Games for Teaching English to Teenagers

 

While rote memorization and practice are important parts of teaching English to teenagers, games also help break up the monotony. Games encourage the teenagers to interact with one another and to think creatively and actively about the language they are using. Engage your teenagers using games that help them learn English by applying it to new and unique situations. Choose games that appeal to their interests and the activities going on in their lives, but remember that you have to contextualize them.
Mime: Give each teenager an English verb that they know. Ask them to act out the verb in front of the class, and ask the other teenagers to guess what verb they are acting out. This game is an interactive game that gets all of the students involved while asking them to think about what they are doing. Reward each student who guesses correctly with a piece of candy or some other prize. This activity is perfect for a high-energy class.

Run and Write: Divide the students into two teams and line them up on either side of the class. Ask them to think about words for a certain category, like body parts or things found in a house. At the signal, one member from each team runs up to the board to write a word from the category before running back and handing off the chalk or marker. Then the next person runs up and does the same. The round ends when everyone has had one or two turns. The team with the most unique words wins.
Telephone: Divide the teenagers into groups of four or five. Ask each group to declare a listener, who goes into the hall and receives a single line or phrase in English. When they return, ask each group to line up with the listener at the head of the line. Then the listener whispers the line into the ear of the person next in line, who transfers the line on. Have the player at the end of the line speak the phrase out loud and see how different it is from the original line.
Hot Seat: Divide the class into small groups and have them pick a group leader. The group leader is seated so he cannot see the board, and the teacher writes 10 English words on the board. Those in the group spend one minute going down the list and trying to get the leader to say the English words indicated. The teammates may only use English words to encourage their leader to guess. Each team takes its turn and the winning team is the one with the most words guessed.

DEFINING EDUCATIONAL INNOVATION

Language teaching professionals have built up a body of theoretical and practical knowledge since 1980s that has resulted in the formulation of various “innovative approaches to language teaching”. What exactly does the phrase “innovative approaches to language teaching” mean? This is not about the silent way, communicative approach or so. This is not concern here. The concern of this document focuses on why some new ideas or practices spread while others do not. More concretely, why does a new textbook succeed in the public education system of one country while identical materials fail in another? What must program directors at universities, public schools, and private sector institutions do to persuade teachers to use new ways of teaching? All language teaching professionals doubtless ask themselves such questions often. Yet, until recently, applied linguistics, the discipline that should provide language educators with the knowledge to answer such questions, has been noticeably silent on these issues. This silence is surprising, since understanding what determines the success or failure of new pedagogical ideas and practices is surely a crucial issue, especially for teacher educators. School school school Every school has a name but school is so lame school what can I say school im there like every day school is like a prison, you can nver escape school is like having a detencion every day school you tell us to do schoolwork and at home we have to do homework: school, school, school work, work, work study, study, study test, test, test it all goes trough my mind what else should i do might the principle think; . My school My rules My way or the hard way This is what i think --Known Author-- Educational innovation is an interesting topic, because there are many things that we as teachers have to take into account at the time to innovate our teaching methods, trying to make a success work, because although we really want to innovate is posible, in order to catch the attention of our students and also to feel that our job is nice, funny, and the most important to avoid those old methods, that make a interesting topic in a bored one; as is show in the poem above. By: Jessica Barquero Mora

I am a teacher inspired by Helen Keller and Anne Sullivan

Dear teachers and friends...

I really hope you read the following biography about Helen Keller. She is incredible, despite her deafblind; she got a lot of awards that we could imagine that a deafblind person will do.

Helen Keller was an author, political activist, and also, American deafblind speaker. And, Anne Sullivan taught Helen to touch things and then spelled out what the object was, in the hand of Helen. So, Helen learned to read.
To learn to write, Sullivan designed a board, corrugated so that a pencil could form letters.
To teach her to speak, Sullivan put Helen's hand in his throat so he could feel the vibrations created when communicating. Helen Sullivan was trying to form these same vibrations. This procedure was used to teach Helen to speak since his youth.

