Get Students Using Different Words

In fifth grade my teacher Ms. Sipe outlawed “four letter words.” She wasn’t referring to swearing; she didn’t want us to use words like: good, nice, or tall. She thought we could use better words:  noble, pleasant, or towering. Why? Because these specific words gave us a better idea of what we were describing.

This is also very useful when students start paraphrasing something that is useful for many reasons.

Many of our students need help to get out of a vocabulary rut. They tend to use the same words over and over again. In some cases this is fine, whereas in others a larger vocabulary may prove more beneficial.

Here’s an activity that will get your students using different words.  This CAN be adapted to all levels depending on your use of scaffolding and the words you select.

Step 1: Show a picture of something small (an ant for instance). Ask students how they would describe the animal. Once one of them says small, write it on the board and ask what other words they know for small. Here’s a list of the words the book uses: Small, Teeny-weeny, Mini, Tiny, Microscopic. Then show something bigger (an elephant). See what words they use to describe that. Again, the book uses: Big, Large, Huge, Gigantic. If they don’t use a word, you may like to introduce it.   

Step 2: Introduce a cline. The word cline probably looks familiar to you since it is related to incline or decline. A cline is essentially a visual ranking of words. See if your students can rank the words from smallest to biggest.

Step 3: Read, “Am I small?” in the target language. With younger students you may like to read it a few times. Get them to read it. Have them do different listening activities while you read it. Then, see if their cline matches what the author thinks about the words

Step 4a: In small groups give students two opposite adjectives. Depending on the level, these can be easy (tall-short) to more difficult (rich-poor). In groups see if they can create a cline of 5-10 words. NOTE: I would tell them to try this without dictionaries or cell phones, but you may prefer that they use them. *This is an easy task to differentiate. You can give weaker students easier words, require they come up with less words, or you can give the words to them.

Step 4b: Have them identify the differences in the words. For example, the connotations, registers or denotations. For example, childlike and juvenile both mean young. However, childlike is normally more positive whereas juvenile is more negative. Ginormous is normally only used in an informal register. Antique is normally used to describe things, not people.

Step 5: See if they can create a story similar to, "Am I small?" using their own words and a unique character. Depending on the technological capabilities of your class, this can be a book using paper, a video where they act (or use puppets), a book where they cut and paste pictures from magazines, a PowerPoint, or an animated short video. If they make a book see if they can put it in their library so other students may enjoy it as well.

Here are some examples in case you want to give your students words to start.

Rich-Poor: Prosperous, Affluent, Disadvantaged, Wealthy, Well Off, Meager, Flush, Humble, Loaded, Poor, Underprivileged, Comfortable, Needy, Well-to-do, Opulant, Penniless, Destitute

Old-Young: Old, Fledgling, Ancient, Young, Mature, Childlike, Juvenile, Antique, Infantile, Immature, Underdeveloped, Decrepit, Over the Hill

Happy- Sad: Ecstatic, Sullen, Happy, Morose, Cheerful, Content, Comfortable, Unhappy, Miserable, Glum, Jovial, Gloomy

Tall- Short: Tall, Short, Lanky, Elfin, Towering, Petite, Fun sized, Gangly, Diminutive, Small, Big, Puny 

To see another activity that helps students work with different adjectives (and make your classroom pretty), stay tuned for Wednesday's post!

Book Review: Am I small?

Spanish and English

I teach high school and university students know, but a special part of me will always have a special place in my heart for teaching younger learners.

Earlier this month I was picking up some Kindle books and I grabbed "Am I small?" Phillip Winterberg Nadja Wichmann
. I normally don't read the kids books that I buy (other than the alphabet books) but for some reason I did skim through this one.

I LOVED it. Lots of repetition to help 'lil ones get used to structure and words! Many different words being used to help them improve their vocabulary (or pick the best word!).

The Vietnamese version

English Only

Most importantly, it sends a good message about how being unique and different is good. I STRONGLY suggest you check this book out! Your students don't speak Spanish? No worries. This book is offered bilingually in MANY different languages from Dutch to Vietnamese!

If you are one of those teachers who prefers to have books in just the language you are teaching, the book is also sold in an English only version (or Africaans, Dutch, Spanish, etc.).

