Correcting COMMON mistakes!

It's not an easy task, but we need to be aware of  how our students are doing and try to keep a balance between fluency vs. accuracy in the classroom 

There is a tension where too much desire  for accuracy denies a student fluency.  And too much emphasis on fluency can result in spoken language that follows no rules at all.

Bring exercises where they can access and correct COMMON mistakes is a great way to do it without putting them in the spotlight. 

This activity can be done in groups or individually,  set a time limit and ask your students to correct the mistakes in the sentences below. 


1. I have twenty one years old.
2. My friend he is a system analyst.
3. This is for to use in the computer.
4. Could you borrow me your book?
5. He don´t work here anymore.
6. That store is near to my house.
7. How long time were you in Mexico?
8. She can to go right now.
9. How frequent do you watch sitcoms?
10. I go to the gym one time a week.
11. I need do my homework today.
12. How long do you work here?
13. Childrens usually don´t like vegetables very much.
14. I´m not understanding. Could you repeat, please?
15. Did you went to the movies in the last week?
16. I´ve knowing my best friend since for 10 years.
17. I don´t have nothing to do.
18. I want you to tell to her I am very busy.
19. The peoples usually like to work in a group.
20. I´ll attend the phone.
21. I borned in SP.
22. I have afraid of ghosts.
23. I was doing my homework yesterday night.
24. I told my wife to change your car. She bought a very old one!
25. I got up late and I lost my bus!!!
26. A: Have a nice weekend.
B: For you too!
27. Have twenty five people in my department.
28. I have particular Spanish classes.
29. We have differents products in your company.
30. I tripped to London last year.
31. Always I ask my boss to take easy.
32. We go out work at 6:00 pm.
33. When I will win the lottery, I will buy a huge apartment.
34. Are you calling me today at night?
35. You must train your Spanish.
36. Did you used to play a lot as a kid?

Modal Verbs Hot Potato:)

Teaching a Modal Verbs?
This is the hot potato dare game.
First create your dares on separate slips of paper. 
Eg.: 
Ask permission to touch someone's nose.
Can you you stand on one foot for 15 seconds?
Ask someone to sing you a song.
Ask permission to sing a song to someone.
Give an advice to someone.

Make sure to create dares that will either make your students use modal verbs or express an ability.

Ask your students to seat in a circle formation and give them a ball, or a hot potato (if you have one) to pass around. When the song stops ask the student holding the ball to get a slip of paper. Play an upbeat song and have fun!!

Greet and add personal touches!

When you wait for your students by the door you set a friendly, and a welcoming environment right from the start of your lessons. A personal word or a smile will make a lot of difference, students appreciate individual attention. When you greet them by name, they know they are not just another student.

Start fresh! If you had a conflict with a student the other day, welcoming that student with a smile will send him the message that whatever the conflict was, it was not personal and it is now over.

Smiling says that you’re happy to be there, happy to see your students. Students will respond a lot better to teachers who are positive about school and enthusiastic about teaching.

Establishing yourself as the classroom “host” reminds them that in your room you have rules and expectations regarding behaviour, mutual respect. You are a role model.

  

Music playing in the background while your students are coming in, is always a good idea. It can help you set the mood and it brings a cheerful touch to your lessons!

The link below is from a website where you can customize a famous song (Barbra Streisand by Duck Sauce). You can place your own words in the lyrics and surprise your students. 

http://gobarbra.com/

Check out our song!

http://gobarbra.com/hit/new-a7aaf3ea4d3d97397bf89d30d5331285

Problem Solving

"A teacher is one who makes himself progressively unnecessary"

                              Thomas Carruthers

 Students must be motivated to become active participants. We feel that learning should be an active relationship between learner and facilitators always with clear objectives and high expectations in mind. Giving teens problem solving activities and significant experiences will teach them trust, empathy, reflection and initiative.

See below for some well used problem solving activities that are very helpful. They can be used as icebreakers or even warm-ups for team assignments.

 Helium Hula Hoop

Helium stick is a  simple problem-solving activity that requires a group of students to work together and communicate at a higher level. The only prop needed is a hula hoop. The group must be small enough for everyone to touch the hoop at once; ten to twelve players is the ideal size.

