Teaching English: Step by Step - ESL Books From Tenaya ...tenayapress.tenaya.com/Tenaya_Press/Teaching... · Teaching English: Step by Step. Participatory speaking and listening activities

Teaching English: Step by StepParticipatory speaking and listening activities that let students apply the grammar concepts they learn in Gramática del inglés: Paso a paso 1 and English Grammar: Step by Step 1.

Written by Elizabeth WealIllustrated by Anastasia Ionkin

1

TeachingEnglish:StepbyStep1 v

A note to teachers Welcome to Teaching English: Step by Step 1, a book that gives teachers and tutors using Gramática del inglés: Paso a paso 1 and English Grammar: Step by Step 1 practical speaking and listening activities to accompany the grammar books. The introduction to this book is a personal perspective on teaching English as a Second Language. The remaining chapters follow lockstep with the chapters of the level 1 grammar books. Feel free to copy any and all worksheets!

AcknowledgmentsI wrote this book with a few people in mind: Wendy Vasquez, ESL coordinator at Trinity United Methodist Church in Des Moines, Iowa; Martin Steinman, ESL coordinator at the Canal Alliance in San Rafael, CA; Lorraine Reston, ESL teacher at Napa Valley College, in Napa, CA; and Tod Buis, tutor at Partners in English Language Learning in Grass Valley, CA have each in their own way supported my work and encouraged me to forge ahead.

I also want to thank a crack team of editors. Julie Reis reviewed this manuscript from the perspective of an ESL teacher. Phyllis Mayberg did a fine copy editing job and my daughter, Chelsea Hodge, spent much of her Labor Day holiday applying her fine editing skills to the first chapter of the book. Finally, my husband, Bruce Hodge, stepped up to the plate yet again, helping me with countless tasks, from design assistance to 24/7 technical support.

TeachingEnglish:StepbyStep1 iii

ContentsIntroduction: One ESL Teacher’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Consider yourself blessed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2The elephant in the room: Spanish in the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4The role of grammar in adult ESL classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5When students stop coming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Perception is everything . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7The well-stocked classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8About the activities in this book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Chapter 1: I am from Mexico. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1.a The Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101.b Using a Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121.c How do you say________ in English? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141.d Vocabulary: At school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161.e Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181.f Classmate Interviews: Where are you from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201.g U.S. Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221.h Classmate Interviews: What city are you from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261.i Completing a Student Information Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281.j Conversation Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301.k Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Chapter 2: I am a cook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372.a Vocabulary: Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382.b Classmate Interviews: What is your job? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402.c Vocabulary: Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 2.d Conversation Practice: Describing people . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 2.e Listening Practice: Famous People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 2.f Conversation Practice: Talking about colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 2.g Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 2.h Adjectives Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 2.i Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Chapter 3: Are you tired? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573.a Vocabulary: Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 583.b From Negative to Affirmative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603.c Vocabulary: Negative Contractions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 623.d Contractions Dictation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

iv TeachingEnglish:StepbyStep1

3.e Tell the Truth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653.f Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 663.g Find Three People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683.h Conversation Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 703.i Role a Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 743.j Cold Turkey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 753.k Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Chapter 4: I have two brothers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 4.a Vocabulary: What’s the matter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .824.b Listening Practice: Calling the clinic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .844.c Conversation Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .864.d Double Dictation: Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .904.e Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .924.f Conversation Dictation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 954.g Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .964.h Classmate Interviews: How old are you? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .984.i Find Three People: Do you have... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1004.j Find Three People: Do you like... ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1024.k Two Halves Make a Whole. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Chapter 5: My last name is Vargas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1075.a Vocabulary: Clothes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1085.b Talking about your classmates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1105.c Line Up! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1125.d Photo Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1135.e Classmate Interviews: What is your sister’s name? . . . . . . . . . . . . . . . . . . . . . . . . . 1145.f Conversation Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1165.g Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1185.h Listening Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1205.i Conversation Dictation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1225.j Scrambled Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1235.k Four Corners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Appendix A: Resources for beginning ESL students . . . . . . . . . . . . . . . . . . . 129

Teaching English: Step by Step 1 9

Teaching English

Chapter 1 I am from Mexico.

