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|عدد المساهمات : || 7166|
|نقاط : || 23181|
|السٌّمعَة : || 59|
|تاريخ التسجيل : || 11/01/2011|
|الموقع : || Jordan|
|تعاليق : || TO BE OR NOT TO BE THAT``S THE QUESTION |
|وسائل الإتصال:|موضوع: Tips to motivate your class Tips to motivate your class
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<tr><td class="usermess">I have got for you today some tips to motivate your class hope you like it.
By Hall Houston
1. Alter the pacing of your class. If you rush through your class at
full speed, slow things down and take time to ask your students personal
questions based on the materials you are using. If you tend to proceed
at a snail's pace, prepare some additional activities and push yourself
to accomplish more than you usually do.
2. Ask students to name as many objects in the classroom as they can while you write them on the board.
3. Ask students to write one question they would feel comfortable
answering (without writing their name) on an index card. Collect all of
the index cards, put them in a bag, have students draw cards, and then
ask another student the question on that card.
4. Assign students to take a conversation from their course book that
they are familiar with and reduce each line to only one word.
5. At the end of class, erase the board and challenge students to recall
everything you wrote on the board during the class period. Write the
expressions on the board once again as your students call them out.
6. Bring a cellular phone (real or toy) to class, and pretend to receive
calls throughout the class. As the students can only hear one side of
the conversation, they must guess who is calling you and why. Make the
initial conversation very brief, and gradually add clues with each
conversation. The student who guesses correctly wins a prize.
7. Bring a fork, knife, spoon, bowl, plate and chopsticks (if you have
them) to class, and mime eating some different dishes, letting students
guess what they are. Then let your students take a turn.
8. Bring in some snacks that you think your students haven't tried
before, and invite the students to sample them and give their comments.
9. Choose one topic (food, sports) and elicit a list of examples (food -
chicken, pudding, rice). Then have your student come up with the most
unusual combinations of items from that list(chocolate-beef or
10. Collaborate with your students on a list of famous people, including
movie stars, politicians, athletes, and artists. Have every student
choose a famous person, and put them in pairs to interview each other.
11. Come to class dressed differently than usual and have students comment on what's different.
12. Copy a page from a comic book, white out the dialogue, make copies
for your class, and have them supply utterances for the characters.
13. Copy pages from various ESL textbooks (at an appropriate level for
your students), put them on the walls, and have students wander around
the classroom and learn a new phrase. Then have them teach each other
what they learned.
14. Copy some interesting pictures of people from magazine ads. Give a
picture to each student, have the student fold up the bottom of the
picture about half an inch, and write something the person might be
thinking or saying. Put all the pictures up on the board, and let
everyone come up and take a look.
15. Describe something observable in the classroom (while looking down),
and tell students to look in the direction of what you described.
16. Draw a map of your country or another country that your students
know well. By drawing lines, show students where you went on a trip, and
tell them about it. Then call on several students to do the same. The
trips can be truthful or fictional.
17. Draw a pancake-shape on the board, and announce that the school will
soon be moving to a desert island. Invite students one by one to go to
the board and draw one thing they would like to have on the island.
18. Draw a party scene on the board, and invite students to come up and draw someone they would like to have at the party.
19. Empty a bag of coupons onto a table, and have students find a coupon for a product that they have no need for.
20. Experiment with how you write on the board, altering your writing
style, the size of the letters, the direction you write, and the color
of the chalk/pens.
21. Explain to your students what it means to call someone a certain
animal (dog, pig, fox) in English, and then ask them what these mean in
22. Fill the board with vocabulary your students have encountered in
previous classes (make sure to include all parts of speech), and get
them to make some sentences out of the words.
23. Find out what famous people your students admire, and work together with the class to write a letter to one of them.
24. Find out what your students are interested in early on in the
semester. Go to the Internet from time to time to collect articles on
these subjects for students to read during the class period.
25. First, instruct your students to write on a slip of paper the name
of one book, CD, or movie that changed them in some way. Collect the
papers, call out the titles, and ask the class if they can guess who
wrote it. Finally, let the writer identify him or herself, explaining
his or her choice.
26. Give each student a piece of chalk/pen and tell them to fill the
board with pop song lyrics. Then put them in pairs, and get them to use
the words on the board to create a new dialogue.
27. Give students a reward (such as a candy or a sticker) each time they
take the artificial language in your textbook and turn it into an
authentic question or comment about someone in the class.
