Page 18 - Summer School Book

SUMMER SCHOOL ENGLISH LANGUAGE CURRICULUM FRAMEWORK

Study
Themes Learning Objectives Activities and Games for Learning Objectives
Time
Question Race

Divide the class into two groups as Group A and Group B and ask students to
sit facing each other. Give five cards to each one. Tell the students that they
will write five sentences each in any tense with objects and time markers and
underline a part of the sentences to turn into questions. Remind them that
they need to underline a different part for each sentence. When they finish
writing and underlying their sentences, tell the students to put their cards
faced down on a desk. Next, each member from Group A will go and pick up
a card from one of the students from Group B, go back and form a question of
1. Students will be able to ask the underlined part in a minute. Then it will be Group B’s turn to do the same
Whquestions and talk about each activity. In the end, give feedback to the whole class.
other. Definitions Lists

2. Students will be able to define and Choose a vocabulary topic (this can be vocabulary you have recently studied
use the vocabulary items they have or a topic you want to introduce). Tell students to write a list of ten words they
learned. associate with this topic. To make the activity shorter, reduce the number of
words. Pre-teach or revise structures for definitions, e.g. It’s a thing which /
3. Students will be able to understand that ... You use it for ... You find this in ... It’s an animal / object / place ... It’s
parts of a story and come up with the opposite of ... etc. Tell students to look at their lists and give them a few
the whole story by commenting on minutes to think of how they can define these words. Now students work in
parts together with their friends. pairs (or groups of three) and define their words to the rest of the class. The
2 class must guess the word they are defining.
Words Tell 8 hours
4. Students will be able to write their Order the Story
Something own cartoons within the groups.
Before the class, find a cartoon with at least four vignettes. The cartoon
5. Students will be able to make can be with or without a dialogue. The more vignettes and more elements
comments about moral values and in the story, the more difficult the task is. Print the cartoon and cut up the
norms in different cultures vignettes. Put students into pairs and divide the vignettes equally between
student A and student B. Give students time to think about how to describe
6. Students will be able to discuss their pictures and ask for any vocabulary they need. Pre-teach any difficult
manners in different cultures. vocabulary that has not come up as well as phrases for talking about pictures
and sequencing, e.g. In my picture there is ... I can see ... I think this is the first/
7. Students will be able to make second last picture ... Then ... After that ... Tell students to work together to put
comments on moods by looking at the story in the correct order.
flashcards.
Write the Dialogue
Wake a comic strip, cartoon or unusual image in which there are several
people or characters. If there is dialogue or captions, blank it out. Display
the comic strip / cartoon / image and elicit ideas from students about what is
happening in it. Elicit answers for the following questions: Who are the people
/ characters? What are they doing? What happens next? What are they saying
to each other? Put students in pairs or small groups. Tell them to work together
11 th -12 th Grades 18 Students practice their dialogues and read their version out to the class.
and write the dialogue and/or captions for the comic strip, cartoon or image.