Літній англо-мовний табір "Greenwich"

Методична скарбничка табору "Greenwich"

Збірка вправ, казок, ігор, пісень та віршів «Методична скарбничка табору «Greenwich».

Збірка містить вправи, ігри, казки, пісні та вірші, що охоплюють усі види мовленнєвої діяльності та які доцільно використовувати як в позакласній роботі, так і на уроках англійської мови. Матеріали збірки – це суттєва допомога вчителю у створенні додаткової мотивації щодо вивчення мови та для зацікавлення учнів.

Друкується за рішенням ради міського методичного кабінету відділу освіти (протокол № 3 від 22.08.2013)

Зміст

Вступ…………………………………………………….. 4
Acting in Teaching English…………………………..5
Poems……………………………………………………. 7
Songs……………………………………………………. 12
Games……………………………………………………. 22
Plays……………………………………………………… 23
Advertising………………………………………………. 27
Listening…………………………………………………. 32
Writing………………………………………………….... 40
Література…………………………………………....... 42

Вступ

Оновлення змісту навчання іноземних мов у загальноосвітніх навчальних закладах пов’язується з деякими змінами в стратегічних напрямах розвитку сучасної шкільної освіти – спрямуванням навчальної діяльності на вироблення в учнів необхідних життєвих компетенцій, що в майбутньому давали б можливість випускникам школи комфортно почувати себе в сучасному мультинаціональному просторі. Знання іноземних мов є однією з основних вимог сучасного світу. Шкільна іншомовна освіта переорієнтовується на комунікативно-діяльнісне, особистісно-орієнтоване та культурологічне спрямування навчального процесу.

Одним із засобів підвищення інтересу школярів до вивчення іноземних мов у сучасній школі є позакласна робота з предмету. «Не можна не бачити, що найкраща школа без позашкільної освіти і допомоги не дасть корисних наслідків… Позакласна і позашкільна освіта потрібна для культурного пошуку країни як один із засобів виховання гармонійної розвиненої індивідуальності». Табір «Greenwich» - це сучасний проект, який доводить, що сьогодні навчання мови не може обмежуватися лише типовими уроками в класах. Іноземна мова повинна стати не просто предметом, а цікавою частиною життя дітей. Тому ретельно сплановане та цікаво організоване навчання мови під час канікул дає позитивні результати.

В таборі «Greenwich» учні отримали можливість постійно спілкуватися англійською мовою та покращити знання з усіх видів мовленнєвої діяльності. Діти готували презентації, розучували пісні та вірші , виконували творчі завдання, грали в лексичні та граматичні ігри, дивилися художні та пізнавальні фільми англійською мовою, писали твори та мали змогу познайомитися з представниками інших держав.

Результатом цієї плідної праці творчого колективу вчителів є створення збірки завдань з різних видів мовленнєвої діяльності, які можуть бути використані як у позакласній роботі з предмету, так і на уроках англійської мови. Методично доцільно підібрані завдання сприяють підвищенню якості знань учнів, допомагають закріпити, розширити й поглибити ці знання, сприяють подальшому удосконаленню їх мовленнєвих навичок і вмінь та створюють умови для здійснення комплексного підходу до всього виховання учнів, розвивають їх творчість, ініціативу й самостійність. Учні тільки тоді будуть засвоювати знання, вміння і навички, коли вони активно діють.

Acting in Teaching English

A famous Chinese proverb says:

I hear and I forget,

I listen and I remember,

I do and I understand.

Such expression is appropriate to the use of drama, role-plays and dialogues in language teaching and learning as it reflects the process through which the learner proceeds when involved in drama and drama activities.

Teaching English through drama is really an opportunity for pupils who are not native speakers to do drama at high level. It not only helps them understand but use and develop the language they are learning.

The benefits are: confidence, self-expression, vocal development, improvisation, creativity, communication skills and team building. Students get to practice two necessary phases of acting training, they use the language point through drama rather than talking about how the language is used. First the teacher helps them establish a strong group dynamic and feeling of ensemble through theatre games, improvisations and devised pieces. Then the students are introduced to script, text analysis and character development necessary to create effective performance. Teachers use these as part of their repertoire of technique to support language acquisition. Many teachers use improvisation, either self-created or drawn from textbooks, to have students play the scene that develop fluency with functional vocabulary and language facility. It leads students to a good level of acting and speech production, as well as cultural understanding. The play should be short and be of such vocabulary that, if performed, most students would be able to comprehend the meaning of the play. Teachers should let students choose their characters in the plays that they would like to perform, and help them in pronunciation and vocabulary.

