LOST AND FOUND

I once was lost but now I am found.

 

1. WORKSHEET: Ideas are tricky to convey in a second language class! Illustrations can be more powerful than words–especially in the realm of ideas! Print a “cartoon” worksheet for each student to fill in and keep.

 

2. VOCABULARY: Learning new vocabulary words can become tedious. Try exercises that train students to think and use reasoning skills while they learn new vocabulary.

A. Rich: To have a lot of money.

B. Foolish: Lacking good sense or judgement.

C. Inheritance: A gift from parents or relatives.

D. Impress: To gain admiration.

E. Ashamed: To feel embarrassed or guilty.

F. Forgive: To pardon or not punish.

G. Angry: Opposite of happy.

H. Apologize: To say you are sorry.

I.  Worthy: To have great value.

COMPETITION

A. Before class write the list of vocabulary words on the board.

B. Pronounce each word. Students repeat.

C. Explain the contest! Teams of 2-3 race to look up the words and compose one example sentence using the word. First team to give the definition and use the word correctly in a sentence scores 2 points. Other teams can score 2 points for a correct sentence.

D. Do all the vocabulary words in turn.

 

3. LOST ITEM

Pretend you have lost your flat/room key. Ask the class to help you look for your lost key. Act alarmed! Keep saying you can’t believe the key is lost. After 2-3MIN be tricky and put it where one of the students will find it. When that student finds the key – act very excited and be thrilled the lost key has been found!

 

4. PERSONAL STORY: Can you guess what Book is 10% exposition, 15% poetry, and 75% narrative/story? Story is powerful. Personal stories are a good device to reveal something about yourself, your dreams, your ideas, or experiences.

A. Tell about a time you lost then found something.

B. Students tell their group/neighbor about a time they lost then found something.

 

5. CHARLIE CHAPLIN DIALOG: Charlie Chaplin was the star of silent movies. Silent movies were popular in the early 20th century because new immigrants to the US could enjoy them without knowing English. This clever type of dialog and activity introduces the theme of the lesson.

A. Write the dialog on a paper. Ask two volunteers to come to the front and say the dialog to the class three times.

B. The fourth time, the two volunteers are silent — just mouth the words– while the class says the dialog aloud! Prompt them if necessary.

DIALOG:

A: Did you hear what my friend did?

B: What did he do this time?

A: He spent all his money on wild parties.

B: His father must be very angry!

 

6. LOST AND FOUND: Story

Language class is very predictable — with drills and recitation. Theatre in the

classroom is magic. To pretend and imagine is universal.

A. Listen to the podcast and rehearse telling the story before class.

B. This is theater. Select volunteers to be the actors and perform the story. Get as many students involved as possible. Use simple signs and props to make the story come alive!

C. You TELL the story and the actors act. If you have a large class let many groups perform at once!

 

7. QUESTIONS: Jingle Bells

Questions can teach students HOW to think rather than WHAT to think.

Ask questions that will require reason and imagination.

Two Teams: The first person on each team stands with their hands on the desk with the bell between them. Ask a question. The first person to ring the bell answers the question–1PT.  Those 2 people go to the end of the line and the next person in each line comes up. Try candy as a prize!

1. Describe the rich man’s sons.

2. Which son are you most like?

3. What happened to the young son’s inheritance?

4. Fill in the blank: The young son _ _ _ _ _ to go home _ _ _ _ _.

5. Why do you think the father forgave his son?

6. Imagine you were the younger son–would you have gone home? Why or why not?

7. Imagine you were the father–what would you have done?

8. Imagine you were the older brother–what would you have done?

9. Why is it so hard to forgive some people–but not other people?

 

8. WHAT HAPPENED NEXT?: Begin re-telling the story line-by-line — but stop and let the students yell out the end of each line.

 

9. SECOND CHANCE: TV Commercial

Apply the ideas in the lesson in an imaginary TV commercial.

Second chance – to be given another opportunity.

QUESTIONS

A. What does a person need to do to deserve a second chance?

B. Is there ever a time when a person does not deserve a second chance?

C. How many second chances do people deserve–7 times 70?

D. QUOTE: Though no one can go back and make a brand new start–anyone can start from now and make a brand new ending.

TV COMMERCIAL

Small groups create a 30SEC TV commercial about getting a second chance. Perform for the class.

 

10. RE-TELL THE STORY

A. Make small groups. Each group will pretend a pen/pencil is the microphone.

Have one student begin telling the story. When you give a signal they are to pass the microphone and the next student shall continue the story. Continue until all have a turn. The last person should finish the story.

B. Then mix up the students and divide them into new groups to re-tell the story again.