actividades master plan

8/12/2019 Actividades Master Plan

1/4

Tell me a short story

1. The student will be given pictures of different scenarios where an action is being done.2.

The student will have 5 minutes to think and write some ideas to tell a story or thecauses/reasons of the situation presented on the pictures. The teacher answers any

question about vocabulary/expressions which will certainly appear.

3. The first student will start telling his story while at the same time the teacher corrects oranswers questions about vocabulary/expressions.

4. When the student finishes talking the teacher asks questions about the story told and getmore information about the situation. Everything will come out of the students

imagination.

5. The second student will start telling his story BUT this time itll get tougher as the studentwill need to relate his story with the one told before. (This has to be said before starting to

prepare the student). This step is to work on improvisation while the ideas written give the

student a source of reference to talk.

6. The activity will continue by repeating points 4, 5, and 6.

Retell the tale

1. The structure and characters of any well-known story will be changed to recreate the tale.For this example Little Red Riding Hood (Caperucita Roja) will be used.

2.

The teacher starts the tale changing the main characteristics of it. For instance: Onceupon a time there was a girl called Little Blue Cap that used to live with his father

3. Then teacher gives the word to the first student and while the student is telling the storythe teacher will be continuously changing the scenarios/roles. For instance: student: so

then Little Blue Cap found a wolf in the forest - the teacher interrupts and say

something like: alright, now the wolf is good and Little Blue Cap is bad. The student will

continue the story according to the adjustments done by the teacher.

4. This will be undoubtedly a challenge for the students and possibly for the teacher as well,but this exercise will oblige the students to use the language out of the common structure

of a daily conversation/description. If you think how this would work in Spanish you could

see the possibility of improvising with the language.


2/4

In the zoo

1. The students will be given a copy of the picture by pairs or individually depending on thenumber of students.

2. The students will analyze the picture and try to figure out an explanation for why the rolesare swapped between the animals and the humans (e.g.: this happens because one day

the animals rebelled against the humans and took their place). The teacher will help

them to recreate the history of how these were people caged.

3.


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Intelligence

This activity is to be done by pairs. Depending on the number of students several questions

will be assigned to each pair or they can freely discuss the questions they want. They have

to write only key words that will be used later to socialize their response with the wholegroup. This way they will have to actively use the language and not just read what they

write. The activity can also be done with the whole group by asking question randomlyalthough it is more suitable the aforementioned manner.

STUDENT As QUESTIONS

1) What is intelligence?

2) What would you say about your intelligence?

3) What can you do to increase your intelligence?4) Why are some people more intelligent than others?

5) Does intelligence run in the family?6) Does school make a person more intelligent?

7) Do you think scientists will create Artificial Intelligence that is greater than our

intelligence?8) Is there a link between intelligence, creativeness and humour?

9) Does intelligence make people more attractive?

10) Does speaking English well make you more intelligent than a friend who cannot

speak English at all?

STUDENT Bs QUESTIONS

1) Do you worry about your levels of intelligent?

2) Who is the most intelligent person you know? Why do you think so?3) Do you think all world leaders are intelligent?

4) Are we all born with the same level of intelligence?

5) Does being very intelligent make you happy?

6) What insults your intelligence?7) What do you think of intelligence tests? Do you think they are accurate

8) Are intelligent people usually more arrogant?9) Do very intelligent and unintelligent people make good partners?10) Are dolphins really more intelligent than humans?


4/4

If I go to the moon

1. The teacher will start the game by saying: If I go to the moon I would take a car.2.

Then the first student will repeat the same phrase and will have to choose other objectbut this object must have the first letter of the word the teacher chose. In that case the

student can say: If I go to the moon I would take a carrot. If it is correct the teacher will

say: you can go with me. If it is not correct and the student chooses an object with a

different starting letter then he will say: you cannot go. Of course, the teacher will never

explain the rule of the game unless it takes many rounds to for them to discover it alone.

3. Each student will have 10 or 20 seconds to think about the word after they understand therule.

4. This can be repeated several times with different words and that way they are forced tovisualize the word in their minds to be able to know which the following letter is. The first

times the teacher can write the word in the table to help them understand but then it can

be made more difficult by doing in it abstractly.

5. A variation of this game can be done at the end and ask the students what they wouldtake to the moon if they had only three choices and to explain the reason why.

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