Posted in cooking, digital storytelling, efl, fun activities, ideas, lesson ideas, lesson plans, listening, pairwork, teenagers, vocabulary, web 2.0 tools

Ready, Steady, Cook

 

Materials: Prepare small ingredient cards. (One ingredient on card/with pictures if you want or you can either bring food to the classroom)

1 computer for 2 students 😉 or you may supply them with some magazines even in L1

Level: Upper-int and above

 

Watch a part from Ready Steady Cook. Tell them to jot down any cooking vocabulary they hear. After watching the segment talk about the programme. What do the participants do?

 

Brainstorm cooking vocabulary and utensils. Give them an exercise.

Brainstorm basic ingredients that they think they usually find in their own kitchen. Tell them the words on the board will be the ingredients of their kitchen cabinet.

 

Put them in pairs

Tell them to choose 4 ingredients from your box. ( The cards or the food)

Tell them they will search the web/ magazines and find a suitable recipe for a 2 course meal with the ingredients from their kitchen cabinet and they’ve chosen.

When they come up with their recipes, they have to present it to their friends.

 

Follow up:

1. As a class they can choose some best recipes from the presentations and create a mini cookery book.They can create a page explaining cooking techniques, utensils and basic ingredients.

2. They can create a class cookery slide show using photopeach.

3. Each team can create a glogter with pictures and their own videos explaining how to cook.

4. They can create a powerpoint presentation and record their voice explaining their recipes.

5. You can create a voicethread for the class and each team can record one of their recipes.

Posted in dialogue, drama, fillers, fluency, fun, improvisation, pairwork, speaking

Improvising in the EFL classroom

 

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From time to time, I do this fun activity with my students and we have fun and laughter in the class.

On slips of papers write some sentences. (or tell your students to write a suggestion, regret, wish, advise, exclamation, etc)

Put the slips of papers in an envelope.

Prepare index cards. On each card, write situations and 2 characters involved in the situations.

Put the situations in an other envelope.

Ask 2 volunteers to stand up and come infront of the class, choose 3 slips of papers and a situation and tell them to start the conversation according to the instructions written on the situation card.

So each student will have 3 slips of papers and a situation card.

So you will have something like these:

What a great voice!

I wish I hadn’t eaten all the chocolate cake.

Shall I cook the meat now?

Student A

You are in the principals room with your mother and waiting for the principal to come. She asked your mother to come to school to talk about a matter. Your mum is angry and you are worried. You try to convince your mum that you haven’t done anything wrong.

Student B

You are in the principals room with your daughter or son because the principal asked you to come. You think s/he did something wrong and you are angry. S/he says s/he hasn’t done anything wrong

Tell them you will call their names and when they hear their names they have to insert the sentence on the slip of paper into the dialogue.

Continue until they use their 6 slips of papers.

This is a great filler, energizer, warm up. If they are enthused and want to participate you can even dedicate that one lesson to it. It is a great fluency practice.

Laughter is guarantied 🙂