Helen Keller

Helen Adams Keller (June 27, 1880 – June 1, 1968) was an American author, political activist and lecturer. She was the first deafblind person to earn a Bachelor of Arts degree. The story of how Keller's teacher, Anne Sullivan, broke through the isolation imposed by a near complete lack of language, allowing the girl to blossom as she learned to communicate, has become known worldwide through the dramatic depictions of the play and film The Miracle Worker.

A prolific author, Keller was well traveled, and was outspoken in her opposition to war. A member of the Socialist Party USA and the Wobblies, she campaigned for women's suffrage, workers' rights and socialism, as well as many other leftist cause

Helen Keller was an author, political activist, and American speaker deafblind. For a while, Sullivan taught Helen in a cabin located on family property, to be separated from their overbearing parents. Anne Sullivan (Anne Sullivan had contracted a disease called trachoma, which impaired their vision. She was at the Perkins School for the Blind in Boston, where many operations were done to treat your disease. Her vision improved and became a model student, graduating with honors.
To help other blind children, Anne learned the manual alphabet and worked with a blind and deaf girl named Laura Bridgman. This experience would serve her for the future.) Allowed to touch things and then spelled out what the object was, in the hand of Helen. So, Helen learned to read.
To learn to write, Sullivan got his disciple a specially designed board, corrugated so that a pencil could form letters.
To teach him to speak, Sullivan put Helen's hand in his throat so he could feel the vibrations created when communicating. Helen Sullivan was trying to form these same vibrations. This procedure was used to teach Helen to speak since his youth.
His speech, however, remained unclear. It was not until years later that, with the help of the technique of a voice teacher and support from Annie, Helen was finally able to speak clearly.
Eventually Helen Keller went to Radcliffe College and graduated with honors. He published his first book in 1902, "The Story of My Life", the same was written by John Macy. Keller and Sullivan in 1898

Writings

Keller wrote a total of 12 published books and several articles.

One of her earliest pieces of writing, at age 11, was The Frost King (1891). There were allegations that this story had been plagiarized from The Frost Fairies by Margaret Canby. An investigation into the matter revealed that Keller may have experienced a case of cryptomnesia, which was that she had Canby's story read to her but forgot about it, while the memory remained in her subconscious.

At age 22, Keller published her autobiography, The Story of My Life (1903), with help from Sullivan and Sullivan's husband, John Macy. It includes words that Keller wrote and the story of her life up to age 21, and was written during her time in college.

Keller wrote The World I Live In in 1908 giving readers an insight into how she felt about the world. Out of the Dark, a series of essays on socialism, was published in 1913.

Her spiritual autobiography, My Religion, was published in 1927 and re-issued as Light in my Darkness. It advocates the teachings of Emanuel Swedenborg, the controversial mystic who gives a spiritual interpretation of the Last Judgment and second coming of Jesus Christ, and the movement named after him, Swedenborgianism.

Later life

Keller suffered a series of strokes in 1961 and spent the last years of her life at her home.

On September 14, 1964, President Lyndon B. Johnson awarded her the Presidential Medal of Freedom, one of the United States' highest two civilian honors. In 1965 she was elected to the National Women's Hall of Fame at the New York World's Fair.

Keller devoted much of her later life to raising funds for the American Foundation for the Blind. She died in her sleep on June 1, 1968 at her home, Arcan Ridge, located in Westport, Connecticut. A service was held in her honor at the National Cathedral in Washington, D.C. and her ashes were placed there next to her constant companions, Anne Sullivan and Polly Thompson.

Posthumous honors

Helen Keller as depicted on the Alabama state quarter

In 1999, Keller was listed in Gallup's Most Widely Admired People of the 20th Century.

In 2003, Alabama honored its native daughter on its state quarter.

The Helen Keller Hospital in Sheffield, Alabama is dedicated to her.

There are streets named after Helen Keller in Getafe, Spain and Lod, Israel.

A pre-school for the deaf and hard of hearing in Mysore, India, was originally named after Helen Keller by its founder K. K. Srinivasan.