To play, have students stand in a circle. Tell them that the hula hoop is filled with helium and may float upward if not held down. Have all the students hold both hands out with index fingers extended. Place the hula hoop on top of their index fingers. The goal is for the group to lower the hoop to the ground without anyone losing contact with the hoop. If any player's fingers lose contact with the hoop, the group must start over with the hoop at the original height. Usually the hoop will move up instead of down at first because the players are trying so hard to maintain contact with the hoop.

This activity requires concentration, patience and communication. A group of impatient students may become frustrated quickly when the hoop continues to move upward. If they are able to work through their frustration, this is a powerful activity for facilitating concentration and focus among an active group of students.

Human Knot

Human knot is a problem-solving activity that requires no props and can be played anywhere. At least seven players are needed, but no more than 16; larger groups can be divided into groups of ten . To play, have the group stand in a close circle with their shoulders touching. All the players should then put their right hand into the center of the circle and grasp someone else's hand. Without letting go, they should then place their left hand in the center of the circle and grasp a different person's hand. With none of the players letting go of either hand, the group must then untangle themselves so that they form a circle with hands linked around the circle.

This problem-solving activity can be used for multiple purposes. If the students have just met at a summer camp or a similar setting, they can introduce themselves when they clasp hands, making the game into an ice-breaker activity. Because the game requires participants to interact physically, it is also a good warm-up game for other activities that require touch, such as trust activities.

Toxic Waste

Toxic waste is a classic problem-solving activity that requires the group to solve a complex problem. To set up, place a small bucket full of water or balls inside a large circle (marked by rope or chalk on the ground). The circle should be at least eight feet in diameter. The bucket is the toxic waste, and the circle is the radiation zone.

Place a second bucket, large enough for the first bucket to fit inside it, outside the circle, 30 to 50 feet away from the toxic waste bucket. This is the neutralization bucket. Once the toxic waste has been transferred to the neutralization bucket, it will be neutralized.

Place a pile of supplies for the group to use on the floor just outside the circle. These supplies should include a small bungee circle and several cords or ropes. It can also include any "red herring" objects you want that look like they might be useful.

The goal of the activity is for the group of students to move the toxic waste bucket to the neutralization bucket without spilling any of the toxic waste or allowing any participants to enter the radiation zone. Any body part which enters the radiation zone is disabled for the duration of the game. Toxic waste spillage can result in penalties such as blindness or deafness. You can make this activity more difficult by enforcing a time limit, placing the buckets farther apart, or adding obstacles between the buckets.

The most common solution to this game is to tie the ropes to the bungee circle. Each player then grasps the other end of a rope, and by working together they can move the bungee circle to the toxic waste bucket and place it around the bucket. They can then lift it by lifting the ropes, working together so as not to spill any of the "toxic waste."

Activities source: http://wilderdom.com

Role-Play is a Great Tool!

As teachers we need to explore opportunities and help teenagers find their own interests, passions, and talents. 
Teens must have the chance to explore a wide range of learning opportunities, both in and out of the classroom. Activities such as songs, drama, drawing, painting, outdoor recreation are very rich and will help them express themselves without being on the spot.
One of our favorite activities to encourage teens to develop their skills is role-playing.
 Role-plays promote opportunities for hands-on experiences, and because they are not "being themselves" it makes it easier for teens to share their feelings with you and other students. Make sure to create scenarios to help them practice dealing with real life situations.
Drama activities are also a great way to begin a new term. It can help you access your students' likes and dislikes, needs, and it provides team bonding experiences. 


Drama Resources (dramaresource.com)  is a great website where you can get lots of activities and great ideas such as this one below:


Ten Second Objects

This is a very popular drama game and a useful technique which can be developed easily towards improvisation or physical theatre. It's also highly accessible and great fun! Divide everyone into small groups (4-6). Call out the name of an object and all the groups have to make the shape of that object out of their own bodies, joining together in different ways while you count down slowly from ten to zero. Usually every group will find a different way of forming the object. Examples could be: a car, a fried breakfast, a clock, a washing machine, a fire.