“‘Twas the Night before Christmas”

Using “’Twas The Night Before Christmas” by Clement Clarke Moore, this explosion book features a series of activities related to different language areas and reading comprehension skills that the students complete as they walk through the poem.

KEY:

2. 1. c 2. f 3. e 4. b 5. a 6. d The children were nestled/ And mamma in her kerchief / …for a long winter’s nap / …there arose such a clatter / I sprang from the bed… / Tore open the shutters

4. 1 – With a little old driver, so lively and quick,
2 – I knew in a moment it must be St. Nick.
3 – More rapid than eagles his coursers they came,
4 – And he whistled, and he shouted, and he called them by name;
5 – “On, DASHER! on, DANCER! on, PRANCER and VIXEN!
6 – On, COMET! on CUPID! on, DONNER and BLITZEN!
7 – To the top of the porch! to the top of the wall!
8 – Now dash away! dash away! dash away all!”

5. leaves / hurricane / sky / roof / sleigh / toys

6. in a twinkling / turn around / bound / prancing / hoof

7. 1 – He was dressed all in fur, from his head to his foot,
2 – And his clothes were all tarnished with ashes and soot;
3 – A bundle of toys he had flung on his back,
4 – And he looked like a peddler just opening his pack.
5 – His eyes – how they twinkled! his dimples how merry!
6 – His cheeks were like roses, his nose like a cherry!
7 – His droll little mouth was drawn up like a bow,
8 – And the beard of his chin was as white as the snow;
9 – The stump of a pipe he held tight in his teeth,
10 – And the smoke it encircled his head like a wreath;
11 – He had a broad face and a little round belly,
12 – That shook, when he laughed like a bowlful of jelly.

8. a right jolly old elf / I laughed / when I saw him / A wink of his eye / Soon gave me to know / I had nothing to dread

9. He spoke not a word / straight to his work / filled all the stockings / and laying his finger

To assemble the book, follow these instructions:


1. Print the three pages on cardboard paper if possible (although regular paper will do, too!) Cut the three squares.


2. Fold Square 1 (1-4) and Square 3 (7-10) forward, both vertically and horizontally. Then fold the square diagonally outwards, following the line provided.


3. For Square 2 (5-6), the vertical and horizontal lines are folded outwards, and the diagonal line is folded inwards.


4. Place the three squares in the right order. Glue the squares as shown on the worksheet.

Now the students can draw their own book cover with the title!

To correct the activities, you may want to use this version of the poem sung by Noel Paul Stookey from Peter, Paul and Mary:

Enjoy!

________________________________

I’m Going Back

“I Want a Hippopotamus for Christmas”

Food waste

1. Write or read the following definition:

“unwanted or unusable material, substances, or by-products”

___ ___ ___ ___ ___

Elicit the word “waste”. Brainstorm different types of waste (electricity, paper, glass, food, wood, water, plastic, metal, chemicals, heat, clothes, etc.)

2. Tell the students you will be focusing on food waste. Why is food waste a problem? Write down a few answers.

3. The students watch a series of short videos with specific ideas or measures to reduce food waste. Each of them has a different focus, from school projects to other types of measures implemented at a national level. The students watch the first three videos and write down the country and/or city where each measure is being implemented and a brief description of the solution that is suggested in each video.

In South Korea, an innovative push to cut back on food waste

Young Singaporeans’ smart answer to the world’s food waste problem.

Insects As A Solution To Food Waste

4. Have the students choose one of these videos based on originality, creativity and usefulness, but also thinking of how feasible it might be to implement the suggested solutions where they live.

5. Repeat the same procedure with the next three videos.

How Rotting Vegetables Make Electricity

Pennsylvania students invent solution to their school’s food waste problem

School Food Waste Solutions

6. After choosing the best idea, have the students discuss which solution they would choose, including its strengths and any weaknesses they can find.

7. Encourage the students to think of specific measures we could try at our school to reduce food waste:
– Which are some of the problems they can identify within the school premises?
– What are some solutions they can put forward to help prevent food waste?
Teams work on a list of solutions and prepare a short presentation to be shared with the whole group.

A fashionable Halloween

Using Gemma Correll’s Ghost Fashions poster as inspiration, within a few days we will be exploring different fashion styles and using them to define unique Halloween characters which will hopefully result in some interesting (and not necessarily spooky!) narrative texts.

1. Share the “Ghost Fashions” poster with the students. Clarify any unknown words or any questions the students may have. Have them choose their favourite fashions and discuss their choices as a whole group.

2. Explain to the students they are going to design a similar poster based on other Halloween characters. Create six teams and give one character to each of them: mummy, monster, witch, warlock, jack-o’-lantern and zombie.