Teacher’s Diary

A Better Life Whenever I despair over how difficult life in the U.S. is for my students, I

think about how much harder it would be for them if they were living in

their own country. Still, I occasionally have my doubts, especially when I

read sentences like the ones below, written by intermediate-level students

writing about what they used to do and what they didn’t used to do in

their country.

I used to feed horses. I used to walk in the fields.I used to fish in the river. I used to swim in the river.I used to eat my mother’s cooking.I used to run in the streets. I used to drink agave water. I used to eat iguana soup. I used to see the sun rise on New Years day. I didn’t use to drive a car. I didn’t use to use a cell phone. I didn’t use to go shoppingI didn’t use to see buildingsI didn’t use to buy clothes. I didn’t use to spend a lot of time at home. I didn’t use to go to the gym. I didn’t use to work all the time. I didn’t use to eat pizza.

10 Teaching English: Step by Step 1

Objective• TeachstudentsthelettersofthealphabetinEnglish.

When to do this activity: Duringthefirstorsecondweekofclass.

Supplies • Alphabet handout(withpronunciationinSpanish):onecopyforeachstudent• Whiteboards,dryerasemarkersanderasers(oneforeachstudent)or• 81/2”x11”scrappapercutinhalf(severalsheetsforeachstudent)

How to introduce this activity• Askyourstudents:Why take the time to learn the alphabet in English?

Activity: Part 1• Distributethealphabethandout.• Repeatthealphabet.Explainthat,onthehandout,thepronunciationisin

parentheses.(Manystudentwon’trealizethis.)• Teachcapital(mayúscula)andlower case(minúscula).• Write“problemletters”ontheboardandaskstudenttoidentifythem.Themost

difficultlettersarethevowels, g, j, k, q, v, w, x, y,andz.• AlmostallstudentshavetroubledistinguishingbetweenEandI.Here’satipyou

maywanttopasson:WritealowercaseEandputwhiskersonit,thenaskwhatpeoplesaywhentheyseeamouse–eeeeee!WritealowercaseIandmakethedotlooklikeaneye.

• Passoutdryeraseboards,markers,anderasersorlargepiecesofscrappaper.• Calloutaletter.Studentmustwritetheletter.Thenholditupforyoutocorrect.• Dothisforcapitalandlowercaseletters.• Repeatthisactivityinclassforseveraldays.

Activity: Part 2• Dictatewholewordstothestudents,especiallylongwords,likeMississippiand

Wisconsin.Youmightalsotrywordslikeexit, exercise, electrician, interviewer, andengineerwhichforcestudentstolistentodistinguishbetween eandi.

Extension• Displaylettersofthealphabet,uppercaseandlowercase,aroundtheroomand

practicethemeveryday.

Teaching English

1.aThe Alphabet (Class, Tutor/Tutee)


The AlphabetAa /ei/*

Bb /bi/

Cc /si/

Dd /di/

Ee /i/*

Ff /ef/

Gg /chi/

Hh /eich/

Ii /ai/*

Jj /che/

Kk /quei/

Ll /el/

Mm /em/

Nn /en/

Oo /ou/*

Pp /pi/

Qq /quiu/

Rr /ar/

Ss /es/

Tt /ti/

Uu /iu/*

Vv /vi/

Ww /daboliu/

Xx /exs/

Yy /uai/

Zz /tsi/

*Vowels:A,E,I,O,U

Consonants:allotherletters(B,C,D,F,

G,H,J,K,L,M,N,P,Q,R,S,T,V,W,

X,Y,Z)


Objectives• Toteachstudentstouseasimpledictionary.Manystudentswon’tknowthis!• ToencouragestudentstousethedictionaryinthebackofPaso a pasoandStep by

Stepwhenthey’recompletingexercisesinthebook.

When to do this activity: Duringthefirstorsecondweekofclass.

Supplies • Gramática del inglés:Paso a paso 1orEnglish Grammar Step by Step 1:onecopyfor

eachstudent• Dictionary Practice:Oneforeverytwostudents

How to introduce this activityAskyourstudents:• Why are dictionaries useful? (They tell you the meanings and pronunciations of words

you don’t know.) • What skill do you need before you can use a dictionary?(You need to know the

alphabet.)

