Office of English Language Programs US Department of State

1. Bureau of Educational and Cultural Affairs U.S. Department of State Office of English Language Programs US Department of State

2. Sing Out Loud

3. Pictures with Songs

4. I’m A Little Teapot 6 3 5 4 I’m a little teapot Short and stout Here is my handle Here is my spout When the water’s boiling Hear me shout Tip me over Pour me out! 6 3 4 3

6. I’m a Little Snowman 6 3 5 4 I’m a little snowman Short and Fat Here is my broomstick Here is my hat When the jolly sunshine Comes to stay Then I slowly Melt away. 6 3 4 3

7. Emotions through Music Brainstorming • Begin by eliciting a list of emotions from students • Try to get the students to tell you as many emotions as they can • Write a list on the board

8. Emotions through Music Building Vocabulary & Checking for Understanding eslprintables.com Help students understand some of the emotions listed, if other students don’t understand Use a visual aid or better yet, have students use their own expressions to help others understand You can also ask questions to check for understanding

9. Emotions through Music Listening Let students know you will be playing a few songs As they listen, they should write a list of emotions that the song makes them feel

10. Emotions through Music Listening Once you have played each song once and the students have made a list for each, play each song again This time, students should pick ONE emotion from their list that BEST describes how they feel during the song

11. Expressing Emotions Group Work • Put students into groups • Each group should be assigned one song (depending on the size of the class, more than one group may have the same song) • Each group should come up with a multiple choice survey sheet for their song Song A Song F Song B Song E Song C Song D

12. Emotions through Music 1 2 3 4

13. Emotions through Music A B C D E F A B C D E F A B C D E F A B C D E F A B C D E F A B C D E F Surveys Reorganize groups so each new group has at least one student representing each song Play the songs again. While song A is playing, the student representing song A will ask the other students in the group to choose one of the emotions that they feel during the song Student A should record each response on their survey Continue until each song has been played again and surveys have been filled out

14. Emotions through Music Analyzing Results Students return to their original song groups Students should put all of their data together Have students create a graph to represent the emotions felt by the class during their song Encourage groups to be creative. Let them select the type of graph they would like to use. They could also illustrate the graph to represent the emotions and the song.

15. Emotions through Music Sun Strokes

16. Emotions through Music Discussion • Have students put their graphs on the wall around the room • Either as a class or in small groups, discuss each graph and the reasons why each of these emotions may have been felt and why you think the most popular emotion was selected

17. Compiled from English Teaching Forum!

20. Student A Student B

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24. Celebrate! Holidays in the U.S.A. • A colorful text that discusses: • Federal holidays • Celebratory holidays • Recognition months

25. 4 Elements to Use in the Classroom • Photographs • Readings • Songs & Poems • Vocabulary

26. Photograph Activity • Introduce students to caption writing • Show students a picture and a sample caption

27. A young girl blows out candles on her birthday cake.

28. Photograph Activity • Show students all of the pictures from the unit you are working on. • Ex: Halloween

29. Photograph Activity • In pairs, have students select one photograph and write a caption • Teacher can circulate to assist

30. Photograph Activity • Once students have finished, have students copy the chart below into their notebooks

31. Photograph Activity • Have students circulate (in pairs) and read their captions to other pairs. The other pair guesses which picture the caption is about and marks it on their chart.

32. Photograph Activity • Go over the chart at the end of the mingling activity to see which picture had the most captions. • You can have students read some of their captions. • You can also make one copy of each picture and post on the classroom wall. Have students write them captions on strips of paper and post underneath the picture.

33. Reading Activity 1 • Have students copy a blank timeline into their notebooks • Variations: • Have students work from a blank timeline to find the dates and events • Give students the dates and have students find the events • Give students the events and have students find the dates

34. Reading Activity 1 • Distribute assigned reading to students • Have students read individually • In pairs, have students complete the timeline

36. Reading Activity 1 • Draw the timeline on the board • Once students have finished, have volunteers come up to the board and complete the timeline and assist as needed • The rest of the class can check their timelines for accuracy

37. Reading Activity 2 • Elicit from or introduce students to vocabulary words “costumes” and “decorations” • Have students draw this chart in their notebooks

38. Reading Activity 2 • Give students a time limit • Distribute assigned reading to students • Have students read as quickly as they can and fill in the chart with words they find in the reading • When the time is up, have students turn over their papers

39. Reading Activity 2 • As a class, fill in the chart together on the board • Find out which team had the most correct entries. They are the winners!

40. Reading Activity 1 Reading Activity 2 Comprehension Activity Skimming/Scanning Activity

41. Song & Poem Activities • One way to use poetry is to explain to students that often times poems have rhyming schemes. • In pairs, have students underline all the words that rhyme in the poem. • Next have students rewrite the second line of each rhyme with a new sentence and a new word that rhymes. • Encourage silliness. • Example: Twas’ the night before Christmas, when all through the house, not a creature was stirring, not even my spouse.

42. Vocabulary Activities • “Act or Draw” • Have each vocabulary word on a piece of paper. • Divide the class into two teams • Student 1from team 1comes up and select a card • Student 1 decides to act our or draw the word on the card • Only student 1’s team can guess. • The team has 30 seconds • If they guess correctly they get 1 point. • After 30 seconds is up, if team 1 hasn’t guessed the correct word, the team 2 gets one guess. • If team 2 guess correctly, they get 1 point. • Teams take turns acting, drawing, and guessing. • Each student should have at least one chance to act or draw. • At the end of the game, the team with the most points wins.

43. Bureau of Educational and Cultural Affairs U.S. Department of State Office of English Language Programs US Department of State