Clothing (TEFL)

We all have to wear them…clothes.  And even if we don’t like it, we have to buy them.  So if you are shopping in a location that speaks your second language this is a good reference.  Show off your knowledge!

Vocabulary

• Shirt
• Shorts
• Pants
• Shoes
• Socks
• Belt
• Dress
• Skirt
• Underwear
• Bra
• Coat
• Hat
• Sandal
• Swimsuit
• Tank top
• Tennis shoes
• Blouse
• Button up shirt
• Tie
• High heels
• Flats
• Slacks
• Necklace
• Bracelet 
• Earrings
• Small
• Medium
• Large
• Extra large (XL)
• 1, 2, 3, 4, 5,6, 7,8,9,10…

Grammar

• I wear a size _____________.
• Do you  ___________ in a ______________?
• Do you have this in another size/color/material?

Warm Up

Play Dress Up
Procedure: Allow students to dress up in fun costumes or old clothes and have conversations reviewing previous content.  

Watch a video

Procedure: Teacher shows a video introducing clothing (Simple Clothing Items and Vocabulary in Sentences) and asks what students remember afterwards. 

Practice

Concentration

Procedure: Students are in small groups (2-6) and given a set of pictures of clothing along with a set of the vocabulary words to correspond with the pictures.  Cards are shuffled and placed face down.  Students take turns turning over 2 cards a time to match a picture with the vocabulary word.  The game is over when all cards have been matched, and the student with the most pairs wins.

Dress A Monster

Procedure: Students are given a drawing of a monster (or person or animal) to draw AND label articles of clothing on it. 

Signature Bingo

Procedure: Students are given a bingo sheet with the blanks written like (Find someone who is wearing a blue shirt. Or Find someone who is wearing tennis shoes)

Production

Fashion Show

Procedure: Teacher provides a box of old clothes or students bring in some old clothes.  Students then dress themselves (silly, like celebrities, or in themes).  Students take turns being the MC to announce what another student is wearing. 

Commercial

Procedure:  Students create a short skit (30-60 sec) to convince their audience to “buy” that specific article of clothing. 

Drama

Procedure: Students create and act out a skit about buying clothes in the store using actual props.  

SNNB is growing UP!

Hello faithful readers!  I hope all is well in your part of the world.  Things are moving along here in my small corner of the US.  These past two months have flown by! 

A couple of months ago, I asked for some patience as I transitioned back to a US citizen after being a resident of Costa Rica for two years as well as plan the future of this blog.  I appreciate the encouraging comments I got while I was absent, and look forward to hearing more from readers. 

While I was gone, I was able to celebrate with family, visit new places, and grieve with a friend.  I also got a chance to brainstorm and create some new things for the blog AND my new store!  So now I feel fresh and ready to embark on the next part of the journey for sticky notes and notebooks.

You may have noticed an updated about section as well as a freshly organized lesson plans tab.  If you have not checked either of these tabs out, please do so now!  I will wait. 

While you are looking around the blog, check out the right side bar!  There a few features that you should take advantage of!  

#1: add your email to get the latest news from sticky notes and notebooks in your inbox

#2  click on the teacherspayteachers banner to visit my store and follow me there to get ORGINIAL sticky notes and notebooks documents

#3 click on the pinterest follow me button where I pin inspiration for the classroom, teaching clothes, and much more! 

And please share this blog, store, and pin board with fellow teachers! 

As I mentioned in an older post, I do not plan on teaching English as a foreign language (TEFL) in the near future.  HOWEVER, I know many of my faithful readers do, so I plan to post a new lesson plan for TEFL teachers ONCE a month starting this month.  I will also continue to provide classroom management tips, downloadable documents ALONG WITH lesson plans for the subject(s) I am currently teaching (which that is still in limbo since I am moving states and have to be certified in that state before obtaining a job). 

So please check back as sticky notes and notebooks  continues to grow up!  

Transportation

Managing to get around a city is important thing when traveling or living in a new area.  Second language speakers need to be able to ask where something is or how to get somewhere.  Today’s post is about transportation and finding your way around.

Vocabulary

Car

Bus

Train

Bicycle/bike

Motorcycle

Scooter

Truck

Van

Taxi  

Boat

Plane/Airplane

Ticket

Fee

Bus fair

Grammar

How do I get to ____________?

Where can I find a(n) _____________?

How much does taking a ____________ cost?

How much for a __________ to go to ______________ from here?