Activity: Part 1• Askstudentstoturntothedictionaryonpage113intheirbook.Thenaskthem

toturntothedictionaryonpage117.Askthemtoexplainthedifference.(e.g.On page 113 the words are in English then Spanish and on page 117 they are in Spanish then English.)

• ChoosealetterfromtheSpanish/Englishdictionary,withrelativelyfewwords,sayG.Askstudentstoexplainwhythewordsareorderedthewaytheyare.

• GivestudentsawordinEnglishandaskthemtotellyouwhatpagethewordisonintheEnglish/SpanishdictionaryandwhatthatwordmeansinSpanish.Repeatthisseveraltimes.

• ThengivestudentsawordinSpanishandaskthemtotellyouwhatpagethewordisonintheSpanish/EnglishdictionaryandwhatthatwordmeansinEnglish.Repeatthisseveraltimes.

Activity: Part 2• Dividestudentsintopairs.• Giveeachpairaworksheet.InstructthemtousetheirSpanish/EnglishandEnglish/

Spanishdictionariesinthebackoftheirgrammarbooktoanswerthequestionsontheworksheet.

• Whenstudentsfinish,reviewtheanswersasaclass.

Teaching English

1.bUsing a Dictionary(Class, Tutor/Tutee)


Using a DictionaryNames

TranslatethesewordsfromSpanishtoEnglish.

1 bajo short2 también

3 ojo

4 feo

5 suegro

6 pelota

7 guapo

8 padres

9 novio

10 limpio

TranslatethesewordsfromEnglishtoSpanish.

1 garden jardín2 rice

3 tall

4 because

5 notebook

6 purple

7 toy

8 tree

9 girlfriend

10 niece

Extra credit.UsingtheEnglish/SpanishdictionaryfindthreeEnglishwordsthatyoudon’tknow.Then,writewhatthosewordsmeaninSpanish.

English Spanish

1

2

3


Objectives• Toteachstudentstousephoneticspellingstohelpintheirpronunciation.• Toteachstudentstheexpression:How do you say…

When to do this activity: Duringthefirstorsecondweekofclass

Supplies • Gramática del inglés:Paso a paso 1orEnglish Grammar Step by Step 1:onecopyfor

eachstudent• How do you say.....in English?: Classset

Teachers, take note: ThephoneticspellingsinthedictionaryinthebackofthegrammarbookareanattempttomakeitaseasyaspossibleforstudentstopronounceEnglishwordscorrectly.Sometimesthisworkswell;forexample,thelonge soundinEnglishtranslatesnicelyintoalong iinSpanish.Othertimes,thetranslationislessclearcut.Forexample,thereisnothsoundinSpanishsoweused.

How to introduce this activity• DiscussthelackofconsistencyinpronouncingwordsinEnglish.(Wordslikeknow

andnow,hereandthere,andlaughandghostaregoodexamples.)• Explainthatphoneticspellingshelpstudentspronouncewordsinanotherlanguage.• Explaintheuseoftheaccenttoshowthesyllabletoemphasize: student(stúdent) orange(óransh) divorced(divórst)• Emphasizethatthephoneticspellingsaren’tfoolproof.They’rejustafirststep.

Activity 1• Giveeachstudentaworksheet.• Readthedirectionsasaclass.• Askstudentstocompletetheworksheet,thatis,tofindEnglishwordsintheir

dictionarythattheydon’tknowandwritethosewordsontheirworksheet,alongwiththeirmeaningsinSpanish.

Activity 2• Writethisconversationontheboard:

Student A:Howdoyousay_______inEnglish?Student B:_____________.

• Askfortwovolunteerstocometothefrontoftheclasswiththeirpapersandpracticethisconversationusingthenewwordstheyhavelearned.Forexample,

Student A:HowdoyousayamigoinEnglish?Student B: friend.

• Studentsdivideintopairstopracticetheconversation.• Attheendoftheclass,studentssharesomeofthenewwordstheyhavelearned.

Teaching English

1.cHow do you say________ in English?(Class, Tutor/Tutee)


Name ____________________

Directions: LookinyourEnglish/Spanishdictionary.Writetenwordsyoudon’tknowinEnglish.Trytopronounceeachword.ThenwritewhatthewordmeansinSpanish.

