#128 2 Quick Riddles & Kasha Malasha Translation

Published on July 29, 2008

English Teachers in Russia & Elsewhere #128

Russian Product Banner in Mountain View, California

Contents
=> 4 Riddles: Easy C-Test Activities
=> Kasha Malasha Translation Activity
=> Riddle Answers

Quick Riddle C-Test Activity

In a C-test, half of every second word is missing. An apostrophe counts as a letter.
In the four riddles below, students will figure out the missing letters and complete the words. Then, in groups, they can try to guess the answers to the riddles. (The answers are at the bottom of the page).
You write these on the board before the students even arrive. That way, students are thinking English language before the class even starts. are already filling the gaps and solving the riddles as class begins.
1. Can yo__ find th_ words fo_ three consec___ days with___ using Mon___, Tuesday, Wedn___, Thursday, Fri___, Saturday, o__ Sunday?
2. This thi__ has fi__ fingers, b__ it isn__ alive. Wh__ is i__?
3. What i__ white whi__ it’s dir__ and bla__ when it__ clean?
4. This belo__ to y__. Other peo__ use i__ very oft__ when th__ are wi__ you, bu__ you don__. What i__ it?

Kasha Malasha Translation Activity


I found this grocery shop in Mountain View, California, and outside was a banner reading “Russian Products.” So IRussian buckwheat exported to America went in and bought some of that kasha that comes in packages.

This kasha (buckwheat) was made for export, so there were English instructions how to cook it. These instructions made me laugh until a tear fell out of my eye and landed on my elbow.

It’s really a mish-mash of a translation–thus, kasha malasha.

Here’s the task (which will of course only work for Russian-speaking students of English).

1) Give a pair of students or a small group the English text. Their job is to translate it into Russian.

2) When they have done so, show them the original Russian text (see below). Discuss any surprises.

3) Now that they have both versions, ask them to re-write the English translation, making it accurate and comprehensible.Instructions for preparing Kasha

Here’s the English translation:

To place a bag in a plenty of the boiling added some salt water. To cook on moderate fire of 15 minutes. To get a bag, having picked up a plug for a loop, stipulated for this purpose. To allow water to flow down. To open a bag, having broken off it on a line of notches. To lay out a product on a dish and add oil to taste.

Here’s the Russian version

Поместить пакетик в большое количество кипящей подсоленной воды. Варить на умеренном огне 15 минут. Достать пакетик, и, подцепив вилкой за петлю, предусмотренную для этой цели, дать воде стечь. Открыть пакетик, разорвав его по линии надсечек. Выложить продукт на блюдо и добавить масло по вкусу.

Riddle Answers

1. Can you find the words for three consecutive days without using Monday, Tuesday Wednesday, Thursday, Friday, Saturday, or Sunday?

Yesterday, Today, Tomorrow

2. This thing has five fingers, but it isn’t alive. What is it?

A glove

3. What is white when its dirty and black when its clean?

A blackboard

4. This belongs to you. Other people use it very often when they are with you, but you don’t. What is it?

Your name


#127 The Paper-Wrapped Surprise Game

Published on July 3, 2008

English Teachers in Russia & Elsewhere #127

Contents

=> The Paper-Wrapped Surprise Game
=> In the Next Issues

The Paper-Wrapped Surprise Game

This game was explained to me — in English — by 10-year-old Dana Yastremskaya of Minsk, Belarus. Thanks, Dana. (Oh, incidentally, you can hear a recording of Dana’s song “The Bee” at ETsEverywhere.com.)

Here is what you do. Take an object. It can be a toy, a ball, or a candy bar. This will be called the “Surprise.”

The teacher then wraps a piece of paper around this. It can be a piece of scratch paper, newspaper, whatever. Around that, wrap another piece of paper. Keep doing this until there are ten or fifteen layers of paper around the Surprise.

The game is rather like musical chairs. Students stand in a circle. They pass the Paper-Wrapped Surprise around between them.

The teacher plays music. Then she abruptly stops the music. Whoever is holding the Paper-Wrapped Surprise at that moment unwraps the outer piece of paper. (You don’t have to play music. An egg timer works great too).

The student who removes the last piece of paper wins the Surprise.

Adding Language Tasks
Okay, you have noticed that the Paper-Wrapped Surprise Game is not much of a language task. Well, at least you can introduce appropriate English words: words like “wrap,” unwrap,” “prize,” and “surprise.”

But we can do more. Let’s add a task each time a student unwraps a piece of paper.

One way to do this is to give each student a piece of paper BEFORE the game is played and ask them to write, say, a personal opinion question (”What is your favorite kind of ice cream?”), or a time question (What time you get home from school/work every day?). Just give students some guidance with their questions so that they don’t all ask the same thing.