3. The students go over vocabulary related to different fashion styles using this site and this site, together with some picture dictionaries. The idea is for them to revise vocabulary related to fashion and learn new words as they look for inspiration for their own poster. The students choose 16 different fashion styles that they think will help to make their character the most unique.

4. The students take turns drawing their character according to the 16 chosen styles. As they do this, have them discuss briefly what they think each of the characters might be like.

5. Tell the students each team will get one character from each grid and that they will be planning a story with these six characters. Display the posters, have the teams explain the different fashion styles, and use a die to select the characters for each team.

6. Ask the teams to plan a story with the six main characters in mind. Encourage them to use the forest worksheet to plan six scenes and write down or sketch their plan.

7. The students write the story individually or in groups. Simultaneous or roundtable writing could be a good option here, too!

8. Have the students share and compare their stories. If time allows, I may use some of them with my younger students and have them sketch the stories on the forest worksheet as they listen to demonstrate comprehension.

I was thinking of sharing this activity once we’d finished, but then I thought I’d share it now in case some of you want to try it. If you do, it’d be great if you could share some of the posters created by your students!

Roller coasters

Lead-in

1. “Have you ever ridden a roller coaster?” “What was it like?” “What do you think makes a roller coaster exciting?” Write down a few ideas.

Listening

2. Explain that you are going to watch a video about how roller coasters are designed. The students first watch the video till 2:04 and decide whether the sentences in 1 (bottom right corner, the start of the roller coaster on the worksheet) are true or false. Ask the students to provide the right information if the sentence is false. Listen to that part of the video again if needed.

KEY: a. FALSE (He wasn’t the first one, but he popularised them.); b. TRUE; c. FALSE (It was 18 miles long.); d. FALSE (It opened in 1884.)

3. Listen to the four main components engineers take into account when designing roller coasters by watching the video till 2:46.

4. Ask the students to follow the track of the roller coaster on their worksheet to complete a number of activities:
Component 1: Train cars. In their own words, the students explain how train cars are kept attached to the tracks.


Component 2: Track design. Here four key words are provided. The students listen and write down why they are mentioned in the video.
KEY: a. steel (Most roller coasters are made of steel nowadays.); b. 4 minutes (“Steel Dragon 2000” takes 4 minutes to complete.); c. sick (The way people might feel if the roller coaster is too fast.); d. boring (People will find roller coasters boring if the ride is too slow.)


Component 3: System to raise the cars. The students complete the sentences with six words as they listen.
KEY: a. gravity; b. pulley; c. crest / is released; d. beneath / conveyor


Component 4: Braking system. The students join several sentence halves in the best way possible.
KEY: 1. b; 2. d; 3. a; 4. c

Follow-up

5. How about having the students try and design their own roller coaster? At its very simplest, you may want to stick to the more creative part of it and have teams design a roller coaster they would enjoy using some of the information in the video (and at least make it as safe as possible!):


1. What do you want to achieve with your design? What kind of audience will it target?
2. Where will you build your roller coaster?
3. What kind of theme will it have?
4. Try to use as much information from the video as you can when designing your roller coaster!

The teams then present their designs and the group discusses whether they would work or not, taking physics and safety but also fun into account!

If you want to provide some further reading, the students may benefit from this user-friendly website that allows them to build their own roller coaster. They first decide on the height of the first hill, the shape of the first hill, the exit path, the height of the second hill, and the loop. The website will then check whether the ride is possible or not!

Enjoy the ride!


Down” (CC BY-NC-ND 2.0) by Several seconds

Chicago’s best ice cream

I lived in Oak Park, Illinois, for 5 years, so I know what shovelling loads of snow and rushing to Petersen on the following day for some ice cream in hot humid weather feels like. In the following activity, elementary students write down Petersen’s Turtle Pie recipe after being introduced to several words related to food and cooking.

Feels like summer’s here!

1. Write the following letters on the board:

  e      r       c       i       a      m       e        c    

In pairs, the students come up with as many words as they can (e.g. “car”, “am”, “ice”, “care”, “are”, “Marc”, “rice”, “mic”.) Set a time limit. Write down the words they have found. Have any of them used all the letters to write the word “ice cream”?

2. Explain to the students they are going to watch a short report about an ice-cream shop called Petersen. Watch until 0:56 and have the students answer the questions in 1 (a. Oak Park, in Chicago, USA; b. since 1919.)

3. Tell the students one of Petersen’s best-known desserts is called Turtle Pie. Have them read its ingredients in 2 and explain any unknown words. The students then match 5 words that will be used in the recipe with the corresponding pictures.

4. Watch the video until 2:18, where the different steps to make a Turtle Pie are explained.

5. Go over the cooking verbs in 3 and elicit their meaning. Ask the students to write down the recipe using the ingredients, the words in 2, and some of the cooking verbs in 3. Write the first step as a model and watch this part of the video again.