Acting is the pedagogy of doing. Through the action the student learns to make him/herself clear when speaking and express feeling through the paralinguistics of intonation pitch, stress, gesture and movement. S/he is guided by the understanding of a character’s objectives that, by nature, are based upon the values of a particular society/culture.

The pull of the objectives produces feeling and the feeling, now culturally conditioned, produces again the speech. The student achieves this through careful reading of the script, thoughtful analysis and discussion, and , finally, the full character of the play in the play itself, Through doing, through performing in this ritual of becoming, the students not only understand more fully the language and culture, but also – him/herself.

Poems

Knock-Knock Joke

No one is really sure where the original knock-knock jokes originated from. The best guess is that they are a form of “call and answer” which were used to identify people by castle guards after dark in the Middle Ages.

The jokes are based on English wordplay and puns. To some extent knock-knock jokes can be sources of information on the cultural references, brand names, etc., assumed to be “known” within a given culture. To understand a joke people who study English should also be aware of different variants of pronunciation and accents. That’s why the knock-knock jokes can be rather useful in learning English.

Wordplay, puns - каламбур, гра слів

Punster- остряк

Wit- остроумие, гумор

Punch line – кінцівка (жарту чи анекдоту).

The knock-knock joke is a roleplay exercise, with a punster and a recipient of wit.

The standard format has five lines:

The punster: Knock-knock!
The recipient: Who’s there?
The punster: a response, sometimes involving a name (Doctor).
The recipient: a repetition of the response followed by who? (Doctor who?).
The punster: the punch line, which typically involves a punish misusage of the word set up during the response (How did you know?).

Knock-knock! - Knock-knock!
Who’s there? - Who’s there?
Leaf! - Anita!
Leaf who? - Anita who?
Leaf me alone! (leave me). – Anita (I need) a tissue! Ah Choo!

Knock-knock! - Knock-knock!
Who’s there? - Who’s there?
Water! - Wire!
Water who? - Wire who?
Water (what are) you doing in my house? - Why are you asking?

Knock-knock! - Knock-knock!
Who’s there? - Who’s there?
I love! - Boo!
I love who? - Boo who? (звук плача и рыданий)
I don’t know, you tell me! - Don’t cry, it’s only a joke!

Knock-knock! - Knock-knock!
Who’s there? - Who’s there?
Ice-cream! - Hoo!
Ice-cream who? - Hoo who?
Ice-cream(I scream) if you don’t let me in! – You talk like an owl!(English- speaking owls go “hooh-hooh”)

Knock-knock! - Knock-knock!
Who’s there? - Who’s there?
Banana! - Hawaii!
Banana who? - Hawaii who?
Banana split so ice creamed! - I’m fine, Hawaii you? (How are you?)

Knock-knock! - Knock-knock!
Who’s there? - Who’s there?
Figs! - Cows!
Figs who? - Cows who?
Figs(fix) the door-bell, it’s broken! - Cows go “moo” not who!

Knock-knock! - Knock-knock!
Who’s there? - Who’s there?
Nobel! - Pudding!
Nobel who? - Pudding who?
No bell, that’s why I knocked! - Pudding (putting)your shoes before your trousers is a silly idea!

Knock-knock! - Knock-knock!
Who’s there? - Who’s there?
Cash! - Cash!
Cash who? - Cash who?
I didn’t realize you were some kind of nut! - I knew you were nuts!

(cashew – горіх кешью).

The Best Poem (Poem Composing)

Divide the class into groups of four-five students. Each group gets the copy with the words and word combinations. They should compose a poem, using the words from the list and then read it out to the class.

In the heart is all, there is birds white boats friend

In the garden the wind and you are find

How strange all of them crying in the is we

In space dance I see you fields and I will

In my house are growing like for all what is not a

Your eyes fly here you open is made

In her head alone the tree laugh in back of

In the trees inside his head near the river like a

After weeks of rain free from in the ocean is true

By bike where it’s going maybe up in the sky

Half moon the world mountains one by one

This where the old sushi

The big night from the faces singing

Shows us was written in the car and the

Shining voice your she is all

Stands alone is here show me like yellow

Slowly mystery all of them stars

Flowers is not a dream there the real story

They know in a minute of blue cats

Ice cream is gone words falling

Next to I know let’s see it’s over

The Children’s Response

Total physical response method takes into account that people learn best when they are actively involved – and understand the language they hear. This is especially true for children who developmentally have shorter attention spans and need to wiggle.