So, in this version of the game, the student who unwraps the paper, looks at it, and directs that question to someone else in the group. Now, we have some speaking involved at every step of the game (and writing practice beforehand).

If that sounds too simple for your adult class. Make the task more challenging. Try a “Name Three Things” task, where, on each paper, is written something like “Name Three Things People Do at a Wedding,” or “Name Three Things You Would do if you were in Tokyo.” (This will increase the amount of spoken language in the task.).

The kinds of tasks that can be done at each stage of paper unwrapping are virtually unlimited.

NOTE: It will probably help if you use smaller pieces of paper closer to the Surprise, and bigger pieces toward the outside. (Actually, I’ve never played this game before, so write to me if you try it: kevin at kevinmccaughey.com)

In the Next Issues

Sale of Alaska text?

Copyright 2008 Kevin McCaughey & I.M. Poosheesty.


#126 The Great Song Translation Activity

Published on June 2, 2008

English Teachers in Russia & Elsewhere

E-textbook — Issue #126

Contents

=> The Great Song Translation Activity
=> Where to find songs?
=> Lyrics to Cole Porter’s “True Love”
=> In the Next Issues

The Great Song Translation Activity

This activity has many steps, but that’s what makes it good. Students are challenged to use several skills along the way: translation, composition, correction, listening closely. And then there are interpersonal skills like negotiation, discussion, comparison, speculation.
Time: 30 minutes.  Depends on the length of the song lyric.

Materials needed:Kevin’s mother, featured singer

(1) Recording of a song. You can use the song “True Love” (1:18) if you want. You’ll find a free downloadable mp3 of it at the bottom of this post, sung by me and my mum. (There she is, to the right, in 1946 at the age of 22.)  But any song or poem will work, of course.
(2) Handouts of translations of this song into students’ native language (L1)
(3) Blackboard, whiteboard, or poster paper.

Step 1

Find an English language song. It should be a song the students don’t know. It shouldn’t be too long. You’ll need the lyrics and an audio.

Step 2

Translate the lyrics FROM English to the L1 of the students using a computer translator. Let your students know it’s a computer translation, but they should try to make the best English they can out of it. You’ll see that the translation comes out kind of funky. Here’s a Russian translation of the Cole Porter song “True Love.” (For the English lyrics see below).

Kind of funny, huh?

And here are translations (using Google: http://www.google.com/language_tools) in Japanese…

“True Love” in Japanese

… and Arabic.

“True Love” in Arabic

I suspect they are funny too, although I don’t read Japanese or Arabic.

Now if all your students speak Russian, or they all speak Japanese, paste the appropriate translation onto an MS Word document. You can fit about 20 on a single page in fact.Print that page, cut it up, distribute. Or you could even write the translation on the board.What if your class is a mixed group–made up of 5 Chinese speakers, 6 Arabic speakers, 2 Czechs, 2 Romanians, 1 Mexican, 1 Thai, and 1 Turk? Well, make translations in those seven languages. It’s easy. All you do is paste the English into a free translator, like Google’s, or one of these:

http://www.freetranslation.com
http://www.tranexp.com/win/itserver.htm
http://world.altavista.com/
http://translation2.paralink.com/

Then paste the various translations into your Word document. Print and distribute to the appropriate pairs and groups.It doesn’t take long to do even seven or eight computer translations, and you don’t mind because you’re such a good teacher, and you love making really interesting and useful activities.

Step 3

Distribute handouts of the translated song (NOT the English version), one per group. Groups will work together, translating the song into English.

Step 4

With the translations done, you now have several versions, one for each group. Ask someone from each group to write their group’s translation on the board, or on a poster so that everybody in the class can see

Step 5

Take a moments to compare the several translations. Students may want to talk about the differences.

Step 6

Give a piece of chalk or a marker to one student from each group. These students will stand at the board next to their group’s translation.

Announce that–at last–you are going to play a recording of the English language version of the song. The students’ job is now to listen very closely, to compare the original English version with the translation that they have written. The standing students will make corrections, trying to make the translated version exactly like the original. Members of these students’ groups will help by advising (or shouting) from their desks.
Do not stop the song. Play it all the way through.

Step 7

Does any group have the English version rendered exactly? If not, play the song again. Give groups another chance at listening. Discuss changes and corrections. If the song is short, you may even want to play it a third time.

Step 8

By now, everyone knows the words, and they are written for all to see. Play the audio and have the class sing along.

Where to Find Songs

You can use any song. I’ll you need is a recording of it and the original lyrics. Simple songs work best, of two minutes or less. A long song would be strictly for advanced learners.
Try English Teachers Everywhere (www.etseverywhere.com). You’ll find tons of songs, for adults, teens, and kids.
Free Kids Music has some cool songs, free to download, but you’ll have to write down the lyrics yourself.

