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Gym Glass Heroes feat. Adam Levine – ‘Stereo Hearts’

Listen and fill in the blanks with the words in the box:

leave        apologize          volume         grudges           school           song       shelve     along      

mixtape         low           love

 Oh oh oh oh To my stereo
Oh oh oh oh So sing along to my stereo

Glossary:

ü  to sing along – group singing of popular songs   

ü  to blow someone off – to ignore someone or something

ü  to scratch someone’s back - to do a favor for someone

ü  a boombox - a portable stereo                    

ü  to crank - to cause to intensify, as in volume or force

ü to leave someone behind - depart and not take along

 Download printable version of this worksheet                                  

 Download answers

Use the Saint Valentine’s Day celebrations to introduce adjectives, physical descriptions and feelings. The adjectives we suggest aim to induce a positive state of mind in your class and encourage tolerance and acceptance therefore we have chosen to use only positive qualities and adjectives.

PEOPLE ARE ... HEARTS IN A TREE

Need: Red cardboard hearts, felt-tip pens, a large piece of white cardboard, scissors, blu-tack.

Prepare a number of cardboard hearts.

Write positive adjectives on them and stick them on the board.

Choose from the following adjectives or make your own list to suit your class’ ability: interesting, attractive, strong, brave, fun, lovely, friendly, kind, sweet, generous, happy, funny, tall, small, dark, fair, nice, good-looking, beautiful, pretty, charming, elegant, handsome, sensitive, polite, intelligent, clever, smart, active, quiet etc. (With advanced classes brainstorm adjectives with your class and ask them to copy the words onto the cardboard hearts.)

Encourage the students to find the meaning of the words they don’t know or they are not sure of by asking their friends:

What’s the meaning of ...?

It’s ...

Make sure everyone has uderstood all the words. Practice pronunciation by asking children to repeat the words. Have fun by repeating them in many styles: aloud, singin, whispering, with funny voices, slowly, quickly etc.

Now ask the children to help you prepare the Hearts in a tree poster by drawing the tree trunk and the branches. When the tree is ready stick the hearts on the branches. Your tree, should look like this:

   ENJOY!!!

Used materials: "Active English: Saint Valentine's Day", published by ELi

Active english is an 8 thematic fold out brochure providing invaluable help to primary and lower secondary school teachers on the subjects of: Halloween, Christmas, Food, My body, Seasons, Easter, Native Americans.

You can order online: www.languageuser-bg.com.

 You are used to seeing filmtrailers, well here is a booktrailer for the newest Teen ELi (European Language Institute) Graded Readers book - Robin Hood.

International English Catalague - http://www.elireaders.com/index.php?option=com_content&view=article&id=61&Itemid=53&lang=en.

Distributors for Bulgaria - http://ucha-ezik.com/index.php?option=com_virtuemart&page=shop.browse&category_id=166&Itemid=58.

Има толкова много причини! Четенето е един доста активен процес, в който трябва да използвате активно въображението си, да се опитате да разберете какво иска каже автора и съответно да се съгласите с него или не.

При изучаването на чужд език освен писане, слушане, говорене и четенето играе много важна роля. Какви са предимствата на четенето:

-          дава Ви лексиката в контекст – дори да имате непознати думи, може да предположите тяхното значение от контекста и да не се наложи да използвате речник; запомнете, ако имате повече от 5 непознати думи на страница, сменете книгата с по ниско ниво;

-          модел за писане – текста, който четете Ви дава добър пример за писане, показва Ви структури и изрази, които може да използвате, когато пишете;

-          гледате ‘правилно структуриран’ английски – когато хората пишат, обикновенно внимават да използват ‘правилен’ английски с необходимите граматически единици, което не е така, когато хората говорят; така че четейки научавате английски естествено; 

Какво да четем:

-          вестници – трудно достъпни на хартиен носител, но винаги може да се обърнете към ‘онлайн’ изданията;

-          списания – предлагаме Ви богат избор на езици http://ucha-ezik.com/index.php?option=com_virtuemart&page=shop.browse&category_id=23&Itemid=58; списанията са много добър избор, защото Ви дават възможността да четете за неща, които са Ви интересни, вместо да четете за футбола или любимата Ви група на български, защо да не го прочетете на езика, на който учите;

-          книги – голям избор на книги ще намерите http://ucha-ezik.com/index.php?option=com_virtuemart&page=shop.browse&category_id=29&Itemid=58; тук може да откриете така наречените класики на различните езици и по съвременна литература на достъпни цени; и разбира се винаги може да си направите абонамент към чуждоезикови библиотеки, доколкото те са достъпни;

-          кратки разкази – може да намерите много такива в интернет

-          поезия – отново потърсете в интернет; може би ще е трудно да разберете всяка дума, но ще може да добиете обща представа, за това какво се опитва да каже автора;

Как да четем:

-          Четете книги на правилното ниво, ако трябва да спирате на всеки три думи да прелиствате речника, скоро ще се обезкуражите и ще изгубите интерес.

-          Записвайте си непознатите думи в тетрадка речник. Но не го правете докато четете. Опитайте се да отгатнете значението от контекста, подчертайте думата и след това се върнете и я запишете.

-          Намерете време за четене всеки ден. Четенето редовно по 15 минути на ден е по добре отколкото по 2 часа в неделя.

-          Бъдете организирани, когато четете. Подгответе си: книгата, която ще четете, маркер за подчертаване на трудните думи, речник, тетрадка речник, химикалка за да си записвате нови думи.

-          И най-важното четете книги и списания, които са Ви интересни!

Една лесна и бърза идея, за да накарате Вашите ученици да пишат, а не да пуфтят в нежелание!

Език: Всякакъв

Ниво: Всякакво

Ще Ви трябват: речник и хронометър.

1.       Без да гледате отворете речника и произволно изберете дума (хубаво е учениците да са запознати, с нейното значение). Заредете хронометъра и кажете на учениците, че имат 60 секунди да напишат, колкото се може повече за тази дума. Целта е да не мислят толкова за съдържанието, дали е правилно написано, само да пишат.

2.       За да забързате темпото преди да стартирате може да направите няколко предварителни упражнения: бързо тичане на едно място, бързо скачане и т.н.

3.       Спрете хронометъра на една минута и нека всички преброят колко думи са написали. Може да повторите упражнението с различна дума и 90 секунди или 120.

За по високите нива може да използвате тема, вместо дума.

Всеки един ученик може да се упражнява и на този интернет адрес: http://oneword.com.

CREATE YOUR OWN COMIC STRIPS WITH JUST A FEW CLICKS, DRAG AND DROPS!

ToonDoo is a cool, comic-creating tool from Jambav, a fun site for kids. Jambav is devoted to creating a unique array of free and customizable online games of educational value for children of all abilities.

This effort is backed by the US-based software powerhouse Zoho Corp Inc., a highly successful and profitable organization that has several successful brand names to its credit.

ToonDoo was the happy result of brainstorming session that was aimed at creating a new way of expression for those who do not have the talent to draw.

You can now just drag-drop or click to create comic strips that express your views, opinions, angst or to just have fun, loads of it!

 http://www.toondoo.com/

Научете по една нова дума всеки ден! Просто изберете език.

Информацията ни залива от всякъде и то с такава скорост, че понякога нямаме време да я асимилираме. Платформата, която Ви представяме 'По Дума на Ден' Ви дава 24 часа да медитирате на една дума. Прочетете я, чуйте я, вижте примерно изречение, в което е използвана и обогатете речниковият си запас стъпка по стъпка - по дума на ден!

http://www.transparent.com/wotd/

In modern day technology era, using films to teach English in your classroom can be a fun rewarding activity. Everybody has love for films so use films to teach your students English and keep them interested. Movies are a break from the norm. Keep in mind that English goes way beyond spelling, grammar and punctuation.

Here are some tips on how to teach English through movies:

• Choose relevant films that are appropriate for your class. If you are teaching children, or adults with a very basic skill level, animated feature films are an appropriate choice. The simple language and visual representation makes it easier to understand vocabulary and complex sentences. If you are teaching business English to adults, use films that deal with business as a principle element of the plot; for example, "Wall Street," "The Social Network," "Other People's Money" and "The Game" are all popular films that use business English expressions and vocabulary.
• Make sure you have a good preview discussion. Hold a class discussion previeus to the film viewing. Use films in English classes to visualize the meaning of an idea.
• Develop a film check list. Help students focus on specific areas by developing a guideline check list for them to follow while the movie is playing. Experts refer to this practice as "while-viewing." It helps students develop their critical thinking skills.
• Take notes. Teachers often tell their students to take notes but when watching films and movies in English class, it is important that you as the teacher note vocabulary words, tense usage, expressions, idioms, tone and nuance. Keep a piece of paper and pen next to you during the movie and write down important language elements as they come up. You should also include topics for later discussions based on the movie. Make a note for which scene in the movie goes with which vocabulary word, so that you can reference it to your students.
• Have periodic discussion breaks. Be sure to let students ask questions about what they have seen to increase both their listening and speech skills. Students must organize their thoughts in order to ask questions aloud. Have them draw parallels to their own lives. Pause the movie every 15 to 20 minutes to talk about what's going on in the film, or any time you notice an important point you would like to talk about. Ask your students to give you a brief summary of the plot so far and if they have any questions.
   
