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Oxford's teachhing methods of english language

p>Variation 1

Have students devise their own sets of questions to then be used as above.

Variation 2

Group the students in fours: one acts as a ‘time-keeper’, one as a
‘question master’ and person 3 and 4 are the ‘players’.
The ‘question master’ fires five rapid questions at player A which she has to answer falsely. The ‘time-keeper’ notes the time questioning takes. The
‘question master’ fires five similar questions at B, who answers truthfully. The quickest answerer wins. (The problem lies in choosing the right wrong answer fast enough.)
Possible questions:

How old are you?
Where do you live?
Which color do you like best?
What time is it?
How did you get here?

What time did you get up today?
What did you have for breakfast?
Where does your best friend live?
What sort of music do you dislike?
How many brothers and sisters do you have?

Movement and grammar

Sit down then

In class

1. Ask everybody to stand up. Tell them you’re going to shout out bedtimes.
When they hear the time they went to bed yesterday, they shout ‘I did’ and sit down. You start like this:

2. Continue until all the students have sat down.
3. Get people back on their feet. Ask one of the better students to come out and run the same exercise but this time about when people got up, e.g.

Who woke up at four thirty this morning?
Who woke up at twenty to five?

4. Repeat with a new question master but asking about shopping, e.g.:

Who went shopping yesterday?
Who went shopping on…(day of the week)

Only if

In class

1. Make or find as much space in your room as possible and ask the class to stand at one end of it.
2. Explain that their end is one river bank and the opposite end of the room is the other bank. Between is the ‘golden river’ and you’re the
‘keeper’ of the golden river. Before crossing the river the students have to say the following sentence:

Can we cross your golden river sitting on your golden boat?

3. They need to be able to say this sentence reasonably fluently.
4. Get the students to say the sentence. You answer:

Only if you’re wearing…

Only if you’ve got…

Only if you’ve got … on you

5. Supposing you say ‘Only if you’re wearing trousers’. All the students who wear trousers can ‘boat’ across the river without hindrance. The others have to try to sneak across without being tagged by you. The first person who is tagged, changes places with you and becomes ‘it’ (the keeper who tags the others in the next round).
6. Continue with students saying ‘Can we cross your golden river, sitting on your golden boat?’ ‘It’ might say, ‘Only if you’re wearing ear-rings.’ etc.

Variation 1

To make this game more lively, instead of having just one keeper, everyone is tagged becomes keeper. Repeat until everyone has been tagged.

Meaning and translation

Two-word verbs

In class

1. Pair the students and ask them to match the verbs on the mixed-up verb sheet you give them. Tell them to use dictionaries and to call you over.
Be everywhere at once.

Key to first group of verbs:
To back-comb/to cross-reference/to ghost-write/to soft-soap/to blow-dry/to double-cross/to ill-treat/to spin-dry

Key to the second group of verbs:
To cold-shoulder/to double-glaze/to pooh-pooh/to spoon-feed/to court- martial/to dry-clean/to proof-read/to stage-manage

Key to third group of verbs
To frog-match/to wrong-foot/to toilet-train/to tape-record/to short- change/to rubber-stamp/to force-feed/to field-test/to cross-question/to cross-examine/to cross-check

2. Ask them to take a clean sheet of paper and a pen or pencil suitable for drawing. Tell them you’re going to give them a few phrases to illustrate.
They’re to draw a situation that brings out the meaning of the phrases.
Here are the phrases – do not give them more than 30 seconds per drawing
(they will groan):

To toilet-train a child

To soft-soap a superior

To force-feed an anorexic

To court-martial a soldier

To back-comb a person’s hair

To cross-examine a witness

To spin-dry your clothes

To cold-shoulder a friend

3. Give them time to compare their drawings. The drawings often make misunderstanding manifest.
4. Split the class into teams of four. Tell them you’re going to show them
Jumbled sentences (see below) and their task will be to shout out the unjumbled sentence. The first team to shout out a correct sentence gets a point.

Jumbled sentences

Will still can you and it it dry retain its spin shape
You can spin-dry it and it will still retain its shape

Cold him we shouldered first at
At first we cold-shouldered him

Our ill ancestors treated they
They ill-treated our ancestors

Clean it don’t dry
Don’t dry-clean it

Black frog they Maria to the marched him
They frog-marched him to the Black Maria

Double your windows glaze to like we’d
We’d like to double-glaze your windows

Pooh just his poohed offer they
They just pooh-poohed his offer

Don’t soap me you soft dare
Don’t you dare soft-soap me!

The world of take

In class

1. Put the students in small groups to brainstorm all the uses of the verb take they can think of.
2. Ask each group to send a messenger to the next group to pass on their ideas.
3. Dictate the sentences below which they are to write down in their mother tongue. Tell them only to write in mother tongue, not English. Be ready to help explain any sentences that students do not understand.

The new president took over in January.

The man took the woman’s anger seriously.

‘You haven’t done the washing up, I take it,’ his wife said to him.

The little boy took the old watch apart to see how it worked.

‘I think we ought to take the car,’ he said to her.

This bloke always takes his problems to his mother.

‘We took the village without a shot being fired,’ she told him.

‘Take care’ the woman said, as she left home that morning.

He took charge of the planning team.

The woman asked what size shoes he took.

‘Yes I really take your point’ he told her.

‘If we go to a movie,’ she told her boyfriend, ‘it’ll really take you out of yourself.’

The news the boy brought really took the woman aback.

The chair asked him to take the minutes of the meeting.

‘You can take it from me, it’s worse than you think’

4. Ask the students to work in threes and compare their translations. Go round helping and checking.
5. Check that they’re clear about the usual direct translation of take into their language. Now ask them to mark all the translations where take is not rendered by its direct equivalent.