6. Watch the rest of the video and discuss: “What do you think of Petersen’s Turtle Pie?” “Would you like to try it?” “Why/Why not?”

7. Are the students now ready to write and share one of their favourite summer recipes?

The history of Bluetooth

1. Display this icon:

Elicit any words related to it and its use. Write them down. Have the students complete the following sentence:

“Bluetooth is the technology that…”

The students share their sentences.

2. Ask the students to read about the origin of the name Bluetooth. Check comprehension orally.

3. For each sentence, the students look for extra information in the Bluetooth icon. Tell the students to pay attention to what or who the extra information is about so that they can match the sentences correctly and in the right place. Remind the students that, since this is additional information, they will be using non-defining relative clauses to rewrite the sentences (including the use of commas and not using “that” in this type of clause.)

KEY:

1. Not many people have given much thought to the inspiration behind the iconic Bluetooth name and logo, which has become very popular.

2. Bluetooth is actually named after an ancient Viking king. King Harald, who reigned as the king of Denmark and Norway in the late 10th century, was known for uniting the tribes of Denmark and converting the Danes to Christianity.

3. Scholars say Harald was nicknamed “Blåtand”, which means blue tooth, because he had a dead tooth that looked blue and dark.

4. In December 1996, Intel’s Jim Kardach, who had read a book on Viking history, suggested the name Bluetooth as a codename until the marketing group could come up with a formal technology name.

5. “When I was asked about the name Bluetooth, I explained that Bluetooth was borrowed from the 10th century, second King of Denmark, King Harald, who was famous for uniting Scandinavia, just as we intended to unite the PC and cellular industries with a short-range wireless link,” Kardach said.

6. He added that he created a PowerPoint foil with a version of a runic stone, where Harald held a cellphone in one hand and a notebook in the other hand.

7. The codename Bluetooth was first used for a while. When other names, which had been considered for some time, did not work out, Bluetooth remained.

4. The students watch a short video with more information about the origin of Bluetooth. Have them read the selected words provided first and ask them to take notes about each of them as they listen, explaining why they are mentioned in the video.

POSSIBLE ANSWERS:

Jelling – a town in Denmark where the rune stones are.
The Jelling stones – rune stones which were placed by some of the first kings of Denmark.
bright colours – the rune stones were once painted with bright colours.
climate-controlled glass box – where the stones are, to keep them safe from the weather and vandals.
Thyra – King Gorm’s wife; smaller rune stone.
Intel – the company Jim Karachi worked for.
Biz-RF, MC-Link and Low Power RF – the names that were first suggested for the new technology.
Swedish – a coworker that told Karachi the story of Bluetooth.

5. Using their notes, the students complete eight sentences using both defining and non-defining relative clauses.

6. Ask the students to look for the origin of the following names (or use this website to work as a whole group):
– wifi
– meme
– spam
– robot

The students write a short description for each of them.

“I want a hippopotamus for Christmas”

Remember that weird thing you once badly wanted for Christmas? Something you were completely sure would change your life and bring eternal happiness?

The following lesson, based on the song “I want a hippopotamus for Christmas” (John Rox, 1953), tries to recapture some of those childhood memories and associated feelings. These provide an interesting context: they are distant enough to be looked at quite comfortably, you can laugh at them with some degree of confidence, and even if they become the object of conversation in a random English lesson, we all know that memories are fallible and are often reconstructed and manipulated, don’t we?

1. Ask students to think about something they once wanted for Christmas, why they thought they really needed it, and whether they finally got it or not! You may want to have pairs talk about this for 2 or 3 minutes, and then have students talk about their classmates’ past Christmas gift wishes.

2. Tell the students they are going to reconstruct a text in which the narrator explains what he/she wants for Christmas, including the reasons for this. For the first part of the song lyrics, the students use the fireplace bricks: starting at the bottom of the fireplace above number 1, the students choose the following line by selecting one of the bricks in the row immediately above until they reach the last row at the top. Continue with 2, 3 and 4.

KEY:

1. I want a __ for Christmas / Only a will do / I don’t want a doll, no dinky Tinkertoy / I want a __ to play with and enjoy

2. I want a __ for Christmas / I don’t think Santa Claus will mind, do you? / He won’t have to use our dirty chimney flue / Just bring __ through the front door /
That’s the easy thing to do

3. I can see me now on Christmas morning / Creeping down the stairs / Oh, what joy and what surprise / When I open up my eyes / And see my __ standing there

4. I want a __ for Christmas / Only a __ will do / No __ , no __ / I only like __ / And __ like me too

3. Do your students know what this person wants for Christmas yet? Elicit a few ideas.

4. The students focus on the second part of the text. Display or give out copies of the stockings for students to put in the right order:

KEY : 1. Mom says a __ would eat me up but then / 2. teacher says a __ is a vegetarian / 3. There’s lots of room for __ in our two-car garage / 4. I’d feed __ there and wash __ there / 5. And give __ __ massage

Using the new information, allow a few minutes for students to write down what this person badly wants, providing reasons for their choice. Share a few of them with the whole group.