• Wrap it up and conduct a through review after your film is over. This is commonly referred to as "post-viewing," which is a similar technique used in many literature and English classes.
• Create exercises and activities based on the film. Come up with role-play games, grammar exercises, and example sentences using the vocabulary words, idioms and expressions from the film. You can ask your students to write a paragraph about their favorite character, create a timeline of movie events, or act out their favorite scene with a partner.

Here are some very useful sites for using films and video in your Enlish classroom:

• Film English is a site which promotes the use of film in the language classroom. There are lesson plans, a glossary, links and videos to help both teachers and students. - http://film-english.com/
• The English learner movie guide provides you with a summary of the plot, a list of the major characters, an extensive glossary of vicabulary and various cultural references that even advanced ESL learners would often not understand, questions for ESL class discussions. - http://www.eslnotes.com/synopses.html
• ESL video worksheets for teaching a variety of language skills. Provide students with a more effective yet relaxing way of learning English. Use these printable pdf ESL worksheets and use the ideas to create yours. - http://www.esl-galaxy.com/video.htm
• This page has printable vocabulary exercises related to talking about kinds of movies, films and going to the cinema, theatres. - http://www.esltower.com/VOCABSHEETS/movies/movies.html
• Here you'll find both general teaching resources as well as fully-developed lessons on various films and videos. - http://www.eslpartyland.com/teachers/nov/film.htm
• Find free printable movie, video and cartoon worksheets that you can use with your students at your English lessons. - http://busyteacher.org/classroom_activities-listening/movie-worksheets/
• Dave’s ESL Café Idea Book on using video. - http://www.eslcafe.com/idea/index.cgi?Video
• Here you will find all the CINEMA activities that we have prepared for you to learn/teach English, enjoy them!! - http://www.raquelsschool.com/
• See ESL Flow’s Teaching with Movies page for links on reading and writing movie reviews. - http://www.eslflow.com/teachinglanguagewithmovies.html
• Internet Movie Database. - http://imdb.com/

Here’s a handy list of songs that can be used in the classroom to teach English grammar:

Present Simple

‘What a wonderful world’ by Luis Armstrong

‘Park life’ by Blur

‘Behind blue eyes’ by The Who

‘Every breath you take’ by The Police

‘Crawling up a hill’ by Katie Melua

‘Wonderful tonight’ by Eric Clapton

Present Continuous

‘I’m only sleeping’ by The Beatles

‘Sailing’ by Rod Steward

‘Lemon tree’ by Yellow

‘Tom’s diner’ by Suzanne Vega

Past Simple

‘Candle in the wind’ by Elton John

‘Yellow’ by Coldplay

‘Torn’ by Natalie Imbruglia

Present Perfect Simple and Present Perfect Continuous

‘I still haven’t found what I’m looking for’ by U2

‘Have you ever loved a woman?’ by Bryan Adams

‘Anybody seen my baby?’ by The Rolling Stones

‘We are the champions’ by Queen

‘Lately’ by Stevie Wonder

Expressing the future

‘I will survive’ by Gloria Gaynor

‘When I’m sixty-four’ by The Beatles

First Conditional

‘If you tolerate this your children will be next’ by The Manic Street Preachers

‘Stand by me’ by John Lenon

‘If you let go’ by Westlife

Second Conditional

‘If I were a boy’ by Beyonce

‘In these arms’ by Bon Jovi

‘If you had my love’ by Jennifer Lopez

‘If I had a million dollars’ by the BareNaked Ladies

‘Super pop’ by Madonna

What are New Year's resolutions? This is a simple and interesting activity you can do right before or after the winter holidays.

It's perfect for teaching your students how to reflect on the past year and try to do positive things in the new year. Writing New Year's resolutions is an educational activity that will inspire your students to be their best while practicing their writing at the same time.

Start by introducing the concept of New Years resolutions and how it comes from the word "resolve". Discuss how adults often find them challenging to keep, so it's important to make your resolutions positive, concrete, and realistic.

Ask students to make a list of all the things that people could make New Year Resolutions about. eg. get fit, eat less etc. Feedback and discuss them with the whole class. Students then think of the ones that they might take up - discuss in small groups, including the reasons for taking them up.

Finaly ask each of your students to write down three promises for the new year. Beforehand prepare simple sealable envelopes. After they have finished writing place the papers in the envelopes and seal them. Explain that they are going to receive their New Year’s resolutions at the end of the year and assess if they have kept their promises!

Enjoy!

I'm a Little Snowman

(Sung to: "I'm a Little Teapot")

I'm a Friendly Snowman 

(Sung to: "I'm a little teapot")

I'm a friendly snowman big and fat.
(stretch arms out to sides)
Here is my tummy and here is my hat.
(point to tummy, then top of head)
I'm a happy fellow, here's my nose.
(smile, then point to nose)
I'm all snow from my head to my toes.
(point to head, then to toes)
I have two bright eyes so I can see.
(point to eyes)
All the snow falling down on me.
(flutter fingers downward)
When the weather's cold I'm strong and tall.
(stand up all)
But when it's warm I get very small.
(crouch down low)  

Five Little Snowman

5 little Snowman standing in a row,
Each had a hat and a big red bow.
Out came the sun and it shone all day,
1 Little snowman melted away.
4 Little Snowman standing in a row,
Each had a hat and a big red bow.
Out Came the the sun and it shone all day,
1 Little snowman melted away.
Etc....

Snowflakes, Snowflakes

(Sung to: "Twinkle, Twinkle Little Star")

Snowflakes, snowflakes, dance around,
Snowflakes, snowflakes, touch the ground
Snowflakes, snowflakes, in the air
Snowflakes, snowflakes, everywhere
Snowflakes, snowflakes, dance around
Snowflakes, snowflakes, touch the ground

Snowflakes Falling Down

(Sung to: "Row, Row, Row your Boat")

Snowflakes falling down (wiggle fingers downward)
Falling on the ground
Great, big white flakes (make circles with thumbs and forefingers touching)
That do not make a sound (fingers to lips and shake head no)

Dance Like Snowflakes

(Sung to: "Frere Jacques")

Dance like snowflakes
Dance like snowflakes
In the air
In the air
Whirling, twirling, snowflakes
Whirling, twirling, snowflakes
Here and there
Here and there.

See the Snowflakes Falling

See the snowflakes falling (wiggle fingers)
See the candles glow. (hold up one finger)
See the wreaths upon the door, (make wreath with hands)
It's Christmas time, I know!

Reindeer Pokie

(Sung To: Hokey Pokey)

You put your antlers in,
you put your antlers out,
you put your antlers in,
then you shake the,em all about.

You do the reindeer pokie
And you turn yourself around,
That's what it's all about.

You put your hooves in,
you put your hooves out,
you put your hooves in,
then you shake the,em all about.

You do the reindeer pokie
And you turn yourself around,
That's what it's all about.

You put your tail in,
you put your tail out,
you put your tail in,
Then you shake the,em all about.

You do the reindeer pokie
And you turn yourself around,
That's what it's all about.

You put your red nose in,
you put your red nose out,
you put your red nose in,
then you shake the,em all about.

You do the reindeer pokie
And you turn yourself around,
That's what it's all about.

You put your whole self in,
you put your whole self out,
you put your whole self in,
then you shake the,em all about.

You do the reindeer pokie
And you turn yourself around,
That's what it's all about.

Rudolph, the Red-Nosed Reindeer

Rudolph, the red-nosed reindeer,
Had a very shiny nose,
And if you ever saw it,
You could even say it glows.
All of the other reindeer
Used to laugh and call him names;
They never let poor Rudolph
Join in any reindeer games.
Then one foggy Christmas Eve,
Santa came to say:
"Rudolph with your nose so bright,
Won't you guide my sleigh tonight?"
Then how the reindeer loved him
As they shouted out with glee,
"Rudolph the Red-Nosed Reindeer,
You'll go down in history."

Toys on the Christmas Tree

(Sung To: "This Old Man")

This little drum, under the tree
Santa put it there for me
With a boom-boom, rat-a-tat, rummy-tummy-tum
Christmas Day is so much fun!