Problem Solving

A dictionary game

Preparation

On the board write the following:

Abcdifghijklmnopqrstuvwxyz

It’s got more letters than…
It’s got fewer letters than…
It’s the same length as….
It’s earlier in the dictionary than…
It’s later in the dictionary than…
It’s further on…
Back a bit.
The first letter’s right
The first two/three/four letters are right
(or you could dictate this to the students if you want a quiet settling in period at the start of the class)

In class

1. Explain to the students that you’re going out of the room for a short time and they’re to select one word for you to guess when you come back.
They find the word in their dictionaries.
2. Go back in and have a first wild guess at the class’s word. The students should tell you whether their word is longer, shorter or the same length as your guess and whether it’s earlier or later in the dictionary. Here is an example (teachers can correct pronunciation as they go along ):

3. You can write the words you guess and notes of the students’ answers on the board as you go along, to help you to remember where you are. At the beginning, you can prompt the students by asking questions such as ‘Is it shorter, longer or the same length as my word? Is it earlier or later in the dictionary?’ etc.
4. When the students have got the idea of the game, reverse the process; you think of a word (one from a recent lesson works well) and students guess. You give them information as to length, place in dictionary and any letters they’ve guessed right.
5. Now hand over the exercise to the students. They should scan their notes, textbooks and /or minds (but not dictionaries) and create a short wordlist. Then in pairs or small groups they can repeat the activity.

Rationale

This is a good game for teaching scan reading and alphabetical order when using dictionaries. The revision or introduction of the grammatical structures in a meaningful context is disguised since the students usually see this is vocabulary game. Because it has a pretty tight structure and build-up, it’s a good exercise for establishing the principle of group/pairwork with a class that does not take readily to working in different formats.

Note

With some classes we have asked the students to analyze their own guessing processes. Some students have written interesting short compositions on the best guessing strategies.

Eyes

In class

1. Ask a student to draw a head in profile on the board. Ask the student to add eyes in the back of his head.
2. Give the students this sentence beginning on the board and ask them to complete it using a grammar suggested:

If people had eyes in the back of their heads, then they … would/might/could/would have to … (+ infinitive)
For example:

‘If people had eyes on the back of their heads they could read two books at once’ (so two pairs of eyes).

3. Tell the students to write the above sentence stem at the top of their paper and then complete it with fifteen separate ideas. Encourage the use of dictionaries. Help students all you can with vocabulary and go round checking and correcting.
4. Once students have all written a good number of sentences (at least ten) ask them to form teams of four. In the fours they read each other’s sentences and pick the four most interesting ones.
5. Each team puts their four best sentences on the board.
6. The students come up to the board and tick the two sentences they find the most interesting. The team that gets the most ticks wins.

Note

Students come up with a good range of social, medical and other hypotheses.
Here are some examples:

… then they would not need driving mirrors.
… they would make really good traffic wardens.
… then you could kiss someone while looking away!

Umbrella

In class

1. Ask a student to draw a picture on the board of a person holding an umbrella. The umbrella looks like this.
2. Explain to the class that this ‘tulip-like’ umbrella design is a new, experimental one.
3. Ask the students to work in small groups and brainstorm all the advantages and disadvantages of a new design. Ask them to use these sentence stems:

It/you can/can’t…

It/you + present simple…

It/you will/won’t…

It/you may/may not…

4. For example: ‘It is easy to control in a high wind’, ‘You can see where you’re going with this umbrella’
5. Give the students large sheets of paper and ask them to list the advantages and disadvantages in two columns.
6. Ask the students to move around the room and read each other’s papers.
Individually they mark each idea as ‘good’, ‘bad’ or ‘intriguing’.
7. Ask the student how many advantages they came up with and how many disadvantages. Ask the students to divide up into three groups according to which statement applies to them:

I thought mainly of advantages.

I thought of some of both.

I thought mainly of disadvantages.
8. Ask the three groups to come up with five to ten adjectives to describe their group state of mind and put these up n the board.
9. Round off the exercise by telling the class that when de Bono asked different groups of people to do this kind of exercise, it turned out that primary school children mostly saw advantages, business people had plenty of both while groups of teachers were the most negative.

Note

Advantages the students offered:

In a hot country you can collect rain water.

It won’t drip round the edges.

You can use it for carrying shopping.

It’s not dangerous in a crowd.

It’s an optimistic umbrella.

It’s easy to hold if two people are walking together.

With this umbrella you’ll look special.

It’ll take less floor space to dry.

This umbrella makes people communicate. They can see each other.

You can paint this umbrella to look like a flower.

You’ll get a free supply of ice if it hails.

Presentation

Listening to time

Preparation

Invite a native speaker to your class, preferably not a language teacher as they sometimes distort their speech. Ask the person to speak about a topic that has them move through time. This could be his country history. The talk should last around twenty minutes. Explain to the speaker that the students will be paying close attention not only to the content but to the language form, too.

In class

1. Before the speaker arrives, explain to the students that they are to jot down all the words and phrases they hear that express time. They don't need to note all the words!
2. Welcome the speaker and introduce the topic.
3. The speaker takes the floor for fifteen to twenty minutes and you join the students in taking language notes. If there are questions from the students, make sure people continue to take notes during the questioning.
4. Put the students in threes to compare their time-phrase notes. Suggest the speaker joins one of the groups. Some natives are delighted to look in a ‘speech mirror’.
5. Share your own notes with the class. Round off the lesson by picking out other useful and normal bits of language the speaker used that are not yet part of your student’s idiolects.

Example

One speaker mentioned above produced these time words: only about ten years/there was a gap of nine years/ at roughly the same time/over the next few hundred years/from 1910 until the present day/it’s been way back/ within eighteen month there will be/until three years ago/when I was back in September

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Oxford's teachhing methods of english language