GIVE each pair of students a copy of the worksheet. Ask them to answer three questions about animals. See if they can name the 12 star signs for the Western zodiac, or put the Chinese animals in their correct order. Students then read through the 12 personality descriptions on the worksheet and decide which one describes them the best.
First reading tasks
Students each receive a copy of the reading. They have to read the text fairly quickly and translate the phrase at the end, and / or decide if the writer believes in astrology and horoscope a lot, a little, or not at all.
Second reading tasks
Ask students to read the text again and to look for all the words and phrases that show that the writer doesn’t take the information about astrology seriously. Students then continue working on their own. When they have finished they can compare their answers with another pair.
Third reading tasks
Ask students to read the text again and underline parts that they agree with or disagree with or don’t understand.
Post-reading tasks-speaking
In pairs students compare their underlined parts and explain their opinions.
Post-reading tasks-writing and reading
The Chinese have decided to add another animal! Students choose an animal and write an imaginary personality profile for someone born in the year of the cow, dinosaur, penguin…. Encourage students to use the new vocabulary they’ve learnt during this lesson.
FIND an interesting text, which you think may appeal to most of your students such as a joke from a magazine, a brochure about Disneyland, or anything that is colorful and fun. Then, type that passage on a page using large margins so that the text itself is not spread from one end to the other but rather it is squeezed into a thin column.
Make enough copies to go around and then grab a pair of scissors as you go to class.
In class
After you tell your students you want them to read a passage and probably after a few groans and long faces here and there, in front of the whole class-now comes the fun part-take out the papers and the scissors. Even the sight of the scissors will signal to the students that they will be doing something different that day. Then, cut along a line so that the last one or two words at the end of each line are cut off.
Options
A writing component may be added. If you also cut out the last two or three sentences at the end of the passage, you may assign the students to complete the rest at home using their imagination. You may do this activity for 10 minutes at the end of the class time, which allows you to finish up with something fun and wholesome, or you may spend one complete class hour on it for a full-length reading class.
Conclusion
As with all language learning tasks out there, you must give it a try in your classes before you make the necessary changes according to the specific needs and attitudes of your own students.
THIS is an integrated reading and speaking activity for intermediate (or higher) level students. They make decisions in pairs or groups with the aim of spending one million euros. It is based on a “maze” principle, which gives students different options and a variety of different financial outcomes. There isn’t one “correct” answer, so different groups find themselves spending the money different ways - so you can use the activity several times with the same class. It is an excellent, fun way to practice the “functional” language of agreement and disagreement, suggestion and negotiation, in a genuinely “communicative”activity.
Set the context for your students
The students have won one million euros and want to spend it in the best possible way. You can set the context by describing the situation, telling an anecdote, showing a picture or posing some discussion questions. I find that students love to talk about their experiences and ambitions - ask them if they have ever won anything and ask them what they would do if they won lots of money.
When the context has been established, put the students in groups of two to five. The activity can be run as a whole class activity with you using one set of cards. In each card there is a given situation and several options of how to spend the money. The students ask you for the card they have chosen after each discussion. This works best if there aren’t too many groups, maybe three or four at maximum. You can also run the activity as independent group work, with a set of cards for each group.
Explain the activity
Students listen to or read what is written on the first card. They must then discuss the different options and come to an agreement about what to do. They then read the next card until they reach a conclusion and find out if they spent the money wisely or not. It is absolutely vital that the students really discuss each option and its possible implications; if they don’t, they will finish very quickly and will not have had the speaking practice that the activity is intended to provide.
Your role
Walk around and listen to the groups. You may have to help lower levels with the reading. (One of the great things about this activity is that students have a powerful reason to want to understand.) If groups are not really discussing much, ask questions about their reasons for their decisions and prompt them to discuss more. Before you start the activity, think carefully about how to group the students. How can you best encourage speaking?
Vocabulary pre-teaching
Especially at lower levels, it can be a good idea to pre-teach vocabulary which you know the students will need for the activity. The maze gives them the chance to learn the words by using them.
Functional language pre-teaching
It can really help the flow of conversation if students are confident in using functional language. In this activity, students will be discussing, negotiating and making decisions. They may also be arguing, disagreeing and changing their minds. Think of the different expressions and structures the students use when they do these things.