How do you say________ in English?

English words Spanish translation

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Objective• Toteachstudentstoidentifyandspellthenamesofcommonitemsusedina

classroom.

When to do this activity: Duringthefirstorsecondweekofclass

Supplies • Vocabulary: At school:Classset• Scissorsforeachstudent• Paperclipforeachstudenttocliptheirvocabularycards

Before the class begins: Makesureyoucanidentifyeachdrawing:book, notebook, pencil, pen, dictionary, pencil sharpener, table, chair whiteboard, marker, student, teacher.

How to introduce this activity• Askstudentstoidentifyvariousobjectsaroundtheclassroom(book,marker,

whiteboard,etc.).

Activity: Part 1• DistributetheworksheetVocabulary: At School.• Studentscutouttheircards.• Afterstudentshavecutouttheircards,holdupacardandwritewhatitisonthe

board.StudentswritethewordinEnglishonthebackofthecard.• Dothisforeachcard.

Activity: Part 2• Dividestudentsinpairs.• Writethisconversationontheboard: Student A: What is this? Student B: It is a _______. Student A: Spell that please. Student B: ___________.• Practicetheconversationasaclass.• Studentspracticethisconversation,showingtheirpartneravocabularycard;then

askingtheirpartnerwhatitisandhowtospellit.

Teaching English

1.dVocabulary: At school(Class, Tutor/Tutee)


Vocabulary: At school


Objective• Reinforcesubstitutingpronounsfornouns.

When to do this activity: AfterstudentshavecompletedSection1.4ofPaso a paso 1 or Step by Step 1.

Supplies • Four Corners cards.(Youneedenoughsothateachstudentcanhaveonecard.If

youneedmore,makeyourown.)

Before the class begins• Cutoutenoughcardssothateachstudenthasone.• Onthewhiteboard,writeHe,She,andTheyinlargelettersevenlyplacedacross

thelengthoftheboard.• Ifyoudon’thaveawhiteboard,makethreesignsandpostthemaroundthe

room.

How to introduce this activity• Writethesenounsontheboard: Ana Susan The girls Jose Susan and AnaThe boysJose and Ana• Askstudentswhatsubjectpronountheycansubstituteforeachnoun.Thenwrite

thepronoununderthenoun.

Activity • Giveeachstudentacard.• Eachstudenttakeshiscardandstandsundertheappropriatesign(e.g.Ifyoursign

saysAnayoustandundertheshesign.)• Afterstudentsarestandingundertheappropriatesign,studentstaketurnsreading

theircards.Otherstudentsgiveathumbs uporthumbs downtoindicatewhetherthestudentisstandinginthecorrectlocation.Ifthestudentisn’tinthecorrectlocation,theymove.

• Collectcardsandredistributethem,ordotheactivityagainonanotherday.

Teaching English

1.eFour Corners (Class)


Susan The boy Nina and Eduardo My sister

Ana The boys The cooks My friends

Maria and Leonardo The students The brothers My friend

The girl The teachers Lucas, Ana, and Armondo Armando

The girls Anthony My sisters Deborah

Four Corners


Objectives• Buildfluencybyprovidinganenvironmentwherestudentscaneasilyconversewith

eachother.• Buildasenseofcommunitybyhelpingstudentsknowthenamesandnative

countriesoftheirclassmates.• Givestudentspracticespellingtheirnames.


Supplies • Classmate Interviews: Where are you from? Classset

Teachers, take note: InSpanish,nombremeansfirst name.That’swhy,whenSpanish-speakersareaskedtheirname,theyoftengiveonlytheirfirstname.Explainthat,inEnglish,whenpeopleaskyouyourname,youusuallygiveyourfirstandlastnameunlessit’saveryinformalsituation.

How to introduce this activity• Reviewthealphabet.• Teachthisvocabulary: first name, last name, complete name.

Activity• DistributeacopyofClassmate Interviews: Where are you from?toeachstudent.• DisplayClassmate Interviews: Where are you from?soallstudentscanseeitorcopy

theconversationontheboard.• Readtheconversationalineatatime;askstudentstorepeateachlineasyouread

it.• Askfortwostudentvolunteers,onetoaskthequestionsandonetoanswerthem.