This little train, under the tree
Santa put it there for me
With a chug-chug, choo-choo, rummy-tummy-tum
Christmas Day is so much fun!

This little doll, under the tree
Santa put it there for me
With a ma-ma, ma-ma, rummy-tummy-tum
Christmas Day is so much fun!

We Wish You A Merry Christmas

We wish you a Merry Christmas
We wish you a Merry Christmas
We wish you a Merry Christmas
And a Happy New Year.

Now let's all do a little clapping (clap),
Now let's all do a little clapping(clap),
Now let's all do a little clapping (clap),
And spread Christmas cheer (raise arms above head)

Now let's all do a little jumping (jump),
Now let's all do a little jumping(jump),
Now let's all do a little jumping (jump)
And spread Christmas cheer (raise arms above head)

Now let's all do a little waving (wave),
Now let's all do a little waving(wave),
Now let's all do a little waving(wave),
And spread Christmas cheer (raise arms above head)

We wish you a Merry Christmas
We wish you a Merry Christmas
We wish you a Merry Christmas
And a Happy New Year.

S-A-N-T-A

(Sung To: B-I-N-G-O)

I know a man with a long white beard
And Santa is his name-o
S-A-N-T-A, S-A-N-T-A, S-A-N-T-A
And Santa is his name-o!

He wears a red hat and big black boots
And Santa is his name-o
S-A-N-T-A, S-A-N-T-A, S-A-N-T-A
And Santa is his name-o!

Eight little reindeer pull his sleigh
And Santa is his name-o
S-A-N-T-A, S-A-N-T-A, S-A-N-T-A
And Santa is his name-o!

And Santa is his name-o!

He slides down the chimney with a pack on his back
And santa is his name-o
S-A-N-T-A, S-A-N-T-A, S-A-N-T-A
And Santa is his name-o!

He leaves toys, under the Christmas tree
And Santa is his name-o
S-A-N-T-A, S-A-N-T-A, S-A-N-T-A
And Santa is his name-o!

S-A-N-T-A

(Sung To: B-I-N-G-O)

There is a man we know so well,
And Santa is his name-Ho
S-A-N-T-A, S-A-N-T-A, S-A-N-T-A
And Santa is his name-Ho

There is a man we know so well,
And Santa is his name-Ho
Ho-A-N-T-A, Ho-A-N-T-A, Ho-A-N-T-A,
And Santa is his name-Ho

There is a man we know so well,
And Santa is his name-Ho
Ho-Ho-N-T-A, Ho-Ho-N-T-A, Ho-Ho-N-T-A,
And Santa is his name-Ho

There is a man we know so well,
And Santa is his name-Ho
Ho-Ho-Ho-T-A, Ho-Ho-Ho-T-A, Ho-Ho-Ho-T-A,
And Santa is his name-Ho

There is a man we know so well,
And Santa is his name-Ho
Ho-Ho-Ho-Ho-A, Ho-Ho-Ho-Ho-A, Ho-Ho-Ho-Ho-A,
And Santa is his name-Ho

There is a man we know so well,
And Santa is his name-Ho
Ho-Ho-Ho-Ho-Ho, Ho-Ho-Ho-Ho-Ho, Ho-Ho-Ho-Ho-Ho,
And Santa is his name-Ho

Santa is Back

Two merry brown eyes, a cute little nose,
A long snowy beard, two cheeks like a rose,
A round chubby form, a big bulging sack;
Hooray for old Santa, we're glad that he's back!

Santa Claus, Santa Claus

 (Sung To: Are You Sleeping?)

Santa Claus, Santa Claus,
Ho, ho, ho ... ho, ho, ho.
Where is Santa? Where is Santa?
I don't know. I don't know.
He's at the North Pole, He's at the North Pole
Making Toys, Making Toys
For All The Boys and Girls, For All The Boys and Girls
Who've been good, who've been good

Merry Christmas Elf

(Sung to: Pop Goes the Weasel)

Round and round the Christmas tree,
Santa chased the elf.
Santa caught him and gave him a kiss.
Merry Christmas, elf.
Idea: Let children dress like santa and elves and act out song.

When Santa Comes Down the Chimney

When Santa comes down the chimney, I should like to peek,
But he'll never come, no never, until I'm fast asleep!

My Candy Cane

This is my candy cane for all who'd like to see,
I can put it anywhere even on the tree.
It reminds me of Christmas time and of the falling snow,
But most of all when Santa goes, ho, ho, ho!

Twinkle, Twinkle Christmas Star

Twinkle Twinkle Christmas Star
Way up high is where you are
Shining bright for all to see
On the top of our tree
Twinkle Twinkle Christmas star
Way up high is where you are

You know Santa... he's gonna find out if you've been naughty or nice. If you were nice this past year here is the best way to get in touch with him and get your dreamy present - write him an e-mail: http://emailsanta.com/.

For all you teachers out there you can use this site to find out more about Santa and his reindeers and practise more Christmas vocabulary. Enjoy!

Schnecken erschrecken
Wenn Schnecken an Schnecken lecken
Weil zum Schrecken vieler Schnecken
Schnecken nicht schmecken

Ribbits, ein kleiner Knet-Frosch, der knifflige Rätsel stellt, in denen jeweils ein bestimmtes Tier gesucht wird - mitraten erwünscht!

 Ribbit is telling a riddle? An animal has to be found out! An absurd and hilarious "animal" character takes shape before to turn into its real shape and to end up offering a cute song & dance. Enjoy!

Can you answer this question? It's the world's hardest riddle and 80 percent of Kindergartners solved it compared to 5 percent of Stanford graduates. The word has 7 letters, preceded by God, greater than God, more evil than the devil, and if you eat it, you will die. We bet there's nothing you do to figure this brain teaser out. 

Pin The Tail On The Cat

Cut out a cat shape from black felt. Use fabric paint to add the eyes, nose, and whiskers. Cut out several tails from black felt and sew or glue the hook side of Velcro onto the end that attaches to the cat. The hook Velcro will stick to the felt anywhere the children put it. They play the game just like pin the tail on the donkey.

Ghost Callers/Ghost Hunt

Need:
Two ghosts; draw them or use two ghost figures.

Directions:
Cut white construction paper into 4"x5" pieces. Roll and tape to form tubes. These are the ghost callers. Make one for each child.

1. Go on a ghost hunt. Show everyone the two ghosts. Have children close their eyes. Teacher hides the ghosts.
2. Children open eyes and count 1-2-3 GHOST! On the count of "ghost" the hunt begins.
3. The children who find the two ghosts sit by the teacher. Give them a ghost caller and let them make ghost noises for the next ghost hunt. The noise helps call the ghosts from their hiding places.
4. Continue until all children are making ghost noises.

Pass The Pumpkin

Need:
Hallow plastic pumpkin
crayons
paper

Put crayons in pumpkin. The players sit in a circle. Music plays, the players pass the pumpkin. When the music stops, the child holding the pumpkin reaches in and pulls out a crayon. The child must name the color and place in the middle of the circle.
Once everyone has had a turn or two, dump all the colors in the middle and make Halloween pictures.

Spook-E-Do

Tell the children that each one of them will have a chance to show the others in the group a trick. Call on a child and lead the group to chant:

Hello, (name), Spook-E-Do
What is the trick you are going to do
Will you hop, or bend, or spin around
Stretch, or wiggle, or touch the ground

Continue until all the children have had a chance to show their trick.

Foot Ghost

Trace the foot of a child on white craft foam. Cut foot pattern out of white craft foam. Trace and cut hand pattern and glue the hands on the back of the ghost (see picture above). Draw a face and glue wiggly eyes on the heel of the foot. Use ribbon or other materials to decorate your ghost. Enjoy!

Witches Hat
Cut a circle using scissors. Cut a second circle for the crown and cut a slit from the edge to the center. Crease folds and glue on the brim of the hat. Use spider web and plastic spiders to decorate and hang on the walls.

The Halloween Grand Prize Game

Play the Grand Prize Game with jack-o'-lantern buckets and orange ping pong balls. Line up 5 buckets in a row. Have the child stand at the end of the row and attempt to throw ping pong balls into the buckets in succession.

Pumpkins in the Patch

Get several pieces of green paper. Label the paper one through ten. Then cut out pumpkins. Let your children place the correct number of pumpkins in the pumpkin patch.