Warm Up

Video

• Procedure: Teacher shows a video  and students make the noise of each transportation as it is says in the story.

Play Time

• Procedure: Teacher brings in toys about transportation and allow students to play with them. 

Practice

Charades

• Procedure: 

1. Teacher writes down various modes of transportation actions on slips of paper 
2. Students are divided into two teams
3. A representative from each team comes to the front of the class and picks a SECRET mode of transportation to ACT OUT (without saying anything) for their team
4. The first team to guess the mode of transportation correctly gets a point 
5. A new representative goes forward and acts out another mode of transportation

Arrange the Story

• Procedure: 

1. Students listen to a story twice.  The first time they just watch and listen 
2. The second time, pairs or small groups of students are given piece of paper with the different types of transportation on them (bus, airplane, boat, etc.) and they are to put them in order according to the story 

Tell me a Story

• Procedure: Students are given pictures or flashcards of a type of transportation.  Depending on the students levels, they either write a sentence or story about that type of transportation. 

Concentration

• Procedure:

1. Teacher creates game pieces of pictures of types of transportation on half the cards and then names of the transportation on the other half of the cards
2. Students in groups of 2-6 shuffle the cards and lay them face down like the picture. 

   

   Source: Crayola Teachers

3. Students take turns turning over two cards at a time.
4. If they find a match (picture that goes with the word) they keep the pair and get another turn. If students do not find a match they turn them back over in the same spot and the next students gets a chance. 
5. The game is over when there are no more cards to turn over.  The student who has the most pairs wins the game.   

Production

Drama

• Procedure: Students work in pairs to create a skit/drama about using one of the types of transportation. 

Commercial

• Procedure: Students work in pairs to create a commercial to try to persuade people to buy or use that specific type of transportation.

Story time

• Procedure: Using pictures or show a movie on mute, students write a short story (as short as a paragraph) that includes using transportation.  (Cars clip) 

Daily Routines

We tend to do the same thing every day…get up, eat, shower, etc. etc.  Today we are going to get the basics of explaining our daily routine down. 

Vocabulary

• Wake up
• Get up
• Shower
• Wash my face/body/hands
• Eat breakfast/lunch/dinner
• Brush my teeth
• Brush my hair
• Put my make up on
• Do my hair
• Put my clothes/shoes on
• Go to school/work
• Walk/drive to school/work
• Go home
• Do my homework
• Get on the internet
• Watch TV
• Listen to music

Grammar

• Remember:  He/She/It add an “s” to the end of the verb

                         I/We/They do not add anything to the end of the very

Warm Up

Listening to a Story 

• Procedure: Students listen to a story about daily routine 

Song

• Procedure: Play song for students to sing along and dance with 

Ordered Pictures

• Procedure: Groups of students are given pictures of daily routines (getting out of bed, washing their face, going to school, etc.) and teacher asks them to put them in order There can be different “right” answers!

Word Search

• Procedure: Students look for some of the vocabulary words in a word search

  

  Check out THIS website to make your own!

Practice

Simon Says 

• Procedure: 

1. Students stand in a circle 
2. The "Simon" (the teacher) orders students to do different daily routines BUT students do the action ONLY if the "Simon" says "SIMON SAYS" 
3. If the "Simon" does not say "SIMON SAYS" the students DO NOT DO IT!

Charades 

• Procedure: 

1. Teacher writes down various daily routine actions on slips of paper 
2. Students are divided into two teams
3. A representative from each team comes to the front of the class and picks a SECRET daily routine to ACT OUT (without saying anything) for their team
4. The first team to guess the daily routine correctly gets a point 
5. A new representative goes forward and acts out another daily routine 

Arrange the Story 

• Procedure: 

1. Students listen to a story twice.  The first time they just watch and listen 
2. The second time, pairs or small groups of students are given piece of paper with daily routines on them (gets up, goes to school, eat lunch, etc.) and they are to put them in order according to the story 

Production

Oral Presentation 

• Procedure: Students prepare an oral presentation about their daily routine.  Students can create and use visual aids such as a poster or diagram 

Short Story 

• Procedure: Students write a story about themselves or someone else describing their daily routine.  Students can draw illustrations to go with their story.  

Open Letter to my Readers

Hello faithful readers, how are you doing?  Things are going well in my neck of the woods.  However, life is about to change! The Hubs and I are finishing up our two year commitment to Peace Corps  and Costa Rica in the next couple of weeks.  So that means we will packing up our life here and moving back in with the parental units. 