Or use “True Love” below.

Lyrics to “True Love” by Cole Porter

P loves X = True LoveI give to you and you give to me
True love, true love
For on and on through eternity
True love, true love
For you and I have a guardian angel
On high, with nothing to do
But to give to me and to give to you
Love forever, true

In the next Issues

Fathers’ Day stuff. Re-creation dictation. Text on the Sale of Alaska. Idiom - “Until the Cows Come Home.”

Copyright 2008 Kevin McCaughey & I.M. Poosheesty.

icon for podpress  "True Love" by Kevin and his mom [1:18m]: Play Now | Play in Popup | Download

#125 Scavenger Hunts

Published on May 27, 2008

Contents
=> Word Origins: Scavenger & Scavenger Hunt
=> 3 Scavenger Hunt Ideas
=> In the Next Issues

——————————————————–
Word Origins: Scavenger & Scavenger Hunt
——————————————————–

Scavengers are animals that find and eat dead animals. These include vultures, beetles, and raccoons. Scavenger comes from a Middle English word, skawager, which was, actually, a customs collector. (You can see what people think of tax collectors!). Ordinary people can scavenge too: meaning collect things by searching through a bunch of old stuff.

“A scavenger hunt is a game in which individuals or teams seek to find a number of specific items, or perform tasks, as given in a list. The goal is either to complete the list first, or to complete the list in the most creative manner.” (Definition from wikipedia).

Elsa Maxwell (1883-1963), an American author, songwriter and professional hostess is credited with developing scavenger hunts and treasure hunts as party games. The press called her “the Hostess with the Mostest.” (That’s most-est, a non-grammatical superlative form of the word most.) Giving parties was what she was most famous for.

Of her life and success she said,”not bad, for a short, fat, homely piano player from Keokuk, Iowa, with no money or background, who decided to become a legend and did just that.” (Homely is a polite word for ugly).

——————————————————–
3 Scavenger Hunt Ideas
——————————————————–

Scavenger Hunts are great language activities because they’re easy, quick, and fun, and they put students in the center of the action. Students work together, organizing their searches. They practice skimming or scanning, a useful reading skill. They use their imaginations and interpret things.

You can even ask students to make their own lists of things to be scavenged, once they understand how the game works.


1. The Magazine Scavenger Hunt

You will need some magazines, five to ten per group. But you can add newspapers, books, posters, adverts, postcards, decorations on the classroom wall, etc. It’s best if these are in English. But they don’t have to be.

Put students into groups of 2, 3, or 4. Each group will have a pile of magazines or other things to look through. Hand out the Scavenger Hunt List to each group:

1. something red and round
2. the word “after”
3. two separate things that are physically connected
4. something in a glass
5. someone wearing glasses
6. an animal with a tail
7. a woman holding something
8. a chair
9. a sentence of exactly five words
10. a man who’s not smiling

This is a race. Each group will look through all their materials trying to find all items in the list. The first team to find all 10 is the winner. (They will need to show where they found them).

Afterwards, the teacher can elicit more language by asking questions. Ask students, for instance, to show and explain what they found that were separate but physically connected. Or “What is your five-word sentence?”

The activity works for any level. For basic levels, a Scavenger Hunt list might look like this…

1. a ball
2. a dog
3. something purple
4. a chair

And so on.

Tip: If you live in the U.S., public libraries or recycle outlets often have bins of magazines for the taking. Grab 30 or 40 for your classroom.

If you live overseas, ask your friendly neighborhood foreigner to donate old magazines. Or try your U.S., Canadian, British, Irish, Aussie, Kiwi embassies for material.

2. The Classroom Scavenger Hunt

With basic-level groups, to reinforce utilitarian vocabulary, make a list of things that can be found in the classroom (or in purses and wallets), like this:

1. a pencil
2. an ID photo of a person
3. coin
4. a bill / note (money)
5. a folded piece of paper
6. something green
7. a paper clip
8. a dictionary
9. a cup or glass
10. some kind of fruit

Yes, it’s possible that some of these things won’t be found. That’s okay. Whichever team finds the most wins.

Until the Cows Come Home3. The Internet Scavenger Hunt

Make a list of questions.

1. What is the Alamo?
2. Who invented the skateboard? When and Where?
3. What does the idiom “till the cows come home” mean? (See the drawing to the right. Can you figure out the meaning? Click to enlarge.)

And so on. Each group will go to the Internet, and try to answer all the assigned questions. Once again, it’s a race.

——————————————————–
In the Next Issues
——————————————————–

“The Great Song Translation Activity.”

