Teaching Tips 179
Happy New Year
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A Happy New Year to all!
Let's hope it will be a prosperous year in every way for all.
I personally will be making big changes this year. As of mid-January
I leave my job as Director of Teacher Education in Madrid to take
on different projects. One of these projects is the running of
short-term teacher training courses so if your school or association
is thinking of development courses for your teachers, do get in touch.
To begin the year in your classes try a look back with a 2011 quiz.
http://developingteachers.com/newsletterplans/quiz_2011.htm

The questions & answers are below & at the site there are photos
to go with the questions to make it more interesting.
On the same page you can find links to the last 10 years of
quizzes on the site so why not pick a couple out to use in class
to provoke discussion.
Clearly New Year Resolutions combined with your students' ideas
on improving their English would make a good focus for a lesson.
Other New Year classroom ideas on the site:
New Year Resolutions reading:
http://www.developingteachers.com/tips/pasttips137.htm
The New Year: Traditions & Resolutions:
http://www.developingteachers.com/plans/alicia/newyear.htm
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Happy Christmas
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The Christmas season is upon us, totally taking me by surprise this year. On the site there is a range of lesson ideas, materials & links. Here is a list of most of them together with a Christmas customs lesson plan:
A variety of classroom activities:
http://www.developingteachers.com/newsletterplans/xmas_1.htm
http://www.developingteachers.com/newsletterplans/xmas_2.htm
http://www.developingteachers.com/tips/pasttips61.htm
A lesson plan about Kwanzaalp, the African-American celebration:
http://www.developingteachers.com/plans/Kwanzaalp.htm
'Santa Claus sacked for answering the phone' brief plan:
http://www.developingteachers.com/tips/pasttips137.htm
The spirit of Christmas - reading plans:
http://www.developingteachers.com/tips/pasttips76.htm
Buy Nothing Christmas:
http://www.developingteachers.com/tips/pasttips91.htm
Happy Christmas (War Is Over) - song plan:
http://www.developingteachers.com/tips/pasttips167.htm
A plan by Rolf Palmberg based around mulitple intelligences:
http://www.developingteachers.com/plans/xmas_rolf.htm
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And here's a plan that has been on the site for a while & could be adapted for most levels:
A Christmas lesson plan
Preliminary information
Time: 60-90 minutes??
Level: Upper Intermediate/Advanced
- although it would be easy to rewrite the texts for
use at lower levels.
Aims:
To give freer speaking practice
To give reading practice
To introduce some vocabulary & traditions connected to
Christmas celebrations
Assumptions:
That the group will be interested in Christmas traditions
Anticipated Problems and Solutions:
The texts might prove to be challenging in terms of the
vocabulary >> pre-teach crucial stuff, meaning from
context task for the other interesting items & ignore
the remainder.
The Xmas wish letter might not go down well with all groups.
Aids:
Texts - x 4 on aspects of Xmas & the jokes taken with permission from Crew's
Nest web site
Accompanying comprehension tasks
Accompanying chart for the info exchange
Procedure
Stage 1 - Lead in - sink stds into
the theme of Xmas - jokes
10 mins
1. Tell one of the jokes below.
2. Handout the reindeer joke matching - pairwork.
3. Handout a joke to each std & they tell each other in
pairs.
4. Elicit if they know any jokes themselves.
5. Stds tell you about their Xmas traditions.
Stage 2 - Xmas vocabulary - brainstorm
10 mins
1. Brainstorm - stds throw out all words
connected to Xmas. This would be an opportunity for you to
pre-teach any vocab from the text that you deem necessary.
Stage 3 - Reading
15 mins
1. Put stds into four groups - handout copies
of each text - one version per group.
2. Stds read & write four questions for each other to
check understanding. It would probably be a good idea to have
dictionaries a hand.
3. In their groups they hand round their questions & answer
them, getting back to the question writer, clarifying any
problems. You could be going round & sorting out any problems.
4. Handout the chart & they fill
in for their text.
5. Make sure that each group is OK with their texts.
Stage 4 - Information
exchange
15 mins
1. Explain the activity - that you will put
them in groups of four & each member of the group will
have a different text. The aim is to find out if their are
any similarities with the dates & to generally find out
as much information as possible about the different aspects
- the chart is to help them focus - check instructions.
2. Group the stds & the discuss & exchange. Take notes
while they are doing the activity.
3. Regroup the stds back to their individual groups to compare
ideas & completed charts.
4. General content feedback - any similarities in dates, anything
new that didn't know before, anything similar in their countries & could develop into a good discussion on altruistic behaviour
re. St Nicholas, etc.
5. Linguistic feedback - pick up on some general +/- areas
from your notes.
Stage 5 - Follow up activities:
Letter writing - depending on the group!
- 20 mins
1. Introduce the idea of a letter to Father Xmas or the Kings
- do they have it etc..
2. Handout letter outline & stds write their own. Go round
& help out.
3. When all finished pin on the walls, all read & decide
on best/most convincing letter..
Roleplay with Santa - 15 mins
1. Stds brainstorm questions they would like to ask Santa
if they had the chance.
2. Designate who takes on Santa roles & others interview.
Presents - 15 mins
1. Stds think what would be a suitable present for each of
their classmates, including you. They write these each down
on slips of paper.
2. Stds, & you, mingle & give out the papers, the
presents, to everyone & at the same time wishing each
other a happy christmas.
A few (pretty awful) Christmas jokes