Rhyme: Trick or treat

Trick or treat,

Trick or treat

Give me something good to eat

If you don’t, I don’t care

I’ll  pull down  your underwear

Song: Go away  big green monster

Sung to: We are going to the mountains

Go away  big green monster , go away (x2)

Go away  big green monster (x3) 

Go away 

Go away  scary witch, go away (x2)

Go away  scary witch  (x3) 

Go away 

Go away  little white ghost, go away (x2)

Go away  little white  ghost (x3) 

Go away 

Go away  black cat, go away (x2)

Go away  black cat (x3) 

Go away 

Ghost Chant

Ghost so scary.
Ghost so white
Don't scare (child's name)! (Shout the name.)
On Halloween night.

We're Not Afraid

Sung to: "Twinkle, Twinkle Little Star"

Ghosts and goblins, cats and bats,

We're not afraid of this or that.

They are only make-believe,

Funny costumes on Halloween.

Ghosts and goblins, cats and bats,

We're not afraid of this or that.

Song: Halloween Surprise

Sung to: Sing a Song of Sixpence

First you take a pumpkin
Big and fat and round
Then you cut the top off
That will make a hat
Then you hollow out the
Nose and mouth and eyes
Now you have a Jack-O-Lantern
Halloween Surprise!

Trick Or Treat

To the tune of "Mary Had A Little Lamb"

Here we come to trick or treat, trick or treat, trick or treat.

Here we come to trick or treat, knocking on your door.

Please give us some candy sweet, candy sweet, candy sweet.

Please give us some candy sweet, and we will say Thank You!

We wish you a Happy Halloween, Happy Halloween, Happy Halloween!

We wish you a Happy Halloween! Now we will scare you......BOO!

ONE NIGHT I WENT WALKING

I went walking down the street.
I scared a black cat and the black cat scared me!
I kept walking down the street.
But the black cat ran straight up a tree.

I kept walking down the street.
I scared a black bat and black bat scared me!
I kept walking down the street,
But the black bat flew up into a tree.

I kept walking down the street.
I scared a black spider and black spider scared me!
I kept walking down the street,
But the black spider ran off on eight little feet.

I kept walking down the street.
You never know who you’ll happen to meet.
I scare them, and they scare me
But I keep walking down the street.
                                   

Five Little Ghosts

Five little ghosts dressed all in white
Were scaring each other on Halloween night.
"Boo!" said the first one, "I'll catch you.'" (Hold up pointer finger.)
"Wooo," said the second, "I don't care if you do! (Hold up middle finger.)
The third ghost said, "You can't run away from me." (Hold up ring finger.)
And the fourth one said, "I'll scare everyone I see! (Hold up little finger)
Then, the last one said, "It's time to disappear." (Hold up thumb.)
"See you at Halloween time next year!"

Ghost Finger Play

I saw a ghost (Fingers circle eyes.)
He saw me too (Point to yourself.)
I waved at him (Wave your hand.)
But he said, "BOO!"

Classic Bobbing for Apples

Classic Halloween party game and bobbing for apples can be found at most fun fall events.

Here's what you need to play this Halloween party game:

• A large steel tub
• Water
• Apples
• Towels
• Trash bags and more towels if you are inside
• Timer, if you are looking for a winner

Here's how to play:
Take the stems out of the apples. Fill both of the tubs with water, until the level about 2-inches from the top. Add apples - about 1 to 2 per person who will be bobbing. If this is a game and not just an activity, you can time the players and the person who has the fastest time getting an apple without using their hands wins. Or you can have races and two players line up on opposites sides of the tub and try to get an apple at the same time. Whoever gets their first wins.

Mummy Race

Here's how to play:

You're going to need a lot of toilet paper ;-)

Everyone pairs off with a partner. One person in the team wraps the other person in their team with toilet paper for a certain amount of time... 2 or 3 minutes is good. The team that is the most wrapped are the winners.

Halloween Eyeball Bounce

Fun way to get some sweet treats. This game can be made harder by moving the containers around, or placing them on moving objects.

Here's what you need to play this Halloween party game:

• 3 Pumpkin containers or buckets
• Ping pong balls
• Sharpie markers; colors: red, black, blue and green
• Candy

Here's how to play:
To make the eyeballs: Using the blue or green sharpie marker, make a round dot for the iris of the eye. Using the red marker, make veins radiating from the colored part of the eye on the white. When these dry, make the pupil of the eye with the black marker.

For this fun activity, you place candy at the bottom of pumpkin containers and place them around the floor. Give the player 3 to 5 ping pong eyeballs and have them try to bounce the ball into a container. If they make it in the container, they get a piece of candy from that container.

When you have the group of teens ready, send them off to hunt for pumpkins with a loud, "Go!" When a teen find a pumpkin, they get the prize that matches the number on the bottom.

Push the Peanut

Here's how to play:

Give each player a toothpick and a peanut which is still in the shell. Placing the toothpick in their mouth, they have to use the toothpick to push and roll the peanut from the starting line to the finish line. This game can be turned into a rely, but do not make the distance between start and finish too long - it is a slow race.

Most Monstrous Makeover

The players can be divided into groups of two, three or four players. A bag of assorted items such as false eyelashes, makeup boxes, lipstick, false noses, wigs, and so on should be given to each team. Each team will choose a member of their team to make up. Each team should be given about 5-10 minutes to turn the person they are making over into a monstrous looking creature. You decide on the winner.

Halloween Battle of the Balloons

The students should be divided into groups. Black and orange colored balloons should be tied to each player's ankles. On the word "go" each team should try and burst the balloons of the other team. As each person's balloon is burst, he/she withdraws from the game. The team that has the last balloon left is declared the winner.

Halloween Scary Tableau

Divide into teams of about four players each. Give each team a brown bag of random props. The more random, the better. No knives or obvious things. For example, a banana, a hat, a pencil, a doll, and a pair of sunglasses could be in one of the bags. Each team has to use all of their props and get together in a frozen pose illustrating a murder or scary scene in progress. They freeze in their pose and the host takes their picture to print out later. Teams are judged by the host and may have to explain what is going on in their scene, but it's great hilarious and creative fun.

Monster Maker

Divide into teams of 4-6 players each. The object is to make a monster together with the number of legs and arms touching the floor matching the numbers called out by the teacher. For example, the teacher calls out "6 legs and 7 arms," so each team has to get together into a single monster with that number of arms and legs touching the floor. The rest cannot be touching the floor. The teacher uses a stopwatch to give about 2 minutes to do this. Then the teacher calls out a different number combination, reducing one or the other of the numbers the next time. See which team can become a monster with the fewest numbers of arms and legs.

Balloon Blow Up Race

Give each person a balloon. Explain that the object is to blow up the balloon until it pops. Whoever accomplishes this first is the winner - then count to three and say GO!

www.learningchocolate.com

Welcome to Learning Chocolate! This site is designed to help you memorize English, Japanese, Chinese (Mandarin) or Spanish vocabulary in an easy, fun way that really works. The exercises use pictures, sounds and games to make learning a new language as fun as enjoying a piece of chocolate!

Choose any vocabulary topic link from the homepage to start learning new words. After reviewing the vocabulary, you can play up to 5 fun games to see what you memorized! The first 3 are matching games to help your memory. They will help you match the new word to its meaning with pictures or its pronunciation. This is much more fun than long, boring vocabulary lists! The other 2 games help you learn to spell the new words so that you can read and write them in your new language, too.

Enjoy!

Как да сготвим спагети? Какви продукти са ни нужни?

Всичко това може да видите в краткото филмче на талантливият PES. Но тези спагети са доста нестандартни.

Използвайте клипчето независимо какъв език преподавате, то ще е една причудлива добавка към уроците Ви свързани с храна и рецепти!

Ако Ви допада идеята разгледайте и това:

Hands on Language: Cook for FUN

С началото на новата учебна година всеки учител започва да се подготвя за ново предизвикателство. Ние ще Ви дадем няколко идеи как да внесете свежест не само в уроците си по език, но и в класната стая. Ще се опитаме да създадем една приятна, удобна, спокойна и в същото време атрактивна атмосфера.

1. Постери

Най-лесния и образователен начин да освежите класната стая е с нови постери. Ето и няколко идеи:

 Комплект 10 постера за ранночуждоезиково обучение

Комплект от 10 постера за начинаещи ниво А1

Комплект от 10 постера ниво А1-А2

1. CD’s

Имате стари дискове и се чудите какво да правите с тях? Използвайте ги за да декорирате класната стая. Може да ги залепите на вратите, прозорците, стените или да ги закачите на цветни въженца и да ги спуснете да висят от тавана. Децата обожават да ги гледат.

1. Информационни табла

Разбира се информационните табла. От правилата в клас до табло за рождени дни, трябва да ги имате. Направете ги заедно с учениците, нека те решат какви табла искат, за добро поведение, колаж от статии за любимите им поп звезди, табло на което ще изнасяте най-добрите есета, поеми или проекти. Използвайте информационните табла, за учене – календар със сезоните, дните, празниците, времето навън; дърво с неправилни глаголи и т.н.