Thevolunteersintervieweachother.Studentswhoareseatedrecordtheresultsoftheseinterviewsontheirinterviewforms.Youmaywanttodothiswithasecondpairofvolunteersaswell.

• Instructstudentstomovearoundtheclassroom,interviewingclassmatessotheycancompletetheirforms.

• Aftereveryonehascompletedtheirforms,askstudentsabouttheirpeers,e.g.Where is Ana from? Where is Peter from?

• Note:Ifmoststudentsarefromthesamecountry,changethequestiontoWhat city are you from?

Teaching English

1.fClassmate Interviews: Where are you from? (Class)


Student A: What is your first name?

Student B:My first name is________________

Student A:Spell that please.

Student B:___________________

Student A: What is your last name?

Student B: My last name is __________

Student A: Spell that please.

Student B: __________________

Student A: Where are you from?

Student B: I am from _____________

First name Last name Country

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Classmate Interviews: Where are you from? Name ____________________


Objectives• LearnthebasicsofUSgeography.• Distinguishbetweencities, states, and countries.


Supplies • LargemapofNorthAmerica(or,ifyoudon’thaveone,usethesamemapyou’re

givingtostudents)• U.S. map:classset• US Geography 1 handout:oneforeverypairofstudents• US Geography 1 handout:oneforeverypairofstudents

How to introduce this activity• UsingamapofNorthAmerica,demonstratethedifferencebetweencity, state, and

country.

Activity 1 • GiveeverystudentamapofNorthAmerica.• Askstudentsquestionsaboutthemap(e.g.Is Oregon a city or a state?)• GiveeverypairofstudentsaUS Geographyworksheet.• Studentsworkinpairstoanswerthequestionsontheworksheet.Theydon’tneed

towritecompletesentences.• Reviewtheanswersasaclass.

Activity 2 • RepeatActivity1thefollowingdayusingthe Geography 2handout.

Teaching English

1.gU.S. Geography (Class, Tutor/Tutee)


Directions: Useyourmaptoanswereachquestion.Youdon’tneedtowriteacompletesentence.

1. Is Texas a city or state? __________________________

2. Is Florida a city or state? __________________________

3. Is Mexico a state or a country? _____________________

4. Is Canada a state or a country? _____________________

5. Is California a city or a state? ______________________

6. Is Los Angeles in Oregon? ________________________

7. Is Las Vegas in Nevada? ________________________

8. Is Salt Lake City in Utah? ________________________

9. Is Miami in Florida? ________________________

10. Is Dallas a city or a state? _____________________

11. Is the United States a state or a country? _______________

12. Write five cities in the United States. ____________________ ____________________ ________________________________________ ____________________

13. Write five states in the United States.____________________ ____________________ ________________________________________ ____________________

14. Write three countries in North America. ____________________ ____________________ ____________________15. What city are you in now? __________________16. What state are you in now? _________________

U.S. Geography 1Names___________________________________


U.S. Geography 2Names___________________________________

Directions: Useyourmaptoanswereachquestion.Youdon’tneedtowriteacompletesentence.

1. Is California a city or state? __________________________

2. Is Los Angeles a city or state? __________________________

3. Is Mexico a state or a country? _____________________

4. Is Canada a state or a country? _____________________

5. Is Houston a city or a state? ______________________

6. Is Houston in California? ________________________

7. Is Seattle in Washington? ________________________

8. Is Salt Lake City in Texas? ________________________

9. Is Las Vegas in Nevada? ________________________

10. Is Nevada a city or a state? _____________________

11. Is the United States a state or a country? _______________

12. What city do you live in? ________________________

13. What country do you live in? ________________________

14. What state do you live in? ________________________


U.S. Map


Objectives• Buildfluencybyprovidinganenvironmentwherestudentscaneasilyconversewith

eachother.• Reinforcethedifferencebetweencityandcountry.• Buildasenseofcommunitybyhelpingstudentsknowthenamesandnative

countriesoftheirclassmates.