Hop, Run, Walk.

Concept: Imperative Commands

Example of: hop, run, walk

Materials: none

Hop.
Walk.
Run.
Jump.
Sit down and rest.
Get up.
Hop.
Walk.
Run.
Walk.
Jump.
Sit down and rest (or Stop).

Eating Grapes.

Concept: Imperative commands

Example of: eat, chew, swallow

Materials: seedless grapes

Look at grapes.
Turn on the water.
Put the grapes under the water.
Wash the grapes.
Don’t use soap.
Shake the grapes dry.
Pick a grape.
Give it to a friend.
Pick another grape.
Chew it.
Chew it some more.
Swallow it.

Laugh or Cry

Concept: Commands

Example of: laugh, talk, run, cry

Materials: none

You’re tired.
Rest.
You’re sad.
Cry.
You’re angry.
Run.
You’re happy.
Laugh.
You have a story to tell.
Talk.
You’re tired.
Rest.

The Picture

Concept: Present Continuous + I and You

Example of: I’m/you’re walking/running/drawing

Materials: a piece of chalk

I will draw a picture.
I’m picking up the chalk.
I’m drawing a circle.
I’m drawing two eyes.
I’m drawing a nose.
I’m drawing a mouth.
I’m drawing you.
You’re smiling.
You’re happy.
Now, you are frowning. (Change smile to frown).
You’re sad.

Songs

Purpose: listening, speaking, culture.

The purpose is to practice grammar: use the form of the conditional, omission of final –g in –ing endings when spoken; vocabulary: predicting based on associations with body parts; listening for details.

Preparation: review the use of the conditional “If … then” and the optional omission of “then”; review the concept of rhyming and talk about how rhyming is used in songs as well as poetry.

Presentation: divide the class into groups of two or three and give each group a set of paper strips with the lyrics to the song. Have the groups try to arrange the strips (two to each line) and guess the order of the lyrics of the song. You might want to have the song playing very softly (almost inaudible) at first and then louder so they can check their order.

Expansion: have students discuss what the song means. Have students write what they would do if they for example lost one of their senses or limbs.

Moonshadow

Oh, I’m bein’ followed by a moonshadow, moonshadow, moonshadow

Leapin’ and hoppin’ on a moonshadow, moonshadow, moonshadow

And if I ever lose my hands, lose my plough, lose my land,

Oh if I ever lose my hands, Oh, if… I won’t have to work no more.

And if I ever lose my eyes, if my colours all run dry,

Yes if I ever lose my eyes, Oh, if… I won’t have to cry no more.

And if I ever lose my legs, I won’t moan, and I won’t beg,

Oh, if I ever lose my legs, Oh, if … I won’t have to walk no more.

And if I ever lose my mouth, all my teeth, north and south,

Yes if I ever lose my mouth, Oh, if … I won’t have to talk…

Did it take long to find me? I asked the faithful light.

Did it take long to find me? And are you gonna stay the night?

Yesterday

Purpose: listening for details, speaking, writing.

Yesterday, all my troubles seemed so far away.

Now it looks as though they’re here to stay.

Oh, I believe in yesterday.

Suddenly, I’m not half the man I used to be.

There’s a shadow hanging over me.

Oh, yesterday came suddenly.

Why she had to go, I don’t know, she wouldn’t say.

I said something wrong, now I long for yesterday.

Yesterday, love was such an easy game to play.

Now I need a place to hide away.

Oh, I believe in yesterday.

Why she had to go, I don’t know she wouldn’t say.

I said something wrong, now I long for yesterday.

Yesterday, love was such an easy game to play.

Now I need a place to hide away.

Oh, I believe in yesterday.

I Can Play Basketball

Purpose: listening, practicing grammar(can, can’t), practicing and reviewing action vocabulary, doing physical exercises.

Yoga, yoga, I can do yoga.

Can you do yoga too?

I can’t do yoga, but I can do karate.

Can you do karate too?

I can’t do karate, I can play baseball.

Can you play baseball too?

I can’t play baseball, but I can ice-skate.

Can you ice-skate too?

I can’t ice-skate, but I can ski.