Thanks to Nadya Solovyova in Obninsk for reminding me to publish ETs in Russia.

Copyright 2008 Kevin McCaughey & I.M. Poosheesty.


#123 Tapering Dialogues - a pair writing activity

Published on November 25, 2007

Contents
=> Tapering Dialogues - a pair writing activity by Mario Rinvolucri
=> Following up Tapering Dialogues
=> In the Next Issues

———————————————————
Tapering Dialogues - a pair writing activity by Mario Rinvolucri
———————————————————

This activity was created by Mario Rinvolucri. (See “Unleashing Writing
Creativity in Students,” English Teaching Forum, Volume 43, Number 4, 2005). It works great! http://exchanges.state.gov/forum/vols/vol43/no4/p42.htm

Allow fifteen minutes, including directions and demonstration.

Directions:
Students are in pairs. Each student has a piece of paper and writes a 7-word question at the top that he/she would like his partner to answer. E.g. “What’s your favorite musical group or singer?” What’s fun to do when it rains?”

Partners exchange papers. Now each person has a question to answer. This answer should be 6 words. The person will write the answer beneath the question.

Exchange papers again: on the return of his/her own paper, each student writes a five word response, and so on.

Here are two exchanges from a pair of students:

Yoko: The weather’s pretty cold today, isn’t it? (7 words)
Merdan: I don’t think it’s so cold. (6 words)
Yoko: Really? In Japan this’s cold (5 words)
Merdan: Why not wear a sweater? (4 words)
Yoko: Tomorrow I will. (3 words)
Merdan: You should. (2 words).
Yoko: Absolutely. (1 word)

For this to work well, it is wise to make demonstrations. For instance, the teacher can get an outgoing student and the two can do the first tapering dialogue on the border.

Contractions count as one word: “I’m.” “Can’t.” “Won’t,” etc.
Advanced students can really explore English short cuts, like “whaddaya,” “coulda” “wanna,” “gonna,” “d’ya,” etc.

Thank you Mario, for this great activity.

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Going Further
———————————————————

Some suggestions for teachers…

Make this a three-way writing task instead of just two… Could it be done? What are the advantage/ disadvantages?
Do you need the 7 words to one-word tapering aspect? Try the activity a second time. This time allow student to make seven sentences of any word length. Ask your students which activity works better.

If you have a laptop with recording software, ask a pair of students to go outside and record their tapering dialog. When they come back in, play the audio file, and have the rest of the class write down the conversation. Then ask what variations could take place with each line. (Recording with your computer’s built-in mic is really easy. Try http://audacity.sourceforge.net/).

© 2007 Kevin McCaughey and I.M. Poosheesty


СЛЕДОМ ЗА БЕЛЫМ ПСОМ

Published on November 11, 2007

dogs-staying-warm-dalnerechensk-russia.jpgПеревела с английского Елена Ильенкова

Россия – страна женщин. По крайней мере, так было для меня. Я работал преподавателем для учителей в городе Самаре, и девяносто процентов в этой сфере составляли женщины. В нашем офисе моя начальница и коллеги были женщины. Официантки кафе и кассирши гастронома были, как правило, женщинами. Когда я сталкивался с соседями по лестничной площадке, это были жены и дочери. Казалось даже, что на романтической набережной Волги девушек гуляет больше, чем влюбленных.

Вместо осмотра достопримечательностей – потому, что настоящих интересных мест было мало – я, бывало, покупал трамвайный билет за три рубля и катался по всему маршруту. Нацисты так и не перешли Волгу и не разрушили Самару, и в результате, однотипные ряды советских кварталов, наводнившие вновь отстроенные города, внезапно открывали пейзажи столетней давности: изрытые грязными колеями дороги, которые вились мимо покосившихся деревянных домишек с колодцами и дремлющими собаками.

Для поездок весна - лучшее время. Из окна я видел, как почки на ветвях деревьев наливались, готовясь лопнуть и выпустить зеленые листья. И кругом было так много девушек! Держась за руки, они фланировали на высоких каблучках по разбитым выщербленным тротуарам, ели мороженое или пили пиво из бутылок. Они ездили на трамваях в весенних платьях, держа букеты цветов в еще не загорелых руках. Разок–другой я выходил из трамвая вслед за какой-нибудь девушкой с манящими глазами, предоставляя ей возможность вести меня куда угодно; так Дон Кихот шел за своим Росинантом.

Оказалась, не я единственный занимался подобными исследованиями.

