Tuesday, 09 February 2016 11:47

The TEFL Lemon 'Juicy Warmers' Pack

Are you looking for TEFL warmers and ESL games for your English classes? You've come to the right page! Scroll to the bottom to download the free Juicy TEFL Warmers PDF Pack!

What is The Big Juicy Warmers Pack?

The TEFL Lemon Big Juicy Warmers Pack is a massive Warmers and Games PDF, crammed-full of TEFL warmers, TEFL games, ESL activities, English speaking activities, TEFL roleplays and more English games than you can shake a stick at!

This free PDF is pack is 100% TESL teaching GOLD!!!!

Whenever you teach English classes, you should always consider starting off your class with a fun warmer to raise those energy levels in your students and to help them relax and get ready for your classes.

Follow Us on Facebook!

Download the TEFL Lemon Big Juicy Warmers pack below and Like our TEFL Lemon Facebook Page here. We have fresh TEFL games and warmers daily.
Lost was an HBO smash hit about a plane which crashes onto a deserted island thousands of miles from anywhere and the world believes the plane lost. In reality, many of the passengers are still very much alive. Lost continued for many years.

This is a supplementary activity for intermediate or advanced students who want to learn a few verbs in present continuous form which they may not have come across before. Advanced level students are always eager to come across new words and this is an exciting way to teach them something different.

To run this high-level present continuous TV lesson, you'll need the first episode of Lost Season 1 of Lost S01E01 - you can download this here. 

Before class, you should print out the jigsaw puzzle containing the words on page 3. You need to arrange your students into groups of three; you should make one copy per group. Cut up the puzzle pieces using scissors or a craft knife and paper clip the pieces together. Each group of three will now have a neat bundle of puzzle pieces. Remember to shuffle up each group’s pieces before you paperclip them together! (Tip: white card is better than white paper.)
In class:
Play the first episode of Lost (season one), where the plane crashes onto a desert island and everyone is in a state of panic and shock. Groups need to watch the movie and put the puzzle pieces into a pile in the order that they see the action. When the movie clip has finished, the students should put the pieces together from left to right, then right to left, then left to right, then right to left (as shown on page 4). If they have got the order right, then the puzzle should fit neatly together.
You should play the episode from the very start until 15:16mins. You might want to play the clip twice if your students need to see it again. 
Have fun! 
Published in Movie lessons
In the autumn of 1888, Victorian London was gripped by a terror which it had never known before or since. Street prostitutes were being picked up by an unknown man and ripped to pieces before being left in the streets. To this day, the mystery of Jack the Ripper still intrigues and mystifies millions around the world. 

In this very dark ESL lesson strictly for adults, students will learn more about Jack the Ripper, what it was like to live in London in Victorian times and have their English lesson venture into the macbre. A real twist on the normal English lesson!

To buy the Jack the Ripper DVD to go with this ESL movie plan click here

You have a choice of ways to go with this compelling Jack the Ripper lesson. There is a Jack the Ripper reading comprehension exercise for your adult students as well as some macabre creative writing activites, one where students write a gory letter to police and the newspapers, and another where students write a newspaper article about recent Jack the Ripper murders in Whitechapel, London. A third activity is where your ESL students design their own Police Wanted Poster bearing the face and crimes of the bloody killer.

Finally, there is a gruesome Jack the Ripper ESL roleplay, where adult students can play Jack the Ripper himself, eyewitnesses, publicans, prostitutes, police, journalists and other Victorian London vagabonds! Great for Halloween!

I hope you enjoy this very cool and very sinister ESL lesson about Jack the Ripper!

Written by Stuart Allen
Published in Movie lessons
In Back to the Future, Marty McFly accidentally travels back in time in a DeLorean time machine and finds himself in 1955 with no way of getting back. His hometown is completely different with the music, fashion, shops, streets and people all from the past. 