Can you ski too?

I can’t ski, but I can play volleyball.

Can you play volleyball too?

Native Language

Purpose: listening, practicing grammar(Present Simple) and responses “So did/does s/he”.

He speaks English.

So does she. So does she.

He was born in Boston.

He grew up in Boston.

So did she. So did she.

He speaks Spanish.

So does she. So does she.

He was born in Lima.

He grew up in Lima.

So did she. So did she.

He speaks Russian.

So does she. So does she.

He was born in Moscow.

He grew up in Moscow.

So did she. So did she.

A Bad Day

Purpose: listening, speaking, writing, practicing grammar (Past Simple and Past Continuous).

I overslept and missed my train,

Slipped on the sidewalk

In the pouring rain,

Sprained my ankle,

Skinned my knees,

Broke my glasses,

Lost my keys,

Got stuck in the elevator,

It wouldn’t go,

Kicked it twice and stubbed my toe,

Bought a pen that didn’t write,

Took it back and had a fight,

Went home angry,

Locked the door,

Crawled into bed,

Couldn’t take any more.

The Chocolate Cake Song

I ate a chocolate cake.

I got a stomach ache.

I ate a pizza pie.

I think I’m going to die.

I drank some herbal tea.

I think it poisoned me.

I need some sympathy.

I need a pharmacy.

I Twisted My Ankle

Oh!

What happened?

I was lifting a heavy bag and I hurt my back!

Oh!

What happened?

I was changing a light bulb and I got an electric shock!

Ow!

What happened?

I was slicing an onion and I cut my finger!

Oh!

What happened?

I was making some tea and I burned my hand!

Oh!

What happened?

I was climbing a ladder and I fell off and broke my leg!

Easy solutions

Purpose: listening, discussing and wring the own variants of solutions to each condition, (for lower levels) you could give them match the condition with the solution. Have students come up with other conditions and solutions and create their own chant and then memorize and act it out.

Gee, I’m hungry!

Have a sandwich.

Gee, I’m angry!

Calm down.

Gee, I’m sleepy!

Take a nap.

Gee, it’s chilly here!

Put on a sweater.

Gee, it’s hot here!

Open a window.

I’ve got the hiccups!

Drink some water.

My nose itches!

Scratch it.

My feet hurt!

Sit down for a while.

My shorts are tight!

Take them off.

I have a toothache!

Go to the dentist.

I have a headache!

Take some aspirin.

I’m lonely!

Call up a friend.

I’m bored!

Go to a movie.

Selfish

Purpose: listening , reviewing possessive adjectives and pronouns.

This is mine!

That’s yours!

Don’t touch mine!

Get your own!

This is mine!

That’s yours!

This is mine!

That’s yours!

This is mine!

That’s yours!

Hey, what are you doing?

What are you doing with that?

That’s mine!

Hey, what are you doing?

What are you doing with that?

That’s his!

Hey, what are you doing?

What are you doing with that?

That’s hers!

What’s mine is mine.

What’s yours is yours.

What’s his is his.

What’s hers is hers!

What’s ours is ours.

What’s theirs is theirs.

If You‘re Happy

Purpose: listening, memorizing and acting.

If you are happy and you know it, clap your hands!

If you are happy and you know it,

Then your face will surely show it.

If you are happy and you know it, clap your hands!

If you are happy and you know it, stamp your feet!

If you are happy and you know it, stamp you feet!

If you are happy and you know it,

Then your face will surely show it.

If you are happy and you know it, stamp your feet!

If you are happy and you know it, shout Hooray!

If you are happy and you know it,

Then your face will surely show it.

If you are happy and you know it, shout Hooray!

If you are happy and you know it, do all three!

If you are happy and you know it,

Then your face will surely show it.

If you are happy and you know it, do all three!

I Eat the Colours of the Rainbow

Purpose: listening, revising vocabulary (colours, fruit and vegetables), for lower levels – painting and matching the colours with the fruit and vegetables.

I eat the colours of the rainbow…

Veggies and fruit that help me grow

Red…,red… some of my favourite foods are:

Apples, cherries, strawberries and tomato.

Orange…, orange… some of my favourite foods are:

Carrots, oranges, peach and sweet potato.

Yellow…, yellow… corn and lemon,

Pineapple and banana…

Green…, green spinach and broccoli,

Lettuce an, peas, and kiwi…

Blue…, blue… The only food I eat that’s blue is

Blueberries!

