Creative English

https://www.cambridgeenglish.org/images/starters-word-list-picture-book.pdf  

  https://learnenglishteens.britishcouncil.org/skills/listening/a1-listening

  10 CLASSROOM   ICEBREAKERS TO TRY     Icebreakers will encourage bonding, participation, motivation, and allow students to relax both mentally and physically. 1. Blobs and lines This activity is easy, quick, keeps students moving and talking, plus helps them discover what they have in common. The idea is for students to listen to their teacher’s prompts and organize themselves in a  line  (for example, in alphabetical order of last name) or in  blobs  according to something they have in common (birth month). Try these prompts: ·         Line up in chronological order of your birthdays ·         Line up in order of how many siblings you have ·         Line up in alphabetical order of your fathers’ names ·         Gather in four blobs: those who travelled by car to class, those who travelled by bus, and those who traveled another way 2. Signatures Ask the students to invent a “signature” movement or sound. It can be extremely simple: a clap, cough, turn in a circle,

  Total physical response  ( TPR ) is a  language teaching method  developed by James Asher. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language with body movements, and students respond with whole-body actions. The method is an example of the  comprehension approach  to language teaching. The listening and responding (with actions) serves two purposes: It is a means of quickly recognizing meaning in the language being learned, and a means of passively learning the structure of the language itself. Grammar is not taught explicitly but can be learned from the language input. TPR is a valuable way to learn vocabulary, especially idiomatic terms, e.g., phrasal verbs. Asher developed TPR as a result of his experiences observing young children learning their first language. He noticed that interactions between parents and children often took the form of speech from the parent followed by a physical respo