From this 

to this 

This blog started because of the work I was doing in my community and it has come to be near and dear to my heart.  It has pushed me and challenged my creativity in the best way possible! 

While I am transitioning into my new role as US citizen again, this blog will be on a short hiatus.  In the next two months I will be moving back to my Hometown, watching a sister in law graduate college, writing resumes and filling out applications, traveling to another state to look for a job, and traveling with my husband’s family to Europe(!). Along with stuffing my face with my favorite foods (Mexican and Dr. Pepper) and visiting all my friends and family whom I have missed the past two years. So needless to say, the blog will take a hit.  And while I have had short hiatuses in the past (I am a terrible blogger) this one will help me focus on me and the direction of this blog. 

I will no longer be teaching English as Foreign Language.  I will hopefully be jumping back into teaching science or math at the middle school level (I was a science teacher for two years before becoming and Peace Corps Volunteer).  This blog will most likely represent that aspect of my teaching along with classroom management (I am crazy passionate about managing a classroom well).  I envision still trying to incorporate ESL lessons. 

So please bear with me and check back ever so often the next few weeks.  I am still going to try to post some ESL lesson plans. 

Yours truly, Erin 

Holidays

Who doesn’t love the holidays?  Whether it is a well-known and cherished holiday or an obscure one, we tend to enjoy the celebrations.  And suppose we are living in a foreign country?  We would want to understand the various celebrations in that country as well as our own.  Being able to discuss and learn about different holiday allows us to integrate even further into our host country. 

Vocabulary

• Independence Day
• Easter
• Holy Week
• Lent
• New Year’s Eve/Day
• Christmas
• Thanksgiving
• Halloween
• St. Patrick’s Day
• Labor Day
• Mother’s Day
• Father’s Day
• Memorial Day

Grammar

• What is your favorite holiday?
• When is it celebrated?
• How is it celebrated?

Warm Up

Video Clip

• Procedure: watch a short video clip (ex. Ground Hog’s Day, Miracle on 34^th Street, National Lapoon’s Christmas Vacation) so students can hear some of the vocabulary surrounding specific holidays.

Picture Prompt

• Procedure:  Students draw a representation of their favorite holiday and how they celebrate it

Practice

What Holiday Am I? 

• Procedure: 
• Students stand in a circle while the teacher secretly tapes a piece of paper with a holiday written on it on their backs. 
• The students are allowed to ask yes or no questions to other students to try to guess what holiday is on their back (ex. Is food part of the celebration?) 
• Students can only ask three questions per classmate. 
• At the end of set time, students take turns guessing what holiday was on their back. 
  

Categories

• Procedure: 
• The teacher gives a topic (ex. Mother’s day) 
• Students take turns saying a word that corresponds to the topic (ex. Cards, flowers, moms, etc.) until someone either repeats a word already said or can’t think of something.  
• Then a new topic is said (ex. Independence day, holidays, etc.)

Password 

• Procedure: 
• Students are divided into two teams.  
• Each team selects the first representative.  
• The representatives sit with their back to the board or screen.  
• A secret word (ex. Christmas) is shown behind them.  
• Their teammates give them clues (ex. Gifts, Santa, December 25, etc.) so the representative guesses the secret word.  
• Once word is guessed a new representative is chosen. 
• Go to this website to download the PowerPoint

Production

Journal Prompt

• Procedure: Students write about their favorite holiday and how they celebrate it.

Movie Trailer

• Procedure: Students work in small groups to create a movie trailer (1 min. teaser about a movie) about a plot surrounding a holiday
• Modification: students make a trailer for a already existing holiday movie

Advertisement

• Procedure: Students pretend to work in a store that is trying to sell a food or decoration for a specific holiday.  Students can work individually or in pairs to create a poster to try to sell the food or decoration.   

Don't forget to check out the Classroom Management Series every Wednesday!  

Household Duties

We all have them.  We tend to hate them.  They are chores or family duties.  Chores are common conversation topic in any language.  We complain about them, we try to convince someone else to do them, or we have to stop our fun activities to do them. 

Vocabulary

• Sweep(ing)
• Mop(ping)
• Do(ing) the dishes
• Wash(ing) clothes
• Cook(ing)
• Sew(ing)
• Iron(ing) clothes
• Fold(ing) clothes
• Vacuum(ing)
• Clean(ing) the bathtub, toilet, shower, counter
• Clean(ing) my room

Grammar Structure

• I have to __________________.
• I am ______________.
• He/She is ___________________.