Knock Knock
Who's there?
Mary
Mary who?
Mary Christmas
Knock Knock
Who's there?
Snow
Snow who?
Snow business like show business

Match the two line jokes |
1. How long should a reindeer's legs be?
2. What do reindeer have that no other animals
have?
3. Why did the reindeer wear sunglasses at the
beach?
4. Where do you find reindeer?
5. Why do reindeer wear fur coats?
6. What did the dog say to the reindeer? |
a. It depends on where you leave them
b. Just long enough to reach the ground
c. Because they would look silly in plastic macs
d. Because he didn't want to be recognised
e. Woof, woof
f. Baby reindeer |
What's an ig?
An eskimo's home without a loo
What do you call a penguin in the Sahara
desert?
Lost
What do you call people who are afraid
of Santa?
Claus-trophobic.

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Texts for the jigsaw reading activity
The First Christmas Cards

The first recognised commercial Christmas card was
produced in England in 1843 by Henry Cole, the founder
of the Victoria and Albert Museum. It was a hand coloured
print showing a family scene flanked by scenes of Christmas
charity. This was inscribed with the words: "A
Merry Christmas and a Happy New Year to You" with
space at the top to put the name of the recipient and
at the bottom for the name of the sender.
However, it was not until the 1860's that the Christmas
card as we know it came into being. Initially these
were small cards with a simple greeting set within an
embossed border. However, as the demand for Christmas
cards grew, the cards became larger and more elaborate.
Folded sheets of white paper were ornamented with borders
of overlapping lace that lifted to form a raised framework
for a central picture and turkeys, fireside scenes,
plum puddings etc. became popular themes.
The founder of the American Christmas card is said
to be Louis Prang of Boston who printed a wide variety
of album cards and visiting cards. In 1875 he issued
seasonal greeting cards which were an immediate success.
By 1880 the popularity of Christmas cards was such
that many prominent artists of the time had their work
reproduced in this form. It was also the year that the
familiar 'Post early for Christmas' plea as issued for
the first time.

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The First Christmas Cards
Write 4 questions about your text to check your partner
has understood the text. |
The History of the Christmas Tree

Although it is generally agreed that the Christmas
tree in its current form came from Germany in the early
19th century, the tradition of decorating a tree to
mark winter celebrations dates back hundreds of years
to Roman times, when they used to decorate evergreen
trees with small pieces of metal to celebrate Saturnalia.
In medieval times the 'Paradise Play' was performed
every year on 24 December. This depicted the creation
of Man and the fall of Adam and Eve from the Garden
of Eden and always included an evergreen hung with apples
which represented the apple tree of temptation.
The first mention of decorated trees being taken indoors
came in 1605 in Germany - a country with a long Christmas
tree history! The trees were initially decorated with
fruit and sweets together with hand made objects such
as quilled snowflakes and stars. German Christmas Markets
began to sell shaped gingerbreads and wax ornaments
which people bought as souvenirs of the fair and took
home to hang on their tree.
Artificial trees were invented in the 1880's in a bid
to try and stop some of the damage being caused to real
trees due to people lopping the tip off large trees,
thus preventing the trees from growing any further.
It got so bad in Germany that laws had to be brought
in to prevent people having more than one tree.