5. Tell the students they are now going to listen to the song and find out the answer. Ask them to fill in the blanks with the right words as they listen. “Hippopotamus”, “hippopotamuses”, “rhinoceros”, “rhinoceroses” or “crocodile” may well require some spelling work at some point, too!

6. Read this article with the students:

Discuss the following:
– In your opinion, which is the weirdest Christmas gift request in the list? And the funniest?
– Are any of these gift requests similar to the ones you and your classmates shared at the beginning of the lesson?
– What is the weirdest Christmas present you’ve ever wanted or received?
– Can any of these gift requests tell us something about a child’s personality? In what ways?

The rotating house

A couple of seasons of George Clarke’s “Amazing Spaces” were broadcast this summer on national public TV here in Spain. I had seen clips on the internet and knew about the show, but I didn’t know it’d be so addictive! Anyway, the main project in one of the seasons was the building of a space-saving, four-room house in which every floor is also a wall and it rotates on command! I thought I might well need a pencil and some paper to watch the last programme, and the following listening comprehension lesson for B1-B2 students was designed based on this.

1. Students watch the video till 1:07. Using the information in the video, ask the students to make a quick sketch of the project with whatever they think it might look like at this point. What potential problems can they see?

2. Now watch the video till 2:14. Pause the video and have the students compare the actual project with what they sketched in step 1. Discuss the differences.

3. Tell the students they are now going to watch the rest of the video and get to see how the rotating house works and what each room looks like. To check comprehension, the students use the worksheet below with four cubes for each room: 1. hallway; 2. kitchen, 3. bedroom and 4. living room. First, have the students read the box in the middle with a series of household objects and parts of the house. Then, tell them they will be drawing the ones they can see in the video in the right place within each cube. There are four words they won’t need!

4. Pause the video every now and then to allow time for students to draw inside the cubes and label the rooms, pieces of furniture or any other items. After each room, have a few students describe what the room looks like using prepositions of place. Which words in the box are not needed?

5. Ask the students to match the words to make compound nouns and adjectives used in the video. In pairs, the students decide how and why these compound nouns and adjectives were used in the video and write a short explanation: e.g. “vac-packed” was used in the bedroom to describe the wardrobe.

6. Discuss the following:

  • Would you live in this house? Why/Why not?
  • What do you like about the whole project?
  • Is there something in the rotating house you wouldn’t mind having at home?
  • Even if it doesn’t become a reality soon, do you think it could be used in the future in some way?

“The Great Gatsby”

1. Play the following: 

Have students write down 10 words they can think of while listening to this piece of music. Ask them to share a few words with their partner or team. 

Explain that jazz became very popular in the 1920s, influencing dances, fashion and culture.

2. Tell the students they are going to watch a party scene set in the 1920s where this type of music would be played. Play the clip with no sound so that the students can focus on the atmosphere. As they watch, the students tick any words from their previous list that they can see in the clip and add any other words that may help to describe the atmosphere. The students share their ideas. 

3. Explain to the students they are going to read a few extracts from a book set in the 1920s in the USA. Think-Pair-Share: the students write a question for the answers provided, first individually, then checking with their partner, and finally with the whole group. Notice that there are several answers provided for most questions, but the students should only focus on writing a question that can answer any of the options at this time.

4. Ask the students to look at the front and back covers of the book and to read the information. Which questions can they definitely answer? Which ones can they guess? Now they should be able to choose the correct answer to the questions with more than one option. Encourage the students to share any additional questions they may have about the story.

5. The students read the first extract and decide whether the sentences are true or false. If false, have them provide the right information using evidence from the text.

6. The students focus on 6 words and expressions from the text. They first match the words and expressions with their meanings. Then they read the text again and explain why each of these words or expressions are used in the story.

7. Play the following: 

Before watching the clip, read the following questions with the students: 

  • What’s the name of the man at the beginning of the clip?
  • Where does he live? 
  • What or who is he looking for? 
  • What is this man’s role in the story? 

Discuss the answers.

8. Have the students read the second extract belonging to the end of the novel and ask them to answer the questions. Allow enough time for students to answer the questions individually first, since most of them will ask them to provide their own personal reaction to the text. The students share their answers with the rest of the group. Is the information gap we have created distinctive enough to get the students to read the novel or watch the film?

9. Writing: Does money bring happiness? The students write a for and against essay on this topic. To help them with the planning stage, ask them to discuss a few statements with their partners first.