Several years ago, Adam and I made some posters about countries so that students could make small groups, and use the posters to prepare and deliver presentations. As we wrote back then: Presentations are common activities in English conversation classes, but because gathering data is difficult and time consuming, the scope is typically quite narrow. The goal of this activity is for students to develop and deliver a presentation on a foreign country without the burden of research. A presentation can be divided into four parts: information gathering, writing, practicing, and presenting. All of these are important skills, but since doing all of them together can be overwhelming, in English as well as in one’s native language, this activity removes the first step, simplifies the second, and allows students to focus on the remaining two.
Starting two years ago, my school asked our students to purchase iPads, and we have projectors in many classrooms. Instead of using one poster with many pictures on it, I prefer to use slide shows. The students make groups, and I send them the data for their country. Students can use the pictures as they are, or they can add and delete pictures as desired.
- Country Slide Show worksheet: ODT & PDF
- Canada: PDF.
- Chile: PDF.
- Cook Islands: PDF.
- Greece: PDF.
- Honduras: PDF.
- Iceland: PDF.
- Madagascar: PDF.
- Mongolia: PDF.
- Morocco: PDF.
- New Zealand: PDF.
- Norway: PDF.
- South Africa: PDF.
- USA: PDF.
Here are some slide shows and information sheets on seven U.S. holidays. Students are placed in groups of three or four, each group gets a holiday, and they write and deliver a presentation to the class introducing it. The materials are designed for eighth graders.
My students have iPads, so I send them the slide show data electronically when they’re writing. For the presentations, we use a projector to make everything visible from the back of the room. If your students don’t have tablets, or if you don’t have a projector, you could print out the images in color.
Before the presentations, I like to have students read about some global holidays. The following files are used for reading comprehension and speaking. Since my students have tablets, we can easily assign speaking homework, so after reading a page together in class, students are assigned to record their own voice and submit it online. To find suitable scripts, check out Simple English Wikipedia. The text there can easily be scaled down to fit your class’s level.
- Holiday Reading PDF. Several pages, each with a paragraph on a holiday from somewhere in the world. These can be used for in-class speaking practice, speaking homework, and speaking tests.
Writing poetry is a lot of fun, as long as the teacher gets the preparation figured out. Before writing, students need to read many examples, and it is important that these examples are relatively comprehensible. Most of the haiku I find online uses vocabulary that my students don’t know, so I simply it, write my own, and reuse students’ work from past years.
I want my students to write haiku — and then submit their poems to the annual Itoen Haiku Contest — so I also need to practice counting syllables with them. Sometimes students write a line and it has too few or too many syllables. To fix it, they can modify verb tenses or swap out words for others with similar meanings, both of which are a good way to practice restating or rephrasing things.
- Haiku Writing 1. ODT & PDF.
- Haiku Writing 2. ODT & PDF.
- Haiku Writing 3. ODT & PDF.
- Syllable Examples. PDF. Some words for practicing syllable counting.
- Syllable Bingo. PDF. A board game for practicing syllable counting.
- Syllable Splitting 1. ODT & PDF.
- Syllable Splitting 2. ODT & PDF.
- Syllable Splitting 3. ODT & PDF.
For my junior and senior high school classes, when the numbers are right — and by that I mean low enough — I like to have my students write in journals once every week or two. The general setup is simple: take an A4 notebook and cut it in half horizontally to make two A5 notebooks. Give these to students. Journal entries can either be described by an A5 handout that I make, give to students, and they glue into their journal, or by writing a 1-sentence topic description on the board and asking students to copy it down.
Here are some topics good for junior high school students.
- What did you do for Golden Week?
- What did you do for winter vacation?
- What was fun at the Culture Festival?
- What’s the most interesting thing that happened to you last week?
- What club do you belong to?
- What club do you want to join in high school?
- How many people are in your family? Who are they? Draw a picture.
- Draw a picture of your room and then describe it.
- Where do you want to visit? Why?
- Write about a band or singer you like.
- What is your favorite subject?
- What’s your favorite movie?
- What are some things you want to do in high school?
Here are some topics for high school students. Any of the above topics would work, as well.
- Where is your favorite place to go shopping?