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The History of the Christmas Tree
Write 4 questions about your text to check your partner
has understood the text.
|
Saint Nicholas

St Nicholas was a real person who was born to a wealthy
family in Lycia, Asia Minor (now known as Turkey) sometime
between 270 and 280 AD. He was orphaned at an early
age and grew up in a monastery becoming one of the youngest
priests ever at the age of 17. He travelled to Palestine
and Egypt before returning to Lycia to become Bishop
of Myra.
Nicholas was a very generous man, known for his charity
and wisdom, who gave away his wealth to those in need.
He would often go out at night, disguised in a hooded
cloak, to leave gifts of money, clothing or food for
the poor and underprivileged.
He died on 6 December 340 and was buried in the church
in Myra. After his death he was canonised, becoming
the patron saint of Greece, Russia, children, scholars,
merchants, sailors and travellers.
In 1087 religious soldiers from Italy took the remains
of St Nicholas back to Bari in southern Italy where
they built a church in honour of him - the Basilica
of San Nicola. This greatly increased his popularity
in Europe, with pilgrims from all over the world coming
to visit his shrine. Each of them took his legend back
to their native countries where, as his fame spread,
it took on the characteristics of each country. One
thing remained common to all however, and that was the
traditional image of the Bishop's mitre, long flowing
robes, red cape and white beard.
There are many legends surrounding St Nicholas, the
most famous of which tells how he gave bags of gold
to three poor sisters for their dowries, throwing them
down the chimney where they landed in some stockings
which had been hung up by the fire to dry. This gave
rise to the custom of giving gifts on his feast day
(6 December), a practice which is still followed in
the Netherlands and Germany where children leave their
shoes out on St Nicholas Eve and hope that they will
be filled with sweets and gifts the next morning. Elsewhere
this has been incorporated into Christmas due to his
identification with Santa Claus - a corruption of his
Dutch name of 'Sinter Klaas'.

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Saint Nicholas
Write 4 questions about your text to check your partner
has understood the text.
|
The Christmas Pudding

The origins of the Christmas pudding go back to the
14th century when a porridge called frumenty was made
by boiling beef and mutton with raisins, currants, prunes,
wines and spices. This was similar to a soup and was
eaten as a fasting dish in preparation for the Christmas
festivities.
By 1595 frumenty was beginning to evolve into plum
pudding - it was thickened with eggs, breadcrumbs and
dried fruit and was given more flavour by the addition
of ale and spirits.
Over the years it became the customary Christmas dessert.
However, with the arrival of the Puritans in 1664 it
was banned as a lewd custom and its rich ingredients
described as being 'unfit for God fearing people'
In 1714 plum pudding was restored to the Christmas
table by George I who had tasted and enjoyed it, despite
some objections by the Quakers.
By Victorian times, the plum pudding had evolved into
something which looked similar to the Christmas puddings
enjoyed by people today and it is now estimated that
in the UK over 40 million people will finish their festive
meal with a bit of Christmas pudding.
One of the many customs surrounding the Christmas pudding
is that they should be made by the 25th Sunday after
Trinity, prepared with 13 ingredients (to represent
Jesus and his Disciples) and that every member of the
family should take turns to stir the pudding from east
to west with a wooden spoon, in honour of the three
Kings.
Another custom is for silver coins to
be put into the pudding mixture before it is baked -
whoever finds it will have health, wealth and happiness
for the coming year.

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The Christmas Pudding
Write 4 questions about your text to check your partner
has understood the text.
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Chart for the information exchange
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early dates |
developments |
other information |
The first card |
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The tree |
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St. Nicholas |
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The pudding |
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An idea for a letter outline to Father Christmas/the Kings
Dear Father Christmas,
This year I have...............
I would really like...........
I would be grateful if you could.................
If you can't manage ......................
Your sincerely,
PS. |

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Going with the flow
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When developing language in the spoken skill, most teachers can
drill their students & most can do fun roleplays & discussions.
It seems to me that a lot of teachers leave out the bit in the
middle i.e. what have been called 'bridging activities' - those
in between the very accuracy-based & those that are more
fluency-based. These type of activities are still accuracy-based
but contain an element of choice for the learner.
One of these activities is the underused 'flow chart'. This has
been around since the functional approach was in full force as it
uses functional headings to guide students through a dialogue.
The student has to choose the language to use from the given
prompt. So for 'Greet your friend' the student could come out
with 'Hello', 'How are you?', 'I haven't seen you in a long
time.' etc.
To see some examples of flow charts
http://www.developingteachers.com/tips/flow_charts.htm
They are easy to design but do produce contrived & slightly
unnatural sounding dialogues but don't worry though as the aim is
an accuracy one - you want them to practise a specific set of
language. Go around & correct while they are doing the activity.
A word of caution when designing the flow charts. Don't make them
too complicated as students might find understanding the language
used in them more challenging than the actual activity they were
designed for! Try the activity out beforehand with a colleague.
Also, the first time you use a flow chart with a group it will be
slow going. Go through the chart & elicit the different ways of
expressing the instructions & then do an example with a student.
All will then have a clear idea of how to proceed. As they do the
activity go round & correct/help out.
An easy to design, very useful activity for all levels.
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