Warm Up

“Clean up” Song

• Procedure: teacher teaches the students the cleaning song
• “Clean up, clean up, everybody, everywhere
  Clean up, clean up, everybody do your share
  Clean up, clean up, everybody, everywhere
  Clean up, clean up, everybody do your share
  Clean up, clean up, everybody, everywhere
  Clean up, clean up, everybody do your share
  Barney - Clean Up Lyrics | MetroLyrics 

Fly Swatter Review

• Procedure: 

1. Teacher tapes pictures of articles of clothing and parts of the house on the board.  
2. Students are divided into two teams.  
3. First representative from each team stands in front of the board with fly swatters in hand.  
4. The teacher says an article of clothing or part of the house.  
5. The two team members race to be the first one to “swat” (hit) the picture of the word.  The students only get one chance to hit the correct picture. 
6. If a student hits the correct picture that team gets a point. 
7. If neither team member hits the correct picture, neither get a point and the correct picture is identified. 
8. The next student from each team gets a chance.

Practice

Charades

• Procedure: Students can either be on two teams or work together to identify the family duty that a student is acting out without making any noise.
  
   

Pictionary

• Procedure: Students can either work two teams or together as a class to identify what family duty is being drawn. 

Production

Poster

• Procedure: Students can work in pairs or individually to create posters to hang in the room illustrates, describes, and explains why to do a specific family duty.

Story

• Procedure: Students write a short story (a paragraph or two) about doing a chore they hate. 
• Modification: Students can write a chain story about a chore they hate.  A chain story has students starting to write their story but after 1 minute the student give their story to the person on the right.  After 1 minute the students again pass the paper to the right.  Students do this a few more times until the story is written. 

Commercial

• Procedure: Students work in pairs or small groups to make a 30 second to 1 minute to sell products to make house hold duties easier (for example: swiffer wet jet for mopping) 

Sports and Leisure Activities

Being able to carry on a conversation about your favorite leisure and sports activities and asking your friend’s about theirs will allow deeper bounding when in your second language.

Today’s objective: Students will be able to talk about sports and leisure activities

Vocabulary

Soccer

Equipment

referee

team

Ball

Goal

Uniform

Cleats

Basketball

Net

Tennis shoes

basket

Football

Touchdown

Baseball

Bat

Glove

Homerun

base

Swimming

pool

Skateboarding

Skateboard

ramp

Running

Race

Course

Reading books

Watching movies, television

listening to music

talking with friends

going to concerts

playing video games 

Grammar Structure

Do you like to ______________?

I like to ____________________?

Which sport do you like?

What kind of equipment do you need?

Where is ____________ played?

Warm Up

Watch highlights of the Olympics

Procedure: 

1. Download the most current highlight broad cast of your country’s Olympics (Spanish or English).  
2. Students list any words they know about the Olympics in English.

Draw their favorite sport/leisure activity

Procedure: 

1. Students draw their favorite sport or activity on a small piece of paper

Practice

Fly swatter

Procedure: 

1. Students are divided into two teams and pictures of the vocabulary words are taped on the board.  
2. Each team has a fly swatter.  
3. The teacher says a vocabulary word and the team members with the fly swatters run to the board to hit the picture that represents the word the teacher said.  
4. They only have one chance to hit the correct picture
5. Then the fly swatter is passed to the next team member in line.

Modification: Students stay at the desks instead of lining up. 

Photo credit goes to a fellow Peace Corps Volunteer

Charades

Procedure: 

1. Types of sports/leisure activities are written on small pieces of paper. 
2. Class is divided into two teams and facing opposite ends of the room. 
3.  A team member from each team secretly reads a slip of paper and acts out the activity (without saying anything) for their team to guess.  
4. Then the next team member does the same for a different activity.

Modification: Students take turn acting out the activity for the class instead of teams competing.

Secret Word

Procedure: 

1. One person from the class stands with their back to the board.  
2. The teacher secretly writes a sport or leisure activity on the board.  
3. The student with their back to the board tries to guess the secret word 
4. The class gives hints to them without saying the secret word (ex. Baseball: students can say: bat, ball, glove, homerun, etc.)

Production

Role Play

Procedure: Students work in pairs or small groups to role play a conversation that would happen during one of the sports or leisure activities

Letter

Procedure: Students write a letter to their favorite English speaking sports figure

Commercial

Procedure: Students work in small groups or pairs to make a 30 second to 1 minute role play to convince their classmates to come to their team’s next game