Однажды солнечным днем, когда высохшая после весеннего таяния грязь высохла и слоем покрывала улицы, я встретил белого пса, ехавшего на трамвае номер 18. Было воскресенье, так что трамвай не был переполнен – всего несколько человек на задней площадке. Небритый мужчина занял одно из трех пластиковых кресел возле заднего окна; у него на плечах болтался темный пиджак. В связи с наступлением весеннего сезона в городе отключили горячую воду, и от него пахло немытым телом. Была также женщина в громоздком плаще – недоверчивая к прекрасной погоде и ожидающая, что она закончится. Одной рукой она сжимала поручень над головой, а другой – пластиковый пакет с овощами и завернутый в газету букетик ландышей.

Между ними был белый пес. Шерсть у него была жесткая, а внизу живота – грубая, как у кабана. Вокруг глаз были болячки, но глаза были спокойные и какие-то уважительные. Он переводил их с одного пассажира на другого и, наконец, уставился на какой-то нейтральный предмет. «С кем он?»,- спросил я сам себя.

Небритый мужик поставил локти на колени, а его плечи покачивались в такт движению трамвая. Он заметил, что я наблюдаю за собакой.

- Очаровательная собака, да?

Очаровательная собака? Я кивнул: конечно.

Женщина в плаще двинулась к дверям, и через секунду трамвай с лязгом остановился. Балансируя, пес переменил положение. Шерсть у него на брюхе свалялась от грязи и топорщилась; молодые люди добиваются того же с помощью геля. Двери с шипением отворились. Женщина скользнула вниз по ступенькам, сжимая сумку и поручень. Пес подождал, пока она сойдет с последней, самой крутой ступени, на тротуар, и тоже вышел. Я услышал, что она говорит: «Ну, все. Не ходи за мной. Уходи».

В громкоговорителе послышался металлический голос вагоновожатого: «Осторожно. Двери закрываются». Трамвай дернулся вперед; из заднего окна я смотрел, как женщина переходит улицу, а белый пес идет за ней на почтительном расстоянии.

Я не думал о белом псе еще несколько недель. Я ехал на трамвае, а он вышагивал по тротуару. Это было далеко от того места, где я впервые его встретил, но – подумалось мне – все же, вдоль трамвайной линии. Неужели белый пес действительно ездит по городу на трамваях? Мне приходилось видеть собак, которые ждали нужного огня светофора на опасных перекрестках и смотрели налево и направо перед тем, как перейти улицу. Поэтому поездки в трамваях не были каким-то препятствием. А если пес хорошо вел себя в трамвае – как этот пес – я не видел, чтобы кондуктор пинал его. Русские не обращают внимания на бездомных животных. Они знают, что жизнь тяжела, а зима достаточно враждебна. Несколько недель назад я видел последствия несчастных случаев, когда появились погибшие животные. Вместе с весенней оттепелью растаял снег у стволов деревьев и у стен, и там и сям появились намокшие шерсть и плоть – черные останки птиц, кошек и собак.

Я надеялся, что белый пес выжил.

После того дня, гуляя по городу, я начал высматривать белого пса. И только в сентябре я снова увидел его. Я обнаружил его на трамвае номер 18 – там же, где и раньше. Наступал час пик, и трамвай был переполнен. Люди возвышались над ним, и он поднимал глаза, остерегаясь, как бы кто-нибудь не наступил ему на лапу.

Возле старой кирпичной пожарной каланчи на Клинической и Чернореченской улицах трамвай выпустил толпу пассажиров, в том числе и белого пса. Его нос не поднялся на запах, шедший от машины с цыплятами гриль; он обошел трамвай сзади вместе с толпой, направлявшейся к тротуару, магазину и рынку. Когда люди разошлись каждый своей дорогой, я увидел, что у белого пса была хозяйка. Это была не прежняя женщина. Эта была изящнее, немного моложе, с шарфом на голове, но она не замечала белого пса, который тихонько трусил позади…

Чего же хотел этот пес? Возможно, поесть. Но, если и так, то он очень ненавязчиво давал это понять. В нем не было ни капли навязчивости. Это был гордый пес.

Хозяйка белого пса повернула от рыночной шумихи на Клиническую, мимо цветочных рядов с продавцами, сидевшими на табуретках возле ведерок с гвоздиками и розами. Здесь пес приостановился. Он посмотрел на цветы, повернул голову к даме в шарфе, продолжавшей свой путь по тротуару. Затем, как мне показалось, с чем-то вроде печальной решимости он пошел за ней.

Странным было это собачье представление. Я придумал о нем слишком много. Пес не мог мечтать о том, чтобы дарить цветы. Как бы там ни было, одно было ясно. Он искал женщину. Он был ухажером.