To help motivate you to use this book with your students I am creating activities that would go well with the book. This one focuses on expanding your students' vocabulary, this is an awesome spring time craft and this one helps them realize the different meanings a word can have.

If you want to check out other books my Phillip his website http://www.philipp-winterberg.com/ links to three other books he has written you can download for free! Out of all of them, "Am I small?" was my favorite, but you may like the other ones as well.

Get MOVING in EFL (aka YAY for TPR)

Throughout this blog I discuss different ways to use TPR in the your English class. Essentially TPR (Total physical response) is a technique which is often used with EFL students. Students are taught to associate an action with a word or phrase.

Asher's book

HISTORY 1965 James Asher basically said, "Hey! I am sure that we can get students to actually move around and have less stress in class." What he came up with was having students move to show comprehension. You can check out more TPR World or language impact for more background information.


Even though the basis for TPR in EFL started over 30 years ago there is still a bounty of current research being done to support using actions with language teaching. One of my favorites to direct people to is an article published by New Scientist in January of 2012 which discusses a study where 20 students enrolled in a 6 day course to learn a fake language. Half of the content was taught using traditional (spoken and written) techniques and the other half was taught with each word having a body movement. The students did better at learning the information that was taught with motions! Keep in mind that this worked for all words, not just words with a clear motion. That is to say, this technique worked as well for actions like run as it did for words like however or rather. The study goes onto cite functional magnetic resonance imaging (fMRI) scans as well which seem to show that the actions help by creating a more "complex representation of the word that makes it more easily retrieved." You can read the actual study via the onine library if that interests you.


Now that you know a bit of what it is, let's check out how to use it:

Poor Joe, he has no....

Games

• Simon Says- Usually body parts and actions but you could get specific with adjectives. "Simon says jump up and down quickly."
• Charades- Usually this is done when a student is given a word and they have to act it out. Great with verbs, but don't be afraid to do this with nouns or adjectives. You can make it more complicated by giving them an entire sentence!
• Oh No Poor Joe- If you play with students covering the part that's missing this is great TPR for body parts.

Make a fortune teller!

Activities

• Make a box with your students! Directions (Top, Bottom, Left, Right, Middle), Actions (Kick, Throw, Fold, Unfold, Meet) Nouns (Invitation, Door) Adjectives (Locked, Unlocked)
• Make a fortune teller. Locations (Center, Corner, Left, Right) Actions (Cur, Flip, Fold, Unfold) 
• Tell a story while they draw or act it out Draw and Tell story.

Songs
Find a song (or make one for your EFL class)

• Traditional Kids Somgs (Great for younger EFL students)

• Teddy Bear Teddy Bear- Directions (Turn Around) Actions (Touch, Jump) 
• Hokey Pokey- Body Parts (All!) Actions (Put your)
• Head, Shoulders, Knees and Toes- Body Parts (Head, Shoulders, Knees, Toes, Eyes, Ears, Mouth, Nose)
• Songs I've adjusted to use with my EFL students:
• Sweet Little Bunny For Animals, Body Parts, and Adjectives
• Open them Shut them For Opposites, or Verbs- 
• Head, Shoulders, Knees and Toes with Clothes! Clothing (Hat, Jacket, Trousers, Shoes, Glasses, Ear Muffs, Scarf, Glove)
• Macerena I change this to teach prepositions (Above, Above, Below, Below,  Across, Across, Atop, Atop, Beside, Beside, Down, Down, Around, Around)
• Songs which I use, "as is" to practice the words they use.

The video has 15 songs you can use (but probably not at once)! 