- Where do you like to study? Why?
- What do you want to do for summer vacation?
- Pick a day during break and write about what you did.
- Did you do everything you wanted to do over summer break?
- What is your favorite school event?
- If you had three wishes, what would you do?
- If you had a million dollars, what would you do?
- Have you ever traveled abroad? Where did you go?
- When you traveled abroad, what were some things that surprised you?
- Do you want to study abroad in the future? Why?
- What do you want to do after you graduate high school?
- Where can one find the most delicious ice cream in Tokyo?
- What seasons don’t you like?
- What is the most fun, travel by train, car, bus, or airplane?
- Sometimes it is said, “High school is the most important time in your life, because these three years determine the course of the rest of your life.” What do you think?
- What would you do if you got lost in an unfamiliar city?
- Tell about a time when you lied to your parents or teacher.
- Tell a scary story.
- Tell several jokes.
The first thing to think about with journals or any sort of composition is that content matters most. It takes a lot of work to write, and if students don’t feel like they’re communicating anything, they’ll write less or use the same style or pattern over and over. Originality will be lost. As teachers, we can do a lot to keep things lively. First of all, we assign specific topics, and where needed, we provide lots of examples. If we give students some example sentences, paragraphs, or themes, maybe they can find something interesting to say that would otherwise have proven elusive. Indeed, though at first it seems counterintuitive, asking students to do journals without specifying topics will lead to suboptimal responses, precisely because students don’t know what to write! Second, and just as important, when we collect the journals, we should be responding to the content. How much time the teacher spends on grammar and spelling varies according to circumstance, but generally speaking, more time should be devoted to responding to the student’s words (and if there are common grammar errors, they can be addressed separately in class or using other homework assignments). There are other ways of keeping things interesting, too. Students (or teachers) can draw or glue pictures in the journals and use these as a focus. Students (or teachers) could write using different colored pens and pencils, as well stamps or stickers, to make each page colorful and visually appealing. Finally, the time it takes to read and respond to everyone’s journals is a significant factor. The teacher needs to read and respond to everyone’s journals, so it would be bad if too many students were writing too often. But if we keep the journal homework to a reasonable level, the teacher and students can learn a lot and enjoy the writing process.
There are dozens of topics and grammar points that can be studied using activities where students say or write things about pictures. Here are some slide shows and worksheets that I’ve used.
- Describe the Pictures: Animals. ODP & PDF. An exciting slide show of animals.
- Describe the Pictures: Mie. ODP & PDF. A slide show of Mie Prefecture in Japan.
- Describing Pictures 1. ODT & PDF. A worksheet.
- Describing Pictures 2. ODT & PDF. A worksheet.
- Describing Pictures 3. ODT & PDF. A worksheet.
- Describe the Food. ODP & PDF A slide show.
- Describe the House. ODP & PDF. A slide show.
These materials can be used in free speaking activities, preposition practice, practice for the patterns There is … and There are …, and various other situations.
Posted in junior high school
Tagged 7th grade, 8th grade, 9th grade, English, ESL, food, house, junior high school, kitchen, locations, pictures, prepositions, writing
Here are some passive voice practice worksheets. In Japan, passive voice is taught at the beginning of ninth grade. One of the best ways to practice passive voice is converting between active voice and passive voice sentences while maintaining the meaning. This can be done as a matching activity and later as a writing activity.
- Passive Voice Practice 1: ODT & PDF.
- Passive Voice Practice 2: ODT & PDF.
- Passive Voice Practice 3: ODT & PDF.
Here are some occupation flash cards. Occupations (jobs) are a topic that first comes up in my eighth grade textbook. Students are asked about their dream job, why they are interested in it, and what steps they can take towards reaching it.
Talking about the future and career goals is a suitable topic for high school students, too. If you’re teaching high school students, expect them to provide greater detail and use more precise vocabulary.
- Occupations flashcards: ODP & PDF. 18 jobs. For junior and senior high school.
- Dream Jobs: ODT & PDF. A homework assignment for eighth graders.
- Occupations Quiz: ODT & PDF. For eighth graders.
- My Future Dream: ODT & PDF. A short presentation for eighth graders.