В последний раз я увидел белого пса из трамвая дождливым днем в преддверии зимы. Он шел по Половой улице в направлении реки. Толпа в трамвае закрыла от меня окна. Я не хотел его потерять, поэтому двинулся к дверям и, когда они открылись, бросился на улицу. Лавируя между прохожими, я оказался ближе. Белый пес был, как и прежде, в шаге-другом позади какой-то женщины. Эта была старше, с палочкой; возможно, она была бабушкой. Она не оглядывалась. Она прошла перекресток с проспектом Ленина, мимо парней в кожаных куртках, продающих с лотков видеокассеты, мимо таджиков с сухофруктами, мимо безногого, который всегда сидел здесь на коврике. Послышалось лязганье и грохот трамвая справа, с проспекта Ленина. Услышав, бабушка ускорила шаг, да и белый пес не отставал. Они подходили к углу, к торговцам цветами.

Я подумал, что он ни в коем случае не остановится. Наверное, я сказал это вслух.

Бабушка прошла мимо цветов, все быстрее работая своей палочкой, по мере того, как трамвайный перезвон становился громче.

Но белый пес остановился. Он не обнюхивал трещинки на тротуаре, а просто остановился и устремил взгляд на ведра с цветами, стоявшие в три ряда.

Красно-белый трамвай с пронзительным визгом остановился посреди проспекта Ленина. Белый пес перевел взгляд с цветов на бабушку. Она шла вперед к толпе.

Времени оставалось немного.

Бросив прощальный взгляд на все обилие цветов, он опустил голову и торопливо пересек улицу. Двери трамвая открылись. Белый пес понюхал бабушкин след, и они забрались внутрь. По-моему, она его так и не заметила.

Весь следующий год я высматривал белого пса, но напрасно. Может быть, он не сумел пережить зиму. Хотя, опять же, его Россия - это страна женщин, а ему и нужна-то была всего одна. Может быть, он ее нашел.


#122 Good Fortune Cookies

Published on November 4, 2007

Contents
=> What’s a Fortune Cookie?
=> Quick Fortune Writing Activity
=> Funny Fortune Cookie Contest – and a poem?
=> Three Quotations About Fortunes – gap-fill
=> In the Next Issues

fortune-cookie.jpg

Fortune cookies are those things that you get at Chinese restaurants after your meal, and usually along with your bill. You won’t find them in China though. Fortune cookies were invented in California.

You won’t find them in China though. Fortune cookies were invented in California.

They sometimes will prognosticate. That is, they will predict will happen to you in the future. “You will go on a journey.” “You will find 50 cents on the ground.” “You will fall in love.”

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Quick Fortune Writing Activity
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Ask students in pairs to write some fortune-cookie-like predictions. Brainstorm a few possibilities on the board first. Don’t be afraid of making these examples more specific than the very general fortunes above.

For instance, “Someone will give you a flower on the street.” “You will fall in love with a puppy.” “You will eat some pretty marvelous Italian food.” “A squirrel will laugh at you.”

Put students in pairs, and ask each pair to write several fortunes on separate pieces of paper. After this, fold up the fortunes, gather them into a hat or box. Then each student will choose two or three fortunes (depending on how many the class has written) at the end of class and take them home.

It’s good to do this activity before a weekend or holiday. That way, when you come back, you can ask students to repeat their fortunes and to see if they came true, or anything remotely similar happened.

Well, actually…

It might be a good time to introduce the phrase, “Well, actually…” As in… “Well, actually, I did SEE a squirrel. He didn’t laugh at me. But he seemed to be in a good mood.” Or “Actually, someone did give me a flower. It wasn’t a stranger though. It was my father. Saturday was my birthday.”

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Funny Fortune Cookie Contest — and a Poem?
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You might also have a contest to see who can write the wildest, funniest, most impossible fortunes: “You will not talk on your mobile phone today.” “A ballet dancer will make fun of your Adam’s Apple.”

After pairs of students compose these, ask students them to write them on the board. Next, vote for the top six or eight. Put these together and you’ll have a kind of strange poem about the future.

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Three Quotations about Fortunes — gap-fill
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Below are three quotations on the subject of fortune.

But 12 nouns have been removed. Return them, please, to their proper places…

cases / door / dragon / friend / heart / joys / life / man / others / penny / pleasure / saloon

1. “Fortune knocks at every man’s (1) __________ once in a life but in a good many (2) __________ the (3) __________ is in a neighboring (4) __________ and does not hear her.” –Mark Twain.

2. “One of the sanest, surest, and most generous (5) __________ of (6) __________ comes from being happy over the good fortune of (7) __________.” –Robert A. Heinlein.

3. “To attract good fortune, spend a new (8) __________ on an old (9) __________, share an old (10) __________ with a new friend and lift up the (11) __________ of a true friend by writing his name on the wings of a (12)__________.” Proverb.