Back to the Future can be used with intermediate and advanced level English classes when on a unit about travel, talking about the past or talking about the future. Show your ESL class the clips shown in the lesson plan below, then give out the character roleplay cards. Students then do a Back to the Future roleplay.

Need to download the movie for your ESL class? Click here to go to Amazon, you'll be helping us too!

Your students watch clips of the movie and then play characters such as Marty McFly, Biff, 3D, Doc Brown, Lorraine Baines, Goldie Wilson, George McFly, Mr. Strickland, etc. Awesome English lesson!!

Written by Stuart Allen

Stuart Allen
Published in Movie lessons
Dry Your Eyes by The Streets is a song about a guy who has just broken up with his girlfriend. He feels really sad and cut up by the breakup and wants to get back with her, but she doesn't feel the same way. Everyone has been hurt at one time in their lives by a breakup and will be able to emphasize with this song. It's good to use with Intermediate and above ESL students.

Need Dry Your Eyes mp3 for this ESL song lesson? Click here - you'll be supporting us to keep going as well.

Please note this song has two swear words (f*ck x2). You can find a clean version of this song online and alter the lyrics above.

What to Do in Class
1. Play the song once and ask the students to tell you what the song is about. It is about a man who has just been dumped by his girlfriend, and he is heartbroken. He doesn’t want it to be over.
2. Hand out lyrics and go through them together discussing what they mean.

3. The yellow highlights are the details of what he and she did just after she told him it was over

4. The blue highlights are what he said to her at the same time  The green highlights are what he feels about the break up. The choruses describe his friend’s advice to him later on
5. There’s a lot of lyrics here, but hopefully your students’ level will be high enough that you don’t need to spend a lot of time going over new language. 10 to 15 minutes should be ideal.
6. Play the song again so they can listen to it and read along. Students find listening to a song after they’ve learned the lyrics very motivating tool
7. Then go on to the activity
1. Put students in pairs.
2. If they are a boy and a girl pair get them to reenact the break-up: they obviously will use what is in the song, but tell them they should add to it, starting with the girl telling him it’s over. They can swap roles if they like, with the girl having been dumped by the boy.
3. If they are a boy and a boy pair get them to reenact the conversation between the boy in the song and his friend following the break-up: they will use the words in the chorus, but also need to add to it with the boy telling his friend about the break-up
4. If they are a girl and a girl pair, get them to swap roles with the men in the song: so, the girl has been dumped and his telling her girl friend about it, who then gives her advice. See number 3.
This is a great activity for students to use real English that is provided in the song, and to learn and reinforce language that describes action
5. Give them 25-30 minutes to prepare.
6. Get each pair to perform their dialogue to the class. Not suitable for large classes, because there will be too many pairs.
Description: a song about a break-up with a dialogue activity
Time: 60 minutes
Level: Intermediate and higher
Keywords: love, relationships, dialogue, conversation, action verbs, present continuous

by Phil Senior

Phil Senior is a British teacher living and working in Xi'an. Phil is an ESL materials specialist having written course materials for EF Education First in China, Russia and Indonesia. Some of his work will be used for the Brazil 2016 Olympics. He is also a former IELTS examiner for The British Council.
Published in Song lessons
Monday, 11 January 2016 20:44

TEFL Roleplays

TEFL Roleplays

We all know the drill, role plays are supposed to be an integral part of the way in which we teach English. They are supposed to give the students the chance to practise and ultimately present what they have learnt to you and their peers.
So the questions are, why do students seem to reject them so much and do they really get the maximum benefit out of them.
When I first started my teaching, I came armed with the notion that role plays were a fun and productive way of producing the language I had taught to my pupils. However, for me it did not take long for me to see that students rarely seemed to enjoy the process and I also began to ask myself, what do they really get out of it? I mean, who actually goes into a supermarket in England ask for a banana? No one, we might ask where it is, but we certainly never ask for it.

