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Author Topic: Lesson 5: How We Think, What We Do  (Read 6441 times)

Offline jrobinson

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Re: Lesson 5: How We Think, What We Do
« Reply #20 on: August 23, 2016, 11:57:18 AM »
taken from previous post, so thanks to whoever.
This is a personality test. Students enjoyed it  A LOT
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Offline waygookkorea

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Re: Lesson 5: How We Think, What We Do
« Reply #21 on: September 22, 2016, 12:47:12 PM »
This is a simple "what makes you think so?" game. I used this as an easy review lesson on exam week when I only had a few classes. I teach at an all boys school and they are crazy about the group Twice.

It is a tournament in which the students decide who is the best member of Twice. There are 9 members so put your favorite in the championship bracket and the other 8 will battle each other to face your favorite in the final round.

Just make your bracket with 2 members squaring off each round. I split my classes into 5 teams. First each team must answer the question "Who is better?". Then you mark their vote. Next they must answer "What makes you think so?" and state 3 reasons their choice is better. The member that gets at least 3/5 of the votes advances.

The fun part is, if a team can't think of 3 reasons why their choice is better they have to do 5 pushups. If a team repeats a reason the teams before them already stated then the class can call them out and they will have to do 10 pushups. I'm at an all boys middle school so it worked really well but you might have to adjust it to fit your classes.

Give the students a minute or two each round to write down their reasons. Rotate which team goes first. Fills the entire period and sometimes have to rush through to finish depending on how many pushup breaks occur.

Some of my student's anwers:

"She is better because she has nice elbows"
"Her RNA is very high quality"
"She has incredible shoelaces"
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Offline Ashbery

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Re: Lesson 5: How We Think, What We Do
« Reply #22 on: May 25, 2017, 04:09:51 PM »
I made a memory game for the language on page 84.

Matching a problem with a solution.

I'm quite pleased with it on a purely technical level (elements taken form two different memory games found in the dark recesses of waygook).

It ought to work quite smoothly and be able to kill 10 minutes or so.

Enjoy!
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Offline estherjoy

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Re: Lesson 5: How We Think, What We Do
« Reply #23 on: May 30, 2017, 01:39:53 PM »
I did a Mafia activity to cover the "What makes you think so?" dialogue. I've uploaded a PPT going over how to play Mafia as well as a worksheet you can give them to use in the talking part. My kids are pretty low level so this gave them a little courage to speak out more.

You can download the cards from the Not Boring English website (It's an amaaaaayzziiing resource!)

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Offline imtwina

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Re: Lesson 5: How We Think, What We Do
« Reply #24 on: May 31, 2017, 06:37:23 PM »
Here are some materials for the Listen and Talk sections.  A Dice Bingo-type game for "Do you want me to...?" and Memory game cards for "What makes you think so?" I've attached my PPT's for the lessons, too, although they are a bit boring. The students enjoyed the Dice Bingo game. I'll use the memory game tomorrow.

edit - My students liked the memory game, too.  It uses a little more time than I expected if you make them read every card, even the none-matches.  It's a good idea to tell the students that the pictures on the cards help with the matches.  There are a few "open ended" cards that they got a little confused on.

I've added a Hidden Picture activity that uses the "What makes you think so?" language.  For the first part of the lesson, I had the Ss look at the picture on page 87 and say what they saw, "I see a soccer ball." Then we role played the dialog (didn't play the card game.) After that, we played the Hidden Picture game with two teams.  The teams took turns reading the sentences to reveal the picture under. Teams could make a guess about the persons job when it was their turn. If they wanted to guess, they would say "I think the person is a ..." I asked, "What makes you think so?" and the team would answer, "Well/Because, I see... or there is..." Even though the students guessed the jobs after 2-3 turns, the game took about 20 minutes because I gave teams time to discuss the possibilities. The students seemed to enjoy the game.
« Last Edit: June 13, 2017, 03:21:25 PM by imtwina »
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Offline withlovesydneyt

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Re: Lesson 5: How We Think, What We Do
« Reply #25 on: July 31, 2017, 12:29:43 PM »
Uploading all of my materials during desk warming days~ Lesson 5 focuses on the following key expressions:

Do you want me to wake you up? // What makes you think so?

My school has the English classes split up between high levels and low levels so the following PPTs will appear very similar but the low level students have more guided activities and the higher levels have more activities with freedom. This lesson took place around the time I would be observed by my school and not fellow NETs (that's why it'll look very polished). Below are brief descriptions of the attachments:

  • Grade3.Lesson5.HH: This is the PPT I used for my larger, high level classes. It begins with a review from their Speaking Test and goes straight into teaching the first key expression so the students can play Bad Guy Handshake. After Bad Guy Handshake, the students return to their seats and learn the second expression which is where the Survey Says game comes up. That game is borrowed from an earlier waygookin, and all of the rankings were current as of 6/23/17 when I had last edited this document. My coteacher sent me a timer that works while in PPT so we could give the students X amount of time to answer the questions.
  • Grade3.Lesson5.LL: This is the PPT I used for my smaller, low level classes. It is very similar to the high level PPT except that the students played the Card Game instead of Bad Guy Handshake. The Card Game is where students select a card from a deck and are trying to get A-6. The first team to get one of each card wins. This activity does take some time,
     but usually no more than 20 minutes. For Survey Says, I had students competing by themselves instead of in a group.
  • SurveySaysVersion2: This is the handout that goes with the Survey Says game. The numbers 1, 2, 3, 4 are repeated on the left and right because when the higher level students played the game I numbered each student and they had to fill in the respective answer. For the answers, before revealing the top scores, I did the A-B with students myself. I tried to have students do the A-B with each other in one of my higher level classes and it had a lot of confusion. I know it's not a lot of Ss talking time but it's the hand I dealt. Overall students and coteachers really enjoyed the Survey Says game.

I give any and all credit to previous waygookins that I used materials from to create my own materials.
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English: where read and lead don't rhyme, read and lead don't rhyme, but pony and bologna do.
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