UNIVERSITY OF EL SALVADOR

SCHOOL OF ARTS AND SCIENCES

FOREIGN LANGUAGE DEPARTEMENT.

ENGLISH DIDACTICS II.

MSC. Ada Mabel Mendoza de Castillo

Ana Milagro Murillo Tejada

Flipping Book

DUE DAY: OCT2-4

 ACTIVITY 1:
Name of the activity: What do you do in the morning?
Level:Basic.
Modality:Groups.
Time to develop the activity: 10 min.

Objective: To practice asking what time someone does a daily

activity.

Description of the activity:

Students get in groups of 3 or 4 and choose a game board piece.
Using a pre-made size worksheet, the students play stone paper or
scissors , try to travel around the board, and must ask the question
according to the space they land on to the person on there left in the
form of "What time do you
~?" If they don't ask correctly they cannot move along the board.
The partner then must answer " I~ at ~." or the winner gets an extra
move. Every time the student completes the board they receive a
token. The student at the end, with the most tokens wins!
ACTIVITY 2

Name of the Activity:Time and again!

level: Intermediate
Time to develop: 20 minutes
Modality:groups of 4-6
Materials: Two set of cards per group.
Objective: Give learners an opportunity to practice asking
questions with “how often” and answering them with adverbials of
frequency, while using a lot of vocabulary related to general
activities and events.
Description of the activity:
Players shuffle the picture cards and place them face down in the
middle, then they shuffle the frequency cards and deal them out,
evenly the first player turns up a picture card from the pile and
decides a which one of his or her frequency cards to use an (b) how
often...? question will be directed to. The question must involve the
picture on the picture card that the player has just picked from the
pile, and the purpose is to get an answer containing the adverbial on
the selected adverbial card. Then someone formulates the question if
the respondent uses the adverbial on the selected frequency card or
some other adverbial that the group accepts ad being equivalent,
then the first player may discard it. otherwise he or she keeps the
card without showing it to the group, the first player to get rid of all
of his or her cards wins the game.
 ACTIVITY 3
Name of the activity: Sweet Memories
Level:Advanced.
Modality: groups 3-6
Time to develop the activity: 20 minutes.
Materials: Board and dice (one per group) counters (one per
student)

Objective:Practice with a wide range of verbs in the simple past and

habitual past with used to. Because the subject of childhood and
teenage memories is so close to everyone's heart, the game
promotes a lot of conversation and better students’ rapport. as such
it shouldbe reserved for the more communicative end of the lesson
and used for fluency building.

Description of the activity:

prepare questions related to childhood and teenage experiences. ask
on at a time, elicit answers from the class, and continue the
conversation from there, draw student´s attention to the meaning
and use of used to and contrast itwith the simple past if necessary.
Divide the class into groups and hand out the material players place
their counters at the starting point on theboard, then take turns
casting the dice and moving along the board accordingly, whenever
a player lands on a square with a question in it someone in the group
ask him or her that question and the player answers, the group
should the explore the topic with further questions answers
comments etc.
 ACTIVITY 1
Name of the activity: WORD MATCH
Level: Basic
Modality: Couples
Time to develop the activity: 10 minutes.
Objective: Practice the vocabulary learned in class in order to know
and mach images with words. The game promotes a lot of
conversation and fun.
Description of the activity:
Divide the class room into couples and give for each couple a piece
of paper with a group of words and images that students have to
mach in the correct form.

 construction worker
 plumber
 conductor
 cook
 bricklayer
 electrician
 chimney-sweeper
 chemist
 life guard
 beekeeper

ACTIVITY 2
Name of the activity: SALES TEAM
Level: Intermediate
Modality: 4-5 students
Time to develop the activity: 20 minutes.
Objective: Activity Objective:
Students will use persuasive language to sell an unnecessary object.
Description of the activity: First, the teacher explains to the
students that the goal of the activity is to persuade the costumer
(student A) and the other (students B) in the class to buy a product.
Then, the sales person give their own example sales presentation.
Next, students form groups of 4-5. Each group receives a physical
object or a picture of an object that they are to sell Students write
their presentations in their notebooks or on a sheet of paper, and the
class checks them. Students memorisememorize and practice their
presentations. The most persuasive team in each class gets a prize.
Materials and Preparation: Journals or paper for writing, pictures
of objects/objects to sell, points sheet.

ACTIVITY 3

Name of the activity: SYNONYM SNAP!

Level: Advanced
Modality: 6-7 students
Time to develop the activity: 25 minutes.
Objective: To increase the students' range of vocabulary. By the
end of the activity, students would not only learn new words and
their respective meanings, but also understand how to apply these
words in their writing and real situations.
Description of the activity: The class is divided into groups of 6 or
7 students. Each group will be given a set of Synonym cards. When
the teacher says a word (Example: Intelligent), students will have to
pick out a card from the set with the same meaning (Example:
Clever). The first group to pick the correct card will score a point.
Dictionaries are not allowed in this game. To help students to infer
the meaning of new words, the students must create sentences
(Example: Tom is intelligent. Although he did not study, he scored
full marks for his English test.).

Materials and Preparation: Synonym List - Prepare a list of words

to read and its corresponding synonym to write on the cards. Make
sure that each word only corresponds to one card. Difficult words
should be read, while easier words should be written on the cards.
Synonym Cards - Prepare one set of Synonym Cards for each group.
On blank cards (Credit card-sized cards work well), write one
synonym on each card. Invalid cards (Cards with words that do not
correspond to anything) should be included
as well. Some groups may randomly pick cards, using trial and error
to find the correct answer. To prevent that, allow each team a
maximum of
two chances to guess.