So it became, that for a good length of time, role plays were removed from my lesson plans, until I sat in on an very good workshop which addressed them.
Most conventional methods, would have you give students a quick section of set dialogue from which to read, memorise and then repeat. They do not actually become more comfortable with a the language and actually all it really achieves is the students being able to recite a  monotonous well rehearsed play. The new approach I learnt to take with role plays is to let them take control of the language.

Role play 1
Dialogue Prompts

As I've shown, we have all made the mistake of giving out a set dialogue, which the students can simply read out. However, a more beneficial and challenging method, would be to hand out the same dialogue, but with prompts as to what they should say in that situation. For example instead of: A: “What would you like to order” the hand out would read: A: “ask the customer for their order.”

This approach allows the student to experiment with the language they learn and if used regularly, will actually benefit them when they need to improvise in real life situations. Additionally, instead of multiple replays of the same dialogue, there will be uncountable variations in the different dialogues, allowing students to learn from each other.
Role play 2
The random role play

This is a great filler for the end of the class to simply get students talking and having fun. The results can be hilarious. As a teacher, prepare four paper dice. On one dice write different characters (policeman, doctor, nurse etc), on another you would write a mood for the role play (angry, happy, sad), on the third write a setting for the event (stadium, hospital, school) and finally on the fourth you would write about the topic of the conversation or something which is happening during the conversation (birthday party, there is a fire or my personal favourite, there is a monkey!)

You allow the pairs to roll the dice until their characters have been determined and the rest has been decided. You then allow them to write their own dialogues based on what they rolled on the dice. You then sit back and listen to the most hilarious conversations you have ever heard in your life.

You may ask yourself what the point is in this, what is the target language etc, but I think it is essential just to see this as language practise and experimentation, something which I believe there may not be enough of in English learning classes. It is designed to allow the students free reign of the language used and can be an excellent tool to really judge their levels.

This same idea can also be applied to story writing, it will definitely make your marking more interesting.
Role play 3
The Big One

Many teachers incorrectly believe that a role play has to be just two students conversing over a set topic. This really does not be the case, if you have a large class, why not split them into small groups and assign them a role to fulfil in a larger role play. I will warn you though, this one does take some planning
My favourite setting for this particular role play is the court room. Give students information on a murder, including who the police believe did it and also some physical evidence. Then assign roles to each of the students, for example, defence, defendant, prosecutor, jury, witness and judge.

Give them time to set their stories and then begin a mock trial, with witness and defendant telling their side of the story, the defence and prosecution cross examining and then giving a final speech, the jury must then deliver its verdict with reasons and the judge must then deliver his sentence with reasons. It is a fantastic activity and the students adore it, the results can be extremely entertaining for you as well. One time in particular I wasn't even part of the court scene and one particularly creative defendant managed to convince the judge and jury that I was the guilty party.

There are many possible ideas for a larger role play, for example a detective murder mystery or in the boardroom trying to negotiate a deal for the business students.

It can be a great role play for weaker students as the stronger students will support them and they are required to speak and improvise as they are needed to fulfill a specific role.

Role plays really are significant in helping students learn to speak any language. However currently they are being used to simply learn a fixed dialogue which in a real life setting is often far from the norm. For students to really gain the full benefit, they must be able to experiment with their language, so they are able to improvise with it outside of the classroom setting. This way, when they are asked by a shop keeper if they have “another quid” they won't be shocked that her or she diverged from the set routine that they learnt and actually be able to recover the situation.
By Peter Whitfield

Peter is a born traveller having spent time in Brazil, Latvia, Germany, Spain and Zambia. He hiked 800km through the Pyrenees (carrying all of his own supplies) and conducted scientific research in Brazilian rainforests. He is currently teaching English in Indonesia. Peter welcomes connecting with all new people and you can check out his profile and get in touch with him here or at Twitter - @PeterWhitfield2.

facebook twitter instagram pintrest google tumblr linkedin youtube

Tel: +86 29 89312020
Email: teachers@rayenglish.com
Skype: RAY.English.Recruitment
WeChat: The-4-Horsemen
QQ: 1153625407