28. Hand a student a ball of yellow yarn. Have him toss it to another
student, while saying something positive about that student and holding
onto the end of the yarn. Continue in this manner until there is a web
between all the students.
29. Hand each student an index card, and tell them to write down a
sentence that includes an error they have made this week, along with the
correct version of the sentence. Next, tape all of the index cards on
the board for students to look over.
30. Hang up four different posters (example - one of a world map, one of
a famous singer, one of a flower, and one of Einstein) in the four
corners of your room. Tell students to choose one corner to stand in,
and talk about why they chose that poster.
31. Have each student make a list of the five most useful phrases for tourists visiting an English speaking country.
32. Have students come to the board one by one, draw a poster for an
English language movie (without the title) they think the other students
have seen, and let the other students guess which movie it is.
33. In small groups, have your students design a billboard for something
other than a product (wisdom, humility, friendship, etc.).
34. Instead of saying "Very good!" all the time, vary the ways you praise (and correct) students as much as possible.
35. Instruct your students to find something in their wallets/purses/pencil boxes, and tell the story behind it.
36. Invite your students to stand up and explore the classroom from new
angles (look in drawers, under desks, behind posters, on top of
cabinets). Then have students report their findings.
37. Just a few minutes before the bell rings, call on your students to
choose the ten most useful words they came in contact with during this
class period, then have them narrow it down to the three most useful
38. Pass around some magazines, and have each student choose an ad that
he or she likes. Give students an opportunity to explain their choices.
39. Play a listening activity from your book an additional time with the
40. Prepare colored letters of the alphabet on cardboard squares and put
them in a bag. Students must draw a letter from the bag, and work
together to create a sentence on the board. Each student must raise his
or her hand to make a contribution, but the word the student calls out
must begin with the letter he or she chose. Put the expanding sentence
on the board, adding words only when they the grammar is correct.
41. Prepare several paper bags, each with a different scent inside
(perfume, cinnamon, cheese), pass the bags around the class, and let
students describe what they smell. . .
42. Put students in pairs and ask them to guess three items in their partner's wallet/purse/pencil box.
43. Put students in pairs. Tell them to converse, but to deliberately
make one grammatical error over and over, stopping only when one student
can spot the other's intentional error.
44. Put students into small groups to create an application form for new students to the school.
45. Put the students in small groups, and ask each group to plan a
vacation for you. They must plan where you will go, what you will do,
who you will go with, and what you will buy. When they are finished,
have each group present their plans.
46. Review a phrase or sentence that you want students to remember, by
holding a competition to see "Who can say it the loudest/the
quietest/the quickest/the slowest/in the deepest voice/in the highest
47. Set up a board in your classroom where students can buy and sell used items from each other by writing notes in English.
48. Supply each student with a copy of the entertainment section of the
local newspaper, and tell them to choose somewhere to go next weekend.
49. Take a particularly uninteresting page from your course book, and put students in groups to redesign it.
50. Teach on a different side of the room than you usually do.
51. Tell each student to report the latest news in their country or city to the class.
52. Tell your students to practice a conversation from their course book
that they are familiar with, but this time they can only use gestures,
53. When they are practicing a dialogue, have students play around with
the volume, intonation, pitch, or speed of their voices.
54. Write "Tell me something I don't know." on the board, then ask
students questions about things they know about and you don't, such as
their lives, cultural background, interests, and work.
55. Write a common adjacency pair (Thank you./You're welcome OR I'm
sorry./That's alright) on the board. Ask students if they know of any
expressions that could replace one of the ones you just wrote. Write any
acceptable answers on the board.
56. Write a number of adjectives, such as mysterious, happy, peaceful,
sad, angry, and frustrated on the board. Call out a color, and ask your
students to tell you which adjective they associate with that color.
57. Write a word on a slip of paper and show it to a student. This
student must whisper it to the second student. Then the second student
must draw a picture of what he or she heard, and show it to the third
student. The third student, then, writes the word that represents the
picture and shows it to the fourth student. Then the fourth student
whispers it to the fifth student.... and so on. This continues until you
get to the last student, who must say the word to the class.
58. Write an idiomatic expression(such as "It beats me." or "I'm fed
up.") in big letters on the board. Call on a few students to guess what
it means before you tell them.
59. Write down the names of about five very different people on the
board (a small baby, a rude waiter in a restaurant, a fashion model, a
stranger in a crowd, and a grandfather). Give students a common
expression, such as "Good morning!" or "Sorry!", and ask students how
they might say it differently when talking to a different person.