I eat the colours of the rainbow…

“Hey! What about us?”

Purple, eggplant, plums and grapes…

So every day

I eat the colours of the rainbow…

These Are My Blue Jeans

Purpose: listening, revising vocabulary and pronouns (this, that, these, those).

That’s my shirt.

This red shirt? No, that brown shirt.

Those are my shoes.

These brown shoes? No, those black shoes.

This is my jacket.

That green jacket? No, this blue jacket.

That’s my T-shirt.

This white T-shirt? No, that red T-short.

These are my jeans.

Those black jeans? No, these blue jeans.

Those are my shorts.

These green shorts? No, those white shorts.

An Old Austrian

Purpose: listening, singing, moving and having fun.

“Yo lay he” – rapidly slap knees, “Yo da lay he-he, yo da lay cuckoo” – slap knees, snap fingers throughout the chorus.

An old Austrian went climbing on a mountain so high,

When along came an avalanche, interrupting his cry.

Yo lay he, yo da lay he-he, yo da lay cuckoo (“swish, swish”).

An old Austrian went climbing on a mountain so high,

When along came a grizzly bear, interrupting his cry.

Yo lay he, yo da lay he-he, yo da lay cuckoo (“swish, swish, grrr” ).

An old Austrian went climbing on a mountain so high,

When along came a Saint Bernard, interrupting his cry.

Yo lay he, yo da lay he-he, yo da lay cuckoo (“swish, swish, grrr, heh-heh”)

A milking cow – “chih-chih”(spurting milk)
A pretty girl – (kissing sound)
The girl’s papa – “hmmm”(sound of disapproval)
The pap’s gun – “bang-bang”
The gun’s bullet – “zing”(and all fall dead)

The Hokey-Pokey

Purpose: listening, singing, revising grammar (prepositions in, out, about, around), moving and having fun.

You put your right hand in,

You put your right hand out,

You put your right hand in,

And you shake it all about.

You do the hokey-pokey

And you turn yourself around.

That’s what it’s all about.

You put your left hand in,

You put your left hand out,

You put your left hand in,

And you shake it all about.

You do the hokey-pokey

And you turn yourself around.

That’s what it’s all about.

You put your right foot in,

You put your right foot out,

You put your right foot in,

And you shake it all about.

You do the hokey-pokey

And you turn yourself around.

That’s what it’s all about.

You put your left foot in,

You put your left foot out,

You put your left foot in,

And you shake it all about.

You do the hokey-pokey

And you turn yourself around.

That’s what it’s all about.

You put your whole self in,

You put your whole self out,

You put your whole self in,

And you shake it all about.

You do the hokey-pokey

And you turn yourself around.

That’s what it’s all about.

In a Cabin In the Woods

In a cabin in the woods

Little old man by the window stood.

Saw a rabbit jumping by,

Knocking at the door.

“Help me! Help me!” he said,

“Before the hunter shoots me dead”.

Come, little rabbit, come with me.

Happy we will be.

Kookaburra

Presentation: to sing as a round, divide the class in half. Half the class begins singing when the other half has reached the asterisk(*).

1. Kookaburra sits in the old gum tree.

*Merry, merry king of the bush is he.

Laugh, Kookaburra, laugh, Kookaburra –

Gay your life must be.

2. Kookaburra sits in the old gum tree.

Eating all the gum drops he can see.

Stop, Kookaburra, stop, Kookaburra!

Leave some there for me.

My Hat It Has Tree Corners

Motions: “my” – point to self, “hat” – point to head, “three” – hold up three fingers, “corners” – put thumbs and forefingers together to form a triangle.

My hat it has three corners,

Three corners has my hat.

And had it not three corners,

It would not be my hat.

Sing through with words and motions.
Omit word “my”, but do motion.
Omit words “my” and “hat”, but do motions.
Omit words “my”, “hat”, and “three”, but do motions.
Omit words “my”, “”hat, “three”, and “corners”, but do motions.

Boom Chicka Boom – repeat after me song

I said a Boom Chicka Boom,

I said a Boom Chicka Rocka Chicka Rocka Chicka Boom.

Uh – Huh! Oh, yeah! One more time!

1. Princess style.

2. Army style.

3. Cowboy style.

4. Underwater style.

5. Opera style.

6. Sad style.

7. Happy style.

8. Boxer style.

9. Slow style.

10. Fast style.