1. ‘Светът в краката ти’

Вместо да разлепяте велики и вдъхновяващи мисли по стените, защо не по земята? Залепете ги грижливо на пода и учениците Ви няма начин да ги пропуснат.

1. Кутии за разделно хвърляне на отпадъци

Учениците могат сами да изработят кошчета за разделно хвърляне на отпадъци и да ги надпишат. Много ще е интересно и за Вас и за тях, да разберете какво време е необходимо на различните материали да се разпаднат в природата и в какво могат да бъдат рециклирани. Прекрасна книга с идеи за мислещите в зелено:

Green English

1. Къде в света?

След ваканция всеки в класната стая споделя как е изкарал почивката и къде е бил. Още в началото на учебната година закачете голяма карта на света, на която всички ще могат да посочат местата, които са посетили. Дори може да носят сувенири, картички или снимки, които да прикачите към картата.

1. Зелено?

В момента, в който дръвчетата навън започнат да се раззеленяват след дългата зима, организирайте час, в които заедно с Вашите ученици ще се запознаете с различни растения и всеки един от Вас ще посади цвете. Това ще им даде нещо, за което да се грижат и ще придаде на класната стая жизненост и цвят. Много атрактивна идея – вместо кашпи, помолете учениците си да донесат стари кецове или ботуши, които вече не им стават. Пробийте няколко дупки в подметката и ги използвайте вместо саксии!

1. Домашно в кутия

Вместо да събирате домашното в скучни сиви папки, направете си весели цветни кутии – една, в която учениците ще могат да си пускат домашното и една, от която ще могат да си го получават обратно. Използвайте стари кутии от обувки или от зърнени закуски!

1. Стикери по прозорците

Ако е удачно украсете прозорците в класната стая със стикери. Може да ги намерите в средата на много чуждоезични списания.

http://www.deutsch-online-lernen.com/

Language: English

Topic: Rhythm ‘n Rhyme

Level: Pre-school/ Beginner/ Starter

Time: 10 min.

You need: Selection of percussion instruments; large screen.

Invite the children to sit in a circle. Ask them to choose an instrument from a selection in the centre of the circle, and to put it on the carpet in front of them. Ask an adult to tap out their own name on an instrument using one tap for each syllable. Encourage the children to copy the number of beats while saying the adult’s name together. Suggest that, one at a time, each child taps and says their name for the others to copy. Provide support if necessary. Demonstrate a simple beat on an instrument, for example, tap – pause, tap – pause, tap, tap, tap – pause, and ask the children to copy. Invite them to make up their own simple beat. Ask an adult to hide behind a screen and tap a simple beat for the children to copy. Do the children find it more difficult when they cannot see the object that is producing the sound? Allow time for those children who want to hide behind the screen to beat a rhythm to do so. Try tapping out the first line of a favourite song or rhyme together, gradually progressing to accompanying a full song with percussion instruments.

Language: English

Topic: Rhythm ‘n Rhyme

Level: Pre-school/ Beginner/ Starter

Time: 10 min.

You need: Thin green fabric; green card; sticky tape; elastic.

Cut out a large peapod shape from green fabric, large enough for five children to curl up along. Make simple triangular hats by folding a large square of green card in half diagonally and taping it. Attach elastic to hold the hat in place (on a child’s head). Invite five children to put on the hats and pretend to be peas. Spread the peapod on the carpet and encourage the peas to curl up on it. Ask the rest of the group to sit in a circle around the peapod. Say the rhyme Five Little Peas: ‘Five little peas in a peapod pressed, One grew, two grew and so did all the rest. They grew and grew and did not stop, Until one day the pod went ‘Pop!’. Ask the ‘peas’ to make up actions, popping one by one and rolling off the peapod to join the circle again. At the end of the rhyme, ask all of the children to hold the peapod like a parachute and throw it up in the air as they shout ‘Pop!’

Language: English

Topic: Rhythm ‘n Rhyme

Level: Pre-school/ Beginner/ Starter

Time: 10 min.

You need: Toy animals; empty food containers, such as washed milkshake cartons.

Invite the children to sit in a circle. Place the objects in the centre, encourage the children to name them and invite the children to talk about them. Ask a child to choose an object, and explain that the children are going to help you make a word pattern using the name of that object. Pass the object around the circle, with each child naming it as they pass it on, for example, ‘donkey, donkey, donkey, donkey, donkey’. When the donkey arrives back at the first child, ask that child to say the name of another animal loudly to finish the string, for example, ‘donkey, donkey, donkey, donkey, horse’. Repeat this with another object, for example, ‘milkshake, milkshake, milkshake, milkshake, juice’. Encourage the children who are not passing the object to clap the syllables to emphasise the rhythm. Challenge the children by asking them to count the syllables of an object rather than say the words, for example, ‘1-2, 1-2, 1-2, 1-2, 1’. Extend the activity by making up nonsense strings without objects, such as ‘zibba-zabba, zibba-zabba, zibba-zabba, zibba-zabba, zoo!

Language: English

Topic: Rhythm ‘n Rhyme

Level: Pre-school/ Beginner/ Starter

Time: 10 min.

You need: Selection of everyday objects starting with initial letter sounds that most of the children are familiar with, such as a pan, bag and cup (do not include objects starting with more complex double sounds, such as ‘ch’, ‘sh’ and ‘th’, if the children are not developmentally ready for this); plastic letters.

Invite the children to sit in a circle and arrange the objects in the centre. Ask the children to name the objects one by one and discuss what they would use them for. Start the game by saying ‘I spy on the carpet, something beginning with ‘b’. Let the children find the object and, rather than having the correct guesser suggest another sound, take turns around the circle so that every child is involved. Play the game the opposite way round by spreading plastic letters on the carpet, then hold up an object and ask the children to find the initial letter. Vary the game by choosing objects with a specific theme, such as toys, animals or vehicles. Challenge the children with rhyming objects. Hold up an object and ask them to find something that rhymes with it.

Language: English

Topic: Rhythm ‘n Rhyme

Level: Pre-school/ Beginner/ Starter

Time: 10 min.

You need: a familiar puppet

Sit in a circle with the children and hold the puppet on your knee. Invite the children to welcome the puppet using the name that you have all chosen for it, for example, ‘Hello Zak’. Explain that Zak wants to welcome everyone into the group by saying ‘Hello’ to them, one by one. Walk around the outside of the circle singing the following song in Zak’s voice, to the tune of Here We Go Round the Mulberry Bush: ‘Here I go round the circle today, circle today, circle today, Here I go round the circle today, to welcome all the children’. At the end of the verse, sit next to the nearest child while Zak strokes, cuddles, pats, waves or shakes hands with the child, depending on the way that the child prefers to interact with him, and sings: ‘Hello Sophie, you’re welcome today, welcome today, welcome today, Hello Sophie, you’re welcome today, to play with everybody’. Encourage the child to respond by greeting Zak in their favourite way. Continue around the circle until Zak has greeted everyone. Extend the activity by making up songs for Zak about the children’s feelings, their choice of activities, important news or special events in your setting.

 Последвайте Малкия Никола и неговите приятели в света на детските игри и приключения!

Затаете дъх и станете част от една различна култура!

Насладете се на красотата и многообразието на френския език, водени от едно невръстно дете!

Language: English

Topic: Colours

Level: Pre-school

Time: 30 min

At the beginning of the lesson do a little gymnastics. Thus  the kids would release the excessive amount of energy and would get easily focused on the learning process. Furthermore physical exercises stimulate the brain function and memorizing new items would require less effort. Gymnastics could be an enjoyable experience for the kids. At the same time you can use it to re-inforce some vocabulary.

For ex. Stand up. Count to 10 bending side to side/ forth and back.

Touch your head, touch your shoulders…..etc. – You practice Parts of the body.

You can sing: Head and Shoulders

Head and shoulders, knees and toes, knees  and toes /2/

And eyes and ears

And mouth and nose

Head and shoulders, knees and toes, knees  and toes /2/

After that you can ask: How many eyes have you got? (Touching your eyes) …etc…

Yeeei, now you are ready to sit on the chairs.  I suggest that you spend a minute doing a concentration game so that the kids are absolutely prepared for the main part of your lesson. For example:                  Left hand up, right hand up,

                                   left hand up, touch your ear

                                      right hand up, touch your ear

                                      Change your hands- ear to ear

(N.B. Have in mind that the kids copy you as if you’re a mirror. It means that if they have to raise their LEFT hand, you should raise your RIGHT.)

These types of games need not more than a minute but they are really useful because children are able to concentrate better.