• Bounce, Rock, Roll, Skate- Actions (Bounce, Rock, Roll, Skate)
• Cha Cha Slide Directions (Left, Right, Back, On, Low, Top), Verbs (Turn, Slide, Criss-Cross, Clap, Stomp, Reverse, Freeze, Hop), Numbers (One, Two, Five), Body Parts (Hands, Knees, Foot), Adverbs (Again)
• Cupid Shuffle Directions (Right, Left) Verbs (Kick)
• Da Dip- Actions (Dip) Possessive Pronoun (My, Your)
• Dancing in Heaven- Adjectives (Slow, Quick)
• Do the BartMan- Actions (Move, Shake, Sitting) Directions (Front to back, To the side) Body Parts (Hips) 
• Harlem Shake- Actions (Move) Directions (Left, Right) Adjectives (Fast)
• Hoedown Throwdown- Actions (Glide, Jump, Pop, Lean, Lock, Shake, Shuffle, Stick )  Adjectives (Polka Dot, Zig zag) Nouns (Hawk, Sky) Body Parts (Hands, Head, Hips, One Footed, Toe) Directions (180 twist, Diagonal, In, Left, On, Side to side)
• Locomotion Directions (Up, Back), Body Parts (Hips), Actions (Swing, Jump)
• Mambo #5-Actions (Jump, Move, Put, Clap) Body Parts (Hands)
• Men in Black- Actions (Bounce, Freeze, Slide, Walk) Body Parts (Neck)
• Peppermint Twist Directions: (Round, Up, Down) Actions (Jump, Kick)
• Stanky Leg- Actions (Bounce,Drop, Lean, Shake, Show, Slide, Snap, Stick, Stop, Switch, Wipe) Body Parts (Feet, Fingers, Leg, Shoulders) Adjectives (Low,  Right ) Clothing (Socks)
• The Bunny Hop Directions (Left, Right, Forward, Out) Body Parts (Foot), Actions (Put, Hop) I add a "Backwards and a forwards hop hop hop" to get a bit more vocab. 
• The Time Warp  Directions (Left, Right), Body Parts (Hands, Hips, Knees, Pelvis), Verbs- (Jump, Step, Thrust)
• The Superman Tons of verbs / commands (Sleep, Wave, Hitch a ride, Sneeze, Walk, Swim, Ski, Spray, Blow your Horn, Ring the Bell, Kiss, Comb your Hair, Give a wave, Bend your Knees, Faster, Louder)
• Usher's UTurn Directions (Put your hands up, Circle) Verbs (Bend, Bounce, Get down) Body Parts (Hands, Knees) 
• YMCA- Letters (Y, M, C, A)

FingerPlays 

• A family of pumpkins- Family Members (Mom, Dad, Brother, Sister, Baby) 
• Five Easter Eggs - Emotions (Angry, Happy, Sad, Scared, Sleepy)
• Itsy Bitsy Spider - Animals (Spider), Prepositions (Up, Down, Out), Actions (Went, Washed, Dried), Weather (Sun, Rain)
•  Open them Shut them (for this and that)- Great for almost any category: Adjectives, Verbs, etc.

This list already seems a bit long so for now I am stopping, but if you have any other songs, games, or activities you think embrace the spirit of TPR be sure to leave it in the comments!

Opposites Origami (added pictures!)

I've posted a few different ways I like to use origami in an EFL class (or pretty much any primary class). This is a fun one for primary students and I have found that it can be adapted to work with opposites quite well! (You could also do this with shapes, adjectives, rooms in the house etc.)

I posted about it a while ago at this link: http://eslcarissa.blogspot.com/2012/06/organized-opposites-orgami.html but some people had asked for a video. All the videos I've tried just haven't been very clear :( But I am still working on it.

Here is a graphic with pictures that may help.

This or That? These or Those?

When I was younger, I vaguely remember this song being used in class. It went, "Open them, shut them, open them, shut them, give a little clap clap clap. Open them, shut them, open them shut them, put them in your lap lap lap." I believe there was more, but I seemed to omit that part from my memory. (If you want the whole version and other fingerplays you can look inside The Eentsy Weentsy Spider book and see the "correct" version")

As far as learning goes, it was perfect. It was repetitive, simple, included the body (wohoo TPR) and was super easy to adapt. So when I started teaching ESL (EFL to some) to Preschool and Kindergarten students this was definitely in my bag of tricks.

Like most songs and chants I liked it because it could be adapted to almost anything.


We used it to review classroom language (stand up, sit down or open the book, close the book etc.), animals (much like with the sweet little bunny song most animals can easily be given a body equivalent), adjectives (really useful for short and small and other subtle differences), verbs (often the easiest to mime), classroom supplies (have them hold up a pencil then a pen), clothing or body parts (touch the clothing), and really anything else your heart desires.