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Answers
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(1) door (2) cases (3) man (4) saloon
(5) joys (6) life (7) others (8) penny
(9) friend (10) pleasure (11) heart (12) dragon

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In the Next Issues
———————————————————

Tapering Dialogues (by Mario Rino Rinvolucri)
The Paper Game (by Dana Yastremskaya)

copyright 2007 Kevin McCaughey and I.M. Poosheesty


#121 Birthday Card Activities

Published on September 19, 2007

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Birthday Card Activity
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Below, you can see the familiar format of the birthday card: a partial sentence on the outside of the card, followed by an ellipses (that’s three dots, like this …). Then the birthday boy/girl opens the card to reveal the (often surprising) finish of the sentence.

Outside of card                                 Inside
To the nicest person I know…             … Happy birthday!
I was going to buy you a present …     … but I’m cheap. Happy Birthday!
You don’t look one day over…             … the hill. Happy Birthday!

idiom: over the hill = past the peak of your health and vigor.

Below you’ll find some activities for Birthday Cards. Do them in the following order to make a full lesson, or choose those that’ll will work with your class or level.


Activity #1: Matching

Here are five of the many birthday cards that I actuallywrote and tried to sell to a greeting card company. Alas, no one bought them. These birthday cards are intended to help us laugh at our worries about aging. So they are probably not useful to young learners.

Match the first half (the outside of the card) with the inside (the punchline or funny part).
Birthday Card Outside 1. A birthday without a funny card…
2. You don’t look your age…
3. You’re not as old as …
4. Another birthday….
5. Never throw this birthday card away…

A. … you don’t even act it.
B. … because it’s from me, stupid!
C. … Deal with it!
D. … is better than a birthday without presents.
E. … you will be tomorrow


Activity 2: Unfinished Birthday Cards

Now you’ll get the first halves (the outside) of five birthday cards. The students’ job is to finish them, to write the inside of the card. Work in pairs. Students may be polite or funny. Creativity should be rewarded. (Afterwards compare students answers with the originals below.

Birthday Card Inside 1. You’re at the age where…
2. No way I’d forget your birthday…
3. The best gift ever…
4. Trying to hide your birthday again…?
5. I baked you your favorite cake…


Activity 3: Write Your OWN

Write and design your own birthday cards. Fold a paper in half. On the outside draw a picture and make some words. Design your own birthday card. This activity works great for any level: young learners will write basic wishes. Advanced learners can use wit, wisdom, rhymes, or puns.


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Further Greeting Card Activities
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There are lots of other types of cards, generically called “greeting cards.” There are cards for religious holidays, weddings, condolences, births, anniversaries, graduation, job promotions, celebrating friendship, Valentine’s Day, Get-Well-Soon cards for sick people, and more.

Have students write some of these.

And let’s say the class comes up with some great ideas for cards. Why not submit them online to a greeting card company to see if they will buy some? Who knows?

For more information, check out this article…http://www.writing-world.com/poetry/arrieta.shtml

Answers
Activity 1
1. A birthday without a funny card… is better than a birthday without presents
2. You don’t look your age… … You don’t even act it.
3. You’re not as old as… you will be tomorrow.
4. Another birthday… … Deal with it!
5. Never throw this birthday card away… … because it’s from me, stupid.

Activity 2
1. You’re at the age where… your inner child has reached adolescence.
2. No way I’d forget your birthday… Not now that you’re this old.
3. The best gift ever… … could have been yours if the ATM machine [bankomat] was working
4. Trying to hide your birthday again…? … Nice try.
5. I baked your favorite cake… … Man, was it good.



#120 Crossfire Dictation

Published on August 22, 2007

Contents
=> Crossfire Dictation – a multi-listening/writing task
=> In the Next Issue


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Crossfire Dictation
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I tried this activity in Dushanbe, Tajikistan. It’s a listening/writing
task that is, well, pandemonium. Chaos. But the teachers in Dushanbe
seemed to like it.

Here’s what I did: I gave each teacher a picture of a US State. The name of the capital city was written on the state too. Then I assigned each person a partner. That partner was on the other side of the room–or at least not sitting nearby.

Each person had to communicate to his partner (1) the name of the State and (2) its capital. I counted to three and told the class to begin. Everyone talked at the same time. Chaos, lovely chaos.

Some people had to raise their voices, or question their partner, cock
their head to hear at a different angle, ask for spelling, make sure that
what they were hearing was correct.

In short, people had to do what they do in real life: filter the language
they wanted to hear from unwanted noise and verify that what they were hearing was correct.

No, it’s not an activity to do every day, but adding it to your repertoire
of listening activities is worthwhile. It’s so important to practice a
VARIETY OF LISTENING SKILLS.