And there we go… the most important step: the main part of your lesson: COLOURS

It’s good to introduce 4-5 new words during one lesson. For ex. Blue, green, yellow, red

Prepare five bags- a blue bag; a green bag; a yellow bag and a red bag; a black bag.

Put only blue objects into the blue bag; only red objects into the red bag etc… . Be sure that you have introduced these words before and the only new words for the kids are the five colours. Look at the objects asking them: What is it? Is it a  It’s blue. Let’s say it together BLUE. With the second object you can ask the kids yes/no questions about the colour (Is it blue?) and so on… Spend approximately 3-4 min. looking at the objects.

Then it’s good to let kids move around. You can introduce a new song about colours.

For example: Colour Macarena (from the Eli book – Zeepy and Deedoo)

Red, red, shake your head

Black, black, clap, clap, clap

Yellow, yellow, stamp and follow

Black, black, clap, clap, clap

Blue, blue, touch your shoe

Black, black, clap, clap, clap

Green, green, jump and spin

Black, black, clap, clap, clap

While you’re introducing the song show the kids the colours and the actions. Sing and dance several times, so that the children would be able to memorize it.

Then you can sit down and play a quiet game

For ex. Pencil House ( see the colour me games below)

By the end of the class play an emotional game on the same topic. Let kids enjoy it, go crazy about it. Thus they would form positive attitude towards English language.

For ex. (Mr. Crocodile)

N.B. REMEMBER:

BEFORE THE CLASS: THINK, USE YOUR IMAGINATION, PLAN, ORGANISE !

DURING THE CLASS: FORGET ABOUT YOUR LESSON PLAN, ENJOY YOUR TEACHING, HAVE FUN WITH THE KIDS!!!

Language: English

Level: Pre School

Topic: Colours songs 'n rhymes

·         Yellow Balloons

Sung to: "Frere Jacques"

Yellow balloons, Yellow balloons,
Floating up, Floating up.
Never let them touch the ground,
Never let them touch the ground.
Keep them up, keep them up.

·         Rhyme: Lots of candy

Lots of candy nice and sweet,

Lots of colours good to eat.

Yellow and red, green and blue,

One for me and one for you!

Lots of candy nice and sweet,

Lots of colours good to eat.

Yellow and red, green and blue,

Two for me and two for you!

Lots of candy nice and sweet,

Lots of colours good to eat.

Yellow and red, green and blue,

Three for me and three for you!

·         Painting Fun

Sung to: "Twinkle, Twinkle, Little Star"

I know the colors for painting fun,
Green like grass and yellow sun,
An Orange pumpkin and white snow,
A red rose and a black crow,
Blue like a mailbox, brown like an ape,
A pink pig and some purple grapes.

·         If your wearing Red

Sung to: "If your happy and you know it"

If you are wearing red, Shake your head,
If you are wearing red, Shake your head,
If you are wearing red,
Then please shake your head.
If you are wearing red, shake your head.

Others: Blue, touch your shoe
Black, pat your back
Green, bow like a queen
Yellow, Shake like Jell-O
Brown, Turn around
Pink, give us a wink.

·         Can you find

Sung to: "The Muffin Man"

Oh, can you find the color______,
The color _____, the color _____?
Oh, can you find the color _____,
Somewhere in this room?

·         Rainbow Song

Sung to: "Hush, Little Baby"

Rainbow purple
Rainbow blue
Rainbow green
And yellow too
Rainbow orange
Rainbow red
Rainbow shining over head.

Come and count
The colors with me
How many colors
Can you see?
1 - 2 - 3 on down to green
4 - 5 - 6 colors can be seen!

Rainbow purple
Rainbow blue
Rainbow green
And yellow too
Rainbow orange
Rainbow red
Rainbow shining over head.

·         Rainbow

Sung to: "Mary Had a Little Lamb"

Rainbow over the waterfall,
waterfall, waterfall,
Rainbow over the waterfall,
Rainbow over the tree.

Rainbow over the mountain
mountain, mountain,
Rainbow over them mountain,
Rainbow over the sea.

Rainbow over the flowers,
flowers, flowers,
Rainbow over the flowers,
rainbow over the bee

Rainbow over the dancers
dancers, dancers,
Rainbow over the dancers,
Rainbow over me!!

Language: English

Level: Pre School

Topic: Colour games

·         Mr. Crocodile

You need colour pencils and some space to move around. If there’s a carpet on the floor, it will be great. Let children stand at one side of the carpet.  You should stand in the middle of it. Pretend to be Mr. Crocodile who is really hungry and the carpet is the river you live in. Then encourage the kids to ask you: “Mr. Crocodile, Mr. Crocodile, what colour is the river?”  Say “blue” showing them a blue pencil. Then children should look at their own clothes. If they’re wearing blue, they have to cross the river without being caught by you. Kids who are not wearing blue stay and wait for the next colour. Kids love this game! A small piece of advice: play this game by the end of your class because it is very emotional and it could be difficult to calm the kids down after it.

·         Traffic Lights

Stand in a circle. Set the rules: when you show a green card, children walk in a circle, when you show red one- they freeze; yellow- they bend their knees.

·         Mingle-mingle

Prepare several pairs of small colour papers. Give each child a colour paper. While doing so ask: “What colour is it?”. Thus you will be sure that they recognize the colours. Then play some music. While the music is on kids move around, jump and dance. When you stop the music, they have to stop dancing, look around and find a child who is holding the same colour as him/her. Then change the pieces of paper and you can start from the beginning.

·         Blue Bird 

Children stand in circle and hold hands, raising them to form windows
for a child chosen as the blue bird to walk in and out.  Everyone sings:
"Blue bird, blue bird, through my window,
Blue bird, blue bird, through my window,
Blue bird, blue bird, through my window,
Oh Johnny I am tired."  
Then the blue bird gets to choose someone else to be a blue bird and the game continues.

·         Colored Hoops 

Place different color hoops around the room. Play music. Once the music stops ask the children to stand in a red hoop etc. This will encourage color recognition. You can call two colors and ask the children to count how many is in each hoop. This will also help with number recognition.

·         Go and Touch

You need colour pencils and a lot of space in the room.  Show the kids a green pencil and tell them: “Go and touch something blue.” Then they move around the classroom and touch a blue object.

·         What’s missing

Place three flashcards (of colours) on the floor. Repeat the words together with the children. Then say: “Close your eyes!” Take one card behind your back. Ask them: “What colour is missing?” After that you can start the game from the beginning but this time using four cards…etc. until you reach 5 of 6.

·         Pencil house

Prepare colour pencils ( two of each colour). Sit in a circle. The goal of the game is to make a house out of pencils. How to do it? Show a pencil and ask: “What colour is it?” Give the pencil to child who has answered correctly and ask him/her to come in front of the others and put the pencil on the floor. Take another pencil with the same colour only to show the child where to place his/her pencil and then remove  yours. Move on until you have a pencil house.

·         Carrot Game

Prepare two bags. In the first one place only yellow objects. In the other- only orange. Make sure that you have a carrot in the orange bag and some corn- in the yellow one. In this game, kids sit down in a circle facing each other. One person is "it" and walks around the circle. As they walk around, they tap people's heads and say whether they are a "duck" or a "goose". Once someone is the "goose" they get up and try to chase "it" around the circle. The goal is to tap that person before they are able sit down in the "goose's" spot. If the goose is not able to do this, they become "it" for the next round and play continues. If they do tap the "it" person, the person tagged has to sit in the center of the circle. Then the goose become it for the next round. The person in the middle can't leave until another person is tagged and they are replaced.

Language: English

Level: Elementary to …

Topic: Revising vocabulary

 How to play:  

• First, split your class into two teams.  

• Sit the students facing the board.

• Then take an empty chair - one for each team - and put it at the front of the class, facing the team members. These chairs are the 'hot seats'

• Then get one member from each team to come up and sit in that chair, so they are facing their team-mates and have their back to the board.

• As the teacher, have a list of vocabulary items that you want to use in this game.

• Take the first word from that list and write it clearly on the board.

• The aim of the game is for the students in the teams to describe that word, using synonyms, antonyms, definitions etc. to their team mate who is in the hot seat - that person can't see the word!

• The student in the hot seat listens to their team mates and tries to guess the word.

• The first hot seat student to say the word wins a point for their team.

• Then change the students over, with a new member of each team taking their place in their team's hot seat.

• Then write the next word…

  Have fun!

   

Do you feel excited but also a little anxious when you start teaching a new class? Is setting a friendly atmosphere in the classroom an important issue to you? If so, relax and just be an inspiring teacherJ Check these ideas out.