As the video states I found it great when reviewing this and that (along with these and those). This was one finger touching the other hand (singular and close), that was one finger pointing away from the hand (singular and far), these was two or more fingers touching one hand(plural and close), and those was two or more fingers pointing away (plural and far). Students picked it up quickly, and I could see them doing the motions during the test.

The best part was students genuinely enjoyed it! When classes got rowdy, I would silently begin doing the "open them shut them" motions and one by one they would do them with me. Then when everyone was with me we would quickly do a round and then get back to the lesson.

Have you altered the song's lyrics or tried any of the above in class? Share in the comments!

FLY SWATTER

Flyswatter is an easy no prep game best used to review vocabulary and popular with all levels of EFL students (though it is great for non-EFL too).

BASIC STEPS:

1. Write all the vocabulary on the board (if you have a smart board you can put it up that way).
2. The class is divided into two-four groups.
3. Each group sends one student to the front of the class.
4. They stand a meter and a half away from the board facing the class (their backs to the board).
5. The teacher calls out a clue this can be the word's definition, antonym, a visual clue (gesture/picture).
6. The students can turn around AFTER the teacher gives the clue.
7. They try to find the word on the board.
8. The first student to hit* the word gets the point for their team. *Traditionally this game is played with each student having a fly swatter, but I have also had students just slap with their hands or use a rolled up newspaper.
9. If none of the students hit the word, their group can help them by calling out hints; however, they can ONLY call out direction words in English (higher, lower, right, up, down, etc.)
10. Once the points have been given the students go back to their group and new students come up.
11. The game is played until everyone has a chance to play, or all the words have been used.

LOW LEVEL:

1. Instead of writing the word you can play this game with preschool students by drawing or posting up pictures (or just the colors).
2. Rather than giving clues the teacher will actually say the vocabulary word (or maybe something that is the color of the word).

SAME-SAME but different

1. Write the antonyms on the board and give students the vocabulary word instead of a clue.
2. On the same lines write synonyms on the board and use the vocabulary words as clues.
3. To make it more complicated you can use a mix of antonyms, synonyms and vocabulary words on the board.

DIRECTIONS

1. Use it JUST to review directions and not vocabulary words.
2. Pass out a list of words paired with random words, colors matched with numbers, very advanced words with their definition, etc.
3. Since the students won't have the list memorized they will need to be guided (up, down, left, right) by their group who has the answers.

This is a great game when you have some extra time in class, or if you teach somewhere that doesn't give you a lot of materials when you teach.

You'll learn the best ways to adapt it for your class. With some classes you have to make it so they can only hit one word and then the other teams get a guess before they can hit again (otherwise they'll just hit all the words randomly). Have you used the game? How would you adapt it?

Organized Opposites Origami

I worked at a gym for... 5 years I think? I still spell exercise incorrectly. I always want to type excersize. Origami is another one of those words I ALWAYS spell wrong (oragami...or orgami...ALWAYS)

Regardless of my inability to spell, I LOVE using origami in the class. When students are first learning we as teachers encourage TPR(Total Physical Response). We want a motion to be connected with a word.

Origami can be the same. It is very hands on and dynamic. One of the simpler ones I know comes with a story (storygami or storigami hmmm), which is why I think it is perfect for the ESL classroom. There is a simple box that I make with my students. You can download the PowerPoint I send to other teachers who want to steal the lesson at my  Teachers Pay Teachers Store  If you haven't signed up for Teachers Pay Teachers yet click here to go straight to their sign up page (Remember it is free!).


This is not the most amazing PowerPoint I have ever made, and I do not normally show it to students. Rather I do this as a listening activity where students follow my step by step directions. They really enjoy the box and the actions keep the words stuck in their head.

I've used this with  pre-school through high school. The pre-school students need help creasing the folds, but they can do it!

This is another one of those great things you can use even if you aren't a teacher.  Is there a tired looking mother and two hyper children in front of you at the bank? Take some bank brochures and tell them you want to tall them a story. They'll settle for a bit and the mom (and customers) will love you.

I had no idea that entire books were dedicated to these types of stories. If you are interested you may want to check one of them out.