Naturally, you don’t need to use a picture of a US State. Any short text
will work, but it should be very short. Perhaps 1 or 2 of the current
vocabulary words for each partner. Perhaps an exchange of phone numbers or email addresses. Or you might first ask each person to write a question that they would like their partner to answer: What did you do last Saturday? What’s your favorite type of juice? etc.

Any kind of short information exchange will work.

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New at English Teachers Everywhere (www.etseverywhere.com)
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More Sounds activities. Including the “Thermos Joke…”
http://www.kevinmccaughey.com/lists/lt.php?id=Mk4FBhgFAgJPVF4C

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In the Next Issue
———————————————————

Birthday Cards – a writing activity
Around September 2nd.

© 2007 Kevin McCaughey & I.M. Poosheesty


#119 Multi-Listening Tasks

Published on August 10, 2007

Contents
=> Multi-Listening Tasks
=> Welcome to Subscribers from CATEC and Tajikistan
=> In the Next Issue

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Multi-Listening Tasks
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What’s a multi-listening task? I’m not sure–I just made up the name. But recently I worked in Tajikistan, by invitation of of the US Embassy there in Dushanbe.

I tried a couple new listening activities. They take very little preparation, and they add a listening dimension that is worth practicing: comprehension through noise.

1. Multi-dictation.
Write three lists of ten words. They can have a theme, whatever theme you happen to be studying at the moment: household items, languages, food, underwater archaeology. Let’s try food. Here’s one sample list:

1. pizza
2. apples
3. sugar
4. watermelon
5. hot dogs
6. candy
7. sandwiches
8. soup
9. eggplant

You want 3 lists like that. They should be different (though some items can repeat).

Next, get three students to come up to the front of the room. Each student will have a DIFFERENT LIST.

Each then reads her list. She will read items 1-10, allowing a second or two in between each item, and when she reaches the end, she will start again from the top.

Each reader will do this simultaneously. At the same time. All three readers will continue for two minutes or more.

It’s extremely important for the teacher to monitor the readers, so that they do not go too fast, and so they begin again when they reach the bottom of the list. It is also wise for the teacher to check the list beforehand to make sure students know what they are reading and how to pronounce it.

The task of the rest of the class is to write down the contents of all three lists.

Why do this?

(a) Well, in real life situations we often have to dig out language from outside noise. It is VERY common that we tune in one person while others are talking. (Think of the simultaneous conversations at a large dinner). This is great practice, and you will gain respect for your ears: how they can zero in on a particular person’s words.

(b) A new listening task! Variety is good.

(c) This is an easy way to review or introduce new vocabulary.

(d) we can do the activity with no preparation and no materials (other than scraps of paper).

(e) Who’s doing all the work? Students. That’s good. The teacher’s only task is to direct the activity.

SAMPLE VARIATIONS

1. The number of items on the list can vary: fewer for lower level learners.
2. The number of readers can vary, from 1-4.
3. Students can write their own lists based on the topic.
4. The vocab items can be phrases or sentences.

Here’s a kind of competitive version of the activity:

Follow the instructions above, except that each list will have three items in common.

Put the listeners in pairs. They will listen reading of the lists for two minutes. At the end of this time, each pair will state what the 3 common words were.

You can make the activity trickier by having a few words that are on 2 lists, but not all three.

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Welcome to Subscribers from Tajikistan and CATEC
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Dear folks from Central Asia. I have added you to this e-textbook, “English Teachers in Russia & Elsewhere.” You will receive it in your e-mailbox once a month–sometimes more often. It provides ideas for activities (like the above) and tells you what’s new English Teachers Everywhere–the web site with tons of free audio.

If you don’t want to be on my mailing list, just click on the unsubscribe link at the bottom of this page and I won’t bother you anymore.

CATEC people, If you’d like to see some photos, a short video, and more go to English Teachers Everywhere and click on CATEC Kyrgyzstan. Don’t forget to check out the photo Gallery.

Teachers from Tajikistan. Hi, you’ll find lots of new Tajikistan-related stuff at www.etseverywhere.com (click on Tajikistan) including…

– a photo gallery
– 2 songs composed, performed, and recorded during a single lesson by Access students in Dushanbe
– slower versions of some audios (the counting song, the animal song)
– “Buzaki Jingalapo” song, words written by students at School 19, Dushanbe
– PDF copies of Kevin’s handouts (you open them with Adobe reader)
– an interview and audio activity with teacher Venera from Dushanbe

If it’s not there now, it will be coming soon…

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In the Next Issue
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Crossfire Dictations: easy to do dictation activity involving chaos.

Announcements of new material at English Teachers Everywhere.

© 2007 Kevin McCaughey & I.M. Poosheesty