Some fresh ice breakers: ( Read, use and enjoy them)

·         Language: English

·         Topic: Break the ice and create a friendly atmosphere  

·         Level: from A2 to …

·         MINGLE-MINGLE -Write down a question on the board. For ex. “What’s your favourite colour?”. Repeat it together with your students and of course give an example by answering yourself: “My favourite colour is…” Then set the rules: When there is  some music, children are supposed to move around the classroom. When you stop the music they freeze, look around and go near the closest child. They take it in turns to make the following dialogue:

S1:What’s your favourite colour?

S2:My favourite colour is…. What’s your favourite colour?

S1: My favourite colour is……

 Play some nice music, which you believe students will enjoy. Give them some time (but not too much)  to move, walk and dance before you stop the music. Thus they would release the tension and get rid of the stress (if any).

After they have answered their partner’s question, let them sit in a circle. Each student gives some information about his/her partner.

Then check their memoryJ Take a ball and throw it to a child by asking: “What’s Tony’s favourite colour?” Then he/she throws it to another student asking: What’s Emma’s favourite colour?”...etc.

You can go further starting the game from the beginning but this time write down not one but two questions on the board J

·         I CAN- divide your students in pairs. Provide them with a piece of paper and a pen. Let them think what they are good at. Give them several minutes to write down three sentences starting with: I can…. . Of course begin by giving an example about you and write your sentences on the board.

                         Ex:  I can sing very well.

                                I can  type very fast.

                               I can jump very high.

                        When time is up, let them make the following dialogue:

                        S1: I can run fast. I can dance very well. I can speak English.

                        S2: You can run fast. You can dance very well. You can speak English.

                               I can………..

                       S1: You can……

                 When the children are ready, sit in a circle and encourage them to speak about

                 their partner. (Jane can…….) That’s how children will get to know each other better.

                If your students are more advanced you  can play the game using the following

                pattern: I’m someone who is good at…….”  instead of “I can…”

·         THE HUM-HUM GAME. On the first lesson children are excited about the fun they had during the summer holiday. Start a discussion about the holiday.

You can ask them: “ How did you spend the summer holiday? What did you do? Where did you go?...etc.. 

Then explain the rules: You will tell them about your holiday only if they ask you the correct question. Write on the board:

Last month:

I went to……. Hum-hum-hum.

Now you expect the correct Wh-question: Where did you go?

Now move on:

I went to the mountains with my…hum-hum-hum…

S:Who did you go with?

I went to the mountains with my family.

We travelled by………

S: How did you travel? Etc. etc.

Don’t forget to write each sentence and question on the board.

After you are done with it, clean the questions and leave only the patterns on the board:

(Last month:

I went to …..hum-hum-hum.)

Find a volunteer from the students to start the game from the beginning  .

·         SENTENCE CHAIN – Sit in a circle. Start a short discussion about  the summer holiday encouraging the children to say what they did and where they went during the summer holiday. You can play some relaxing music to make the kids feel comfortable and to create an imaginative atmosphere. Then set the rules: All the children have to create a story together. Each student has to say only one word at a time continuing the idea of the previous student. It should be grammatically correct.

e.g. I- went- to- the- beach- last- weekend. I- was- with- my- parents. We- …..etc.

After you are ready  with the story, ask the children several questions about it. Children love this kind of games because they can use their imagination and the end is unpredictable. 

·         LIE/TRUTH - Provide the students with a piece of paper and a pen. Let them write three sentences about themselves- two of them should be true and the other- a lie.

e.g. I like dancing.

       I can speak Chinese.

       I am 12 years old.

The others take turns to guess what the lie is. The first student to guess reads his/her sentences…etc…

·         WHAT AM I DOING (mime game). Encourage the children to think about their favourite activities. Ask them: What do you like doing in your free time? After that ask them where they are now and what they are doing now. Find three volunteers to step up in front of the class. Play some nice relaxing music and let children mime one of their favourite activities. Give the students several minutes to look at the three volunteers. Then stop the music. The three children should stop miming. Now the others take turns to ask them questions:

                  Ex:   Ann, are you drawing?

N.B. DON’T FORGET TO BE A HELPFUL TEACHER! If a student gets confused, get other children help him/her. And in the first place HAVE FUN!!!

Language: English

Level: Pre school to Elementary

Time: 5 – 15min.

This game is not only good for practising time and numbers, but its great fun for the kids. It will become a favourite for them and they will beg you to play it. Our advice play it at the end of your lesson, this is a lively game, children become very exited and you may need more time to calm them down.

One student is the Wolf.  The wolf walks slowly ahead with the class following behind.
The class ask all together "What's the time Mr Wolf?"
Mr Wolf replies "It's one o'clock" (or whatever time he likes).
The class repeat the question until Mr Wolf replies, "It's dinner time!"
At this point Mr Wolf turns round and tries to catch one of the group.
you may want to swap Mr Wolf over at this point, regardless of whether the wolf catches anyone or not.
If you like Mr Wolf can also call out breakfast time, lunch time, tea time, supper time, and even elevenses, (a British custom of coffee or tea and biscuits around 11am).  whenever Mr Wolf calls out a time involving eating he turns and chases the group.

Another variation of this game, but suited more for a classroom is when pupils stand at their desks with a wolf up front.
In this version, each class member has a flashcard with a different time on it.
Remember you can ask the class to draw a clock and choose a time themselves, to have everyone kitted out with their own flashcard in minutes.
When the wolf gives a time, e.g. "It's half past five", anyone holding that time must call back "It's half past five", or "Is it really?" The class keep their flashcards flat on their desks, or hidden from the wolf. The wolf then turns round and must identify who replied by the sound of their voice. If the wolf does this successfully that person becomes the next wolf. Or you swap the wolf over each time.

For highier levels you can use different language variations. The most obvious, easy adaptation is to use the time theme, but with different tenses.
E.g. "What time did the wolf come in?"  The wolf replies, "It came in at 5 o'clock".
Or, "When will the wolf come in?"  "It'll come in at 5 o'clock".
Or, "When is the wolf coming in?"  "'It's coming in at 5 o'clock".

You can modify this game for other questions and answers. Here is one example to give you the idea.  You will need to use flashcards. Let's say you want to practise, "Where are you going on Saturday?"
The wolf replies, "I'm going to the beach."

  

Изучаване на чужд език благотворно въздейства на общото психическо и емоционално състояние надетето , на неговите речеви възможности, разширява неговия кръгозор. Върастта от 3 до 7 години е уникална за овладяване на чужд език, което се обуслвя  от следните психически възможности на детето: бързо запомнянне на езиковата информация, способност за анализ и систематизиране на речевия поток на различните езици без да се смесват техните средства за изразяване, интензивно формиране на познавателните процеси , изключителна способност към имитация, отсъствие на страх пред възможността да се направи грешка. и др.

Обучаване на чужд език в ранна възраст насочва към практически иобразователно-възпитателни цели. Практическата цел се състои в това да се овладее устната реч на чуждия език преди детето да се е научило да чете и да пише.

Дадената програма следва следните цели:

-          Събуждане и поддържане на положителна емоция спрямо чуждия насърчаване към самостоятелно построяване на чуждоезикови изречения въз основа на подадения модел и усвоените  думи.

-          Премахване на психологическата бариера при овладяване на чуждия език език с цел по-късно овладяване на 2-и и даже трети чужд език без това да предизвиква психологически блокажи.

-          Самостоятелно построяване от децата на чуждоезиковите конструкции

-          Приобщаване към културата на овладявания чужд език

-          Развиване на психологически,емоционални,творчески качества у детето; насърчаване на неговото социално взаимодействие с деца и възрастни.

Научавйки стихчета, песни на чужд език, в които методично са включени основните езикови модели по дадената тематика, слушайки и инсценирайки приказки и диалози, играейки на игри с използване на чуждия език детето спонтанно овладява комуникативния минимум, който е достатъчен за елементарно общуване на чужд език. Формира се практическо умение в чуждия език, или по-точно: умение за комуникация в типични ситуации от всекидневието в рамките на заложения лексико-граматичен материал; разбиране на чуждия език и адекватна реакция както вербално (на елементарно ниво), така и невербално, емоционално.

След тригодишен курс на обучение детето е способно да:

1. Разказва за себе си

2. Да разбира упростена реч на учителя и да изпълнява неговите изисквания във връзка с поставената задача;

3. Да задава въпроси и да отговаря на тях

4. Да формулира прости изречения , съдържащи максимум 4-5 думи

5. Да изрича команди

6. Да дава кратко описание на картинка, действие, предмет

7. Да разбира елементарните устни разкази на учителя, съпроводени с визуализация и построени върху изучения материал и отработената тематика

8. Да прави уместни комплименти

9. Да усвои интонацията и най-вече произношението на чуждия език, което при децата става исключително лесно, защото това е възрастта на формирането на артикулационния апарат.