Supplies • Classmate Interviews: What city are you from? Classset

Teachers, take note: Manyofyourstudentsprobablywillbefromsmalltowns.Thus,youmaywanttoexplainsthatcityissometimesusedtorefertosmalltownsaswellaslargemetropolises.

How to introduce this activity• Reviewthealphabet.• Reviewthisvocabulary:first name, last name, complete name, city, country.

Activity• DistributeacopyofClassmate Interviews: What city are you from?toeachstudent.• Displayacopysoeveryonecanseeitorcopytheconversationontheboard.• Readtheconversation,withstudentsrepeatingeachlineafteryoureadit.• Notethatnamecanrefertoeitherfirst name orcomplete name.Inthisexercise

studentsshouldusetheircompletenames.• Askfortwostudentvolunteers,onetoaskthequestionsandonetoanswerthem.

Thevolunteersintervieweachother.Studentswhoareseatedrecordtheresultsoftheseinterviewsontheirinterviewforms.

• Studentsmovearoundtheclassinterviewingfellowstudentsandcompletingtheirforms.

• Aftereveryonehascompletedtheirinterviews,askstudentsabouttheirpeers,e.g.What city is Ana from? What country is Ana from?

Teaching English

1.hClassmate Interviews: What city are you from? (Class)


Name ______________________________

Student A: What is your name?

Student B:My name is ________________

Student A:Spell that please.

Student B:___________________

Student A: What city are you from?

Student B:I am from _____________

Student A: What country are you from?

Student B:I am from_____________

Name City Country

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Classmate Interviews: What city are you from?


Objectives• Practicecompletingsimpleforms.• Practiceusingthealphabettodictatepersonalinformation.


Supplies • Completing a Student information form: Classset

Teachers, take note: • Makesuretoexplicitlyteachstudentswherethespacesanddashesgowhenwriting

aphonenumber.ManyLatinAmericancountrieshavedifferentconventionswhenwritingphonenumberswhichstudentsnaturallywanttousewhentheywritetheirphonenumberintheUS.

• Thisactivityfocusesonsuchacriticalskillthatyoumaywanttorepeatitmorethanonce,withstudentsinterviewingdifferentstudentseachtime.

How to introduce this activity• Introducethisvocabulary:middle initial, street address, zip code, area code, phone

number, birthplace.• Reviewthisvocabulary:first name, last name, city, state.

Activity 1 • PassoutCompleting A Student Information Formworksheet.• Studentcompletethefirstformforthemselves.

Activity 2 • Writethesequestionsontheboard:

What is your last name? What is your first name?What is your middle initial?What is your street address? What is your city? What is your state? What is your telephone number? What is your birthplace?

• Displaytheworksheet,Completing a Studental Information Form.Pointtoalineontheformandaskstudentstotellyouwhatquestiontheyneedtoasktoelicitthenecessaryinformation.

• Studentsinterviewtwostudentsandcompletetheformforthem.Ofcourse,eachstudentwillalsobeinterviewedtwice.

Teaching English

1.iCompleting a Student Information Form (Class, Tutor/Tutee)


Completing a Student Information Form

Last name _____________________ First name _______________ Middle initial ___

Street address ________________________________________________________

City______________________ State ____________________ Zip code _________

Telephone number __________________________________________

Birthplace _________________________________________________

Directions:Completethisformforaclassmate.


Street address ________________________________________________________



Birthplace _________________________________________________

Directions:Completethisformforyourself.


Street address ________________________________________________________



Birthplace _________________________________________________

Directions:Completethisformforaclassmate.


Objective• Buildfluencybyprovidinganenvironmentwherestudentsrepeatthesame

conversationmultipletimesandthereforegainfluency.

When to do this activity: AfterstudentshavecompletedChapter1ofPaso a paso 1 or Step by Step 1.

Supplies • ClasssetoftheConversation Practiceyou’redoingthatday.

How to introduce this activity• Introducenewvocabularyusedintheconversationforthatday.• Ifyouaredoingaconversationthatincludesaquestionwithmanypossible

responses,suchasWhat is your favorite sport?makealistofpossibleresponsesontheboard.

