarify here that this is not team-work, but a competition. At the end of the song, they'll check their cards and get +1 point for correct cards and -1 point for wrong cards.

I play the song once for students to listen and 'grab'.

I then ask students how many cards they've got. I hand out the lyrics (or have one copy large enough for all to see) and ask students to find their words.

Each group announces the student with the highest number of points for the class to clap.

Following this activity, I can then go on to use the song for a variety of purposes, for example as a text for reading comprehension or language work, or for the class to sing together.

Note: this activity can be used at all levels - it just depends on the words you put on the cards. 'Difficult' songs can be made doable if the words chosen are simple and easy to pick out. Similarly, an 'easy' song can be made more challenging for high-level students by choosing words that are difficult to hear, or putting in words with very similar sounds.

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It's particularly useful for encouraging students to recognise familiar words even in difficult texts. This activity works well with all kinds of songs, and can be used to introduce a song, or simply as an enjoyable warmer or cooler. Preparation You will need to choose a song for your class and have copies of the lyrics.

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A simple sequence involving peer teaching can be a great way to engage teens in the learning process. Try this activity to teach phrasal verbs :)
St 1: gIV TH

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Image credit: teaching.berkeley.edu

Follow me on twitter @RobbioDobbio

I'm running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here:
https://www.justgiving.com/Timothy-Warre/
This is a vocabulary lesson originally designed for higher levels (C1+) but the method can be adapted for any level and any set of vocabulary. The idea is that students teach each other a set of phrasal verbs, analyse them and then put them into practice in a gap-fill and a discussion.
Preparation
Print out the phrasal verb cards and one copy of the worksheet for each student. Cut out the cards so that the phrasal verb is on one side and the definition and example sentences are on the other. I laminated them, as shown below, but you could easily just glue them together. Students will work in groups of 3 and teach 2 phrasal verbs each to their groups so you will need 1 set of cards for each group of 3.

Lesson Plan Word doc - Peer Taught Phrasal Verbs LP
phrasal verbs peer teaching CARDS Peer taught phrasal verbs worksheet Peer Teaching
Put students into groups of three and give each member of each group 2 phrasal verb cards. Give students 2 minutes to familiarise themselves with the phrasal verbs and the example sentences. Students then take it in turns to teach their phrasal verbs to their group mates, who can ask additional questions to clarify the use and meaning. Encourage the "teachers" to think of their own example sentences aside from the examples on the cards so that they can personalise it. Also, you could tell them to give their groups an opportunity to guess the meaning before they explain it. For this section I boarded some expressions:

to hazard a guess - make a guess

to put sb out of their misery - kill someone who's suffering/give sb who is guessing something the answer

When everyone has finished move onto the next stage.
Analysis and Processing
Invite students to come to the board and write a phrasal verb they have learnt and a definition. However, they must board one of the phrasal verbs they have just learnt, NOT one of the ones they taught to their group.

When you have all 6 phrasal verbs on the board, give the students the handout and have them analyse them in their groups using the criteria on the worksheet:
Look at the phrasal verb and decide:

1. Is the meaning easy to understand from the words?

2. Put them in order, which one is the most useful?

3. Which one is the easiest to use?

4. Which one do you think is easiest to remember?

5. Which ones could you use at home/work/school/in the street/in emails/letters?

The aim of this section is to force students to process the items at a deeper cognitive level, thus increasing the chances of retention. Feedback briefly in open class. Make a note of the ones students think are hardest to remember.
Gap-fill and Discussion
Students complete the gap-fill exercise on the handout in their groups and then ask and answer the questions.
Put the phrasal verbs in the questions:

1. What do you do when people _________ when you're talking? Do people in your country tend to _________ more than other nationalities? Butt/cut in

2. What fashion trend _____________ when you were younger? Are they still in fashion today? caught on

3. What did your parents use to do when you ___________? Were they strict or lenient? acted up

4. How long do you think you could ________________ the internet/TV/music/your favourite food/meat? do without

5. Have you ever been _____________? What happened to the company? If a company is in trouble, who normally gets _________ first? laid off

6. What would you do it you saw two people ____________each other in the street? Would you step in? Why? Why not? laying into

Follow up
Test students on the phrasal verbs in the next class and see if their opinions about which are hardest to remember are true.

Barcelona based English Teacher, blogger and sometime actor and director. View All Posts

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Image credit: teaching.berkeley.edu Follow me on twitter @RobbioDobbio I'm running the Barcelona Half-Marathon dressed as David Bowie to raise money for Cancer Research, sponsor me here: https://www.justgiving.com/Timothy-Warre/ This is a vocabulary lesson originally designed for higher levels (C1+) but the method can be adapted for any level and any set of vocabulary.

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Engaging teens with IELTS tasks:Describing visual information task

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Engaging teens with IELTS tasks:Describing visual information task

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This topic should engage teens as the focus is them! This follows on from the recommendations made by the interesting article 'How to engage teens'

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Look at the exam question, bar chart and model answer and do the exercises to improve your writing skills.

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Use pictionary to teach PHRASAL VERBS or LEXICAL CHUNKS

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Use pictionary to teach PHRASAL VERBS or LEXICAL CHUNKS

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Check out this version of the classic game to engage even your least motivated learners!

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The psychology of teaching teenagers: Classroom Applications

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The psychology of teaching teenagers: Classroom Applications

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Principle 1: Teenagers strongly conform to their own peer group and reject those outside it. The implication is that activities or topics which touch on crossgenerational issus should engage them.

For example: Using a sitcom like Kevin the Teenager or any show about the teenage/adult divide.

Principle 2: Teenagers love songs. To use them effectively in class though, teachers should follow these guidelines and chose songs which have;
1. lots of language (not just repetition)
2. clear delivery (goodbye Bob Dylan!)
3. nonobtrusive music
4. no long musical interludes

Principle 3 : Teenagers love competition, especially between the sexes.  Separate your class into boys Vs girls for some activites and get boys to set questions for girls and vce versa.

4. Teenagers are interested in the topic of relationships so you can incirporate things about friendship and dating in an appropriate way.

5. Teenagers and social media go hand in hand, so Facebook, Instagram, Snapchat etc are all great contexts for lessons.
Link to full article:
https://eltnick.wordpress.com/2016/05/27/teaching-teenagers-5-principles-5-tasks/