Заниманията трябва да се провеждат 3 пъти седмично в групи не по-малко от 4 и не повече от 16-18 деца. Продължителността на заниманията е от 20 минути за 2,5-4 годишните и 30-35 минути за 4-7 годишните (същото е съпроводено с възрастовите особености на детската психика за концентрация). Желателно е заниманията да се провеждат в специално оборудвани кабинети, в които да има достатъчно пространство за двигателни дейности, светлина и изобилие на нагледни материали.

Трябва да се отбележи, че груповото обучение на чужд език е от огромно значение за тази възраст. В никакъв случай на децата не трябва да се дава определението по-умен или по-глупав. Обучението е игра, пресъздаване на познатите житейски ситуации и дали едно дете е запомнило по-малко или повече думи и изрази в поставената ситуация зависи от неговото психическо възприемане на околния свят. Обикновено по-активните деца усвояват материала по-бързо, с което те се че чувстват горди да бъдат водачи и съответно да помагат на децата които проявяват пасивност. Разбира се тук се изисква и търпение и насърчаване от страна на учителя. Никой не трябва да се чувства потиснат. И именно чрез езикови игри (подвижни и стационарни) учителят събужда емоционалния интерес у всяко дете, което от своя страна наблюдавайки себеподобните несъзнателно се стреми да се изяви. На заниманията децата трябва се чувстват освободени, радостни, емоционално заредени. Всеки урок би трябвалода бъде като една недовършена приказка, за да желае детето отново и отново да се докосне до вълшебния език и да изрази себе си на този език. Децата в тази възраст не ИЗУЧАВАТ чужд език, те просто и съвсем естествено го овладяват играейки спредложените езикови модели и наслаждавайки на новия начин за комуникация. Много е неправилно втази възраст да се задава надетето въпроса:”Какво учихте днес по английски или френски?”

Professor DAVID MARSH
Academic Projects Director, Continuing Education Centre
University of Jyväskylä Finland

Искате да потопите Вашите ученици в живия език с теми, които са им интересни – музика, спорт, мода. От три години на българския пазар се появиха учебно занимателните списания на Mary Glasgow, които се издават на английски, немски, френски, испански. Какво представляват те? Списанията са известни и се ползват от перподаватели по езици по цял свят. Насочени са към ученици от начално до много напреднало ниво, изучаващи чужд език.

Темите засегнати в списанията са увлекателни за децата, защото са свързани с неща, които са съвременни, актуални и интерсни. Една корица с лика на Риана ги стимулира да разлистят и прочетат статията, защото тя им е любима изпълнителка. Правейки това те неусетно упражняват езика и научават нови думи.

Списанията са периодични и излизат пет пъти в годината (ако се интересувате от абонамент повече информация може да намерите ТУК). От миналата година към абонамента за списанията издателите предлагат и достъп до техния уебсайт http://maryglasgowplus.com/, за ученици и учители. Правите си лесна регистрация, нужен Ви е само код, който ще Ви дадат от фирмата вносител. Учениците си правят собствена профилна страница и имат достъп до онлайн упражнения, статии от списанията в PDF формат, ежеседмични новини, както и всеки един ученик може самостоятелно да напише новина и след това да я изпрати за публикация в специална секция на сайта, чат, видео и аудио клипове. В сайта има ученици от над 24 страни, те могат да чатят помежду си и да коментират пупликации, като всичко това се следи строго от администраторите на сайта.

За учителите, които направят повече от 10 абонамента сайтът предлага изобилие от материали за упражняване на граматика, говорене, произношение, слушане, четене и писане. Отново единственото необходимо за регистрация е код за достъп. Една такава регистрация може да Ви спести часове ровене, в търсене на допълнителни материали. Влизайки в системата само трябва да напишете какво точно търсите и ще се генерират страници с „worksheets”, аудио и видео материали, на ралични нива готови за използване, от които ще може да изберете най-подходящото за Вашия час.

Всички ние, независимо от възраст и интереси, имаме постоянен досег до музиката. Дали ще е в къщи по радио, телевизия, на работното място, в магазина, в автобуса, тя е там. Тя се оказва доказан и ефективен начин за научаване на чужд език, дори когато някой по нацианалната телевизия пее „Ту ли бу ди уидаут иу” и това се оказва небезивестна песен на Марая Кери. Има начин да бъдат избегнати подобни талантливи изпълнения и да събудите интереса на учениците към чуждия език. Предлагаме Ви да разгледате стъпка по стъпка с нас един прекрасен сайт, в който ще намерите от най-съвременните изпълнители до стари, но златни парчета.

http://www.lyricstraining.com/

В полето „Search” може да търсите песни по изпълнител и заглавие на английски, немски, френски, испански, италиански, португалски, датски.

Отделните песни имат и различно ниво на трудност на текстовете – easy (лесно), medium (средно), hard (трудно).

След като сте избрали песента, според нивото на учениците избирате и нивото на играта – начално, напреднало или екперт.

Песента започва, а под прозореца с клипчето тече и текста, в който според нивото, което сте избрали има липсващи думи, които се попълват на момента с помоща на клавиатурата и добър слух.

Ако случайно някоя дума се окаже трудна, играта спира и не продължава докато не изпишете правилно думата. С натискане на backspace, на клавиатурата може да се върнете към този момент, в които пак да се повтори пропуснатата дума.

Играта Ви отброява време, думи и пропуски.

Ако решите да се съравновавате с другите потребители на сайта, просто трябва да се регистрирате.

Успех!

Language: English

Topic: Back – to – School

Level: Pre-school (2-6 years)

Time: 30-40min

After a long summer of sun and fun, kids need the same amount of joy on their first day in their English classroom. To give them that, first you have to make sure that they feel comfortable and relaxed in the surrounding. Make sure that you have all the ‘kids stuff’ around, but not too much of it of course.

Usually every pre school course book has its own little puppet. For our classes  we are going to use  Pandy the Panda published by ELi ,European Language Institute, course book by the same name.

Have the children sit comfortably around you and start telling the magical story about Pandy. You can begin your story in L1, but remember whenever Pandy speaks, he speaks English. So when kids want to greet Pandy they have to say ‘Hello! How are you?’, ‘What’s your name?’. This will encourage children to actually start speaking in English. After you have presented children with their new English friend they can each make their own puppet. This way kids will have something to go home with, show their parents and hopefully even interact and practice the new words with it.

Here are some simple crafts of different animals which you can use to make your puppet:

-panda CD puppet Download

-bear CD puppet Download

-monkey CD puppet Download

We have chosen CD puppets for which you only need unusable CDs, some paper, coloured pens and glue.Cut the different parts of the animal and have them ready for children to colour and glue with a little help from you.

After you’re ready with the puppets have children act out a short dialogue between their speaking animals, don’t forget their new friends speak only Engish as well. Have them think of a name for their puppets.

After you’re done with this activity you can go on with something which will let children get familiar with their surrounding. This is a very simple rhyme before doing it with the kids play a game of ‘go and touch’ – floor, window, ceiling, floor. Toddlers get very exited when you try to touch the ceiling.

WIND THE BOBBIN UP

Wind the bobbin up
Wind the bobbin up
Pull pull clap clap clap

Wind it back again
Wind it back again
Pull pull clap clap clap

Point to the ceiling
Point to the floor
Point to the window
Point to the door

Clap, your hands together 1, 2, 3
And put your hands upon your knees.

Little CD pandas can also say the rhyme.

When its time to say goodbye, don’t forget to use the pandas again.

With this first lesson you’ll have happy and exited children going home, telling their parents what a fun time they had playing with their new English friend.

Language: English 

Topic: Funny Signs/ Speaking

Level: Intermediate/ Upper Intermediate/ Adults

Time: 30min

Have you ever seen this sign?

This is a simple speaking task in which everyone in your class is going to join because of the humour involved. Show your students the funny signs pictures.

After they’ve seen them ask your students to take a minute and think over the pictures. Look at them one by one guessing:

-Where can you see this sign?

-Why are the signs there?

-What do you think happens when people see them?

-Why do people sometimes use humour to implicate serious things?/ How would people react to restrictions presented to them in an amusing way/ more solemn way?

And any other questions you can come up with.

Ask them if they have ever experienced going past such a sign. Let them share what they saw, where they saw it, who were they with and of course what was their reaction to the sign.

Extra: If you happen to have some extra minutes you can separate your class into groups of 3-4 people, give them paper and colored pens. Tell them to come up with their own funny sign (in English), design it and present it to the class. Another variation is to give them this extra activity for homework.

ENJOY!!!