Activity• PassouttheConversation Practiceworksheetandpracticetheconversationasa

class,focusingonpronunciation.• Studentsstandintwolinesfacingeachother,line1andline2.• StudentAinterviewsthestudenthe’sfacing,StudentB.Then,StudentBinterviews

StudentA.Whenstudentshavecompletedtheirconversations,youinstructthemtochangepartners:

• Studentsinline1movetotheright.Thestudentattheendofthelinemovestothebeginningoftheline.

• Studentsinline2don’tmove.• Theresult:Everyonehasanewpartnerandtheypracticetheinterviewagain.

Challenge • Afterstudentshavepracticedtheconversationwithseveraldifferentpartners,ask

themtopracticetheconversationwithoutlookingattheirpapers.• Attheendoftheactivity,askpairsofstudentstopracticetheconversationinfront

oftheclasswithoutusingtheirpapers.

Teaching English

1.jConversation Practice(Class, Tutor/Tutee)


Conversation PracticeConversation Practice 1.1: Introductions

Student A: Hi.

Student B: Hi.


Student B: My name is ____________________ What is your name?

Student A: My name is _______________________.

Student B: Nice to meet you.

Student A: Nice to meet you, too.

Conversation Practice 1.2: Where are you from?

Student A: Hello.

Student B: Hi.


Student B: My name is _____________________________.


Student B: ____________________________________________.

Student A: Nice to meet you.

Student B: Nice to meet you, too.


Conversation Practice

Conversation Practice 1.3: Student information


Student B: My name is _________

Student A: How are you today?

Student B:

I’m terrific.

I’m fine.

I’m ok.

I’m not so good.

Student A: I want to send you some information. What is your address?

Student B: My address is ___________

Student A: What is your telephone number?

Student B: My telephone number is _________________


Student B: ____________________

Student A: Nice to talk to you.

Student B: Nice to talk to you, too.


Conversation PracticeConversation Practice 1.4: Favorites

Student A: Hi.

Student B: Hi.



Student A: What is your favorite color?

Student B: My favorite color is ___________

Student A: What is your favorite sport?

Student B: My favorite sport is __________

Student A: Thanks for your time.

Student B: You’re welcome.

Conversation Practice 1.5: More Favorites

Student A: Hi.

Student B: ______



Student A: What is your favorite kind of ice cream?

Student B: My favorite kind of ice cream is ___________

Student A: What is your favorite kind of pizza?

Student B: My favorite kind of pizza is __________

Student A: What is your favorite kind of music?

Student B: My favorite kind of music is __________

Student A: Thanks for your time.

Student B: You’re welcome.


Objectives• Reinforcethenotionthatsentencesarecomprisedofwordsthatcanbecombined

inmanydifferentways.• Reinforcetheuseoftheverbto be.

When to do this activity: AfterstudentshavecompletedChapter1ofPaso a paso 1 or Step by Step 1.

Supplies • Scrambled Sentences Word Cards: oneforeverytwostudents • Scrambled Sentences Record Sheet oneforeverytwostudents• Scissorsforeverytwostudents

How to introduce this activity• Reviewhowtoconjugatetheverbto be.

Activity• Dividestudentsinpairs.(Trytomatchstudentsofsimilarabilitylevels.Less

advancedstudentsmayonlywritefiveorsixsentenceswhilemoreadvancedstudentscanaimtocompletetheirrecordsheetsandthenwritemoresentencesontheback.)

• GiveeachpairasetofScrambled Sentence Word Cards,arecordsheet,andapairofscissors.

• Studentscutoutthewordcards.• Workinginpairs,studentsmakeasmanysentencesastheycanusingonlythe

wordsonthecard.Studentsrecordeachsentenceontherecordsheet.• Therearemorethan25possiblesentences.• Asstudentsfinish,askthemtowriteoneortwosentencesontheboard.

Teaching English

1.kScrambled Sentences(Class, Tutor/Tutee)


Scrambled Sentences Word Cards

Susan The boy Pedro and Pablo My sister

They I She He

You the United States Mexico Honduras

am is are from


Scrambled Sentences Record Sheet

Names

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Documents

Teaching English: Step by Step - ESL Books From Tenaya ...tenayapress.tenaya.com/Tenaya_Press/Teaching... · Teaching English: Step by Step. Participatory speaking and listening activities