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Introduction to Writing Play Scripts

Introduction to Writing Play Scripts

This is an introductory lesson designed to show learners the key features of play scripts. The lesson covers the key features students need to know and finishes with a task designed to get students to write part of their own script. A practical performing lesson could follow on from this lesson where students act out parts in each others plays or lead into students writing a full play script. The lesson objectives are: 1. To explore the conventions and features of a play script. 2. To examine a play script 3. To practise writing a play script
psyjess
The Hobbit- homework activity

The Hobbit- homework activity

This homework was composed to give students the chance to write down how they relate the story with their experience. Teacher can assess their grammar, and their understanding through their explanations.
pradhiniputri
What are you talking about? A fun and interactive speaking and listening game!

What are you talking about? A fun and interactive speaking and listening game!

This resource is great for students of all ages, I have played it with every year group in my school and they love it. Students work in two teams and take turns selecting a member of their team to take a seat with their back to the board. A series of images are then displayed in relation to a selected topic. The individual with their back to the board must try to guess what the image is by listening to the clues their team-mates give them. 3 versions of the game included but you can create your own by replacing images.
daveyarmz
Checking into a Hotel: role play and whole lesson with worksheets EFL TEFL

Checking into a Hotel: role play and whole lesson with worksheets EFL TEFL

Checking in to a Hotel Key expressions: receptionist, manager, customer, reception, rooms, bar, restaurant, bathroom, I booked a room for this weekend, let me check your details, here is your room key, breakfast is served from... 1) Students learn vocabulary associated with checking in to a hotel. -PPT introduces key expressions through a ‘virtual tour’ of a fictional hotel. 3) In teams they compete to win points in a quiz based on what they just saw. 4) Students then practice the checking in dialogue through a pair based role play. 5) Finally using worksheets they can put the dialogue into the correct order, complete a crossword, match the hotel facilities to the pictures and finally write a short opinion based piece on whether they would choose to stay at this particular hotel. *The PPT and worksheets have Korean translations of the English vocabulary however these can be easily amended as I have included both PDF and word document files.
lofford1
Cinderella-the sequel. A play for young English learners

Cinderella-the sequel. A play for young English learners

This is a short play I wrote for an English summer camp concert. It's suitable for learners up to about 12 or 13 years of age. It takes about 7 to 10 minutes. The main aim is to give them a chance to use their English in a fun setting. There are 13 characters in the play but it would be easy to add or remove characters. I've included a Word document for those of you who would like to edit the play for your class or group. My 11- to-13- year-olds loved doing this play, which was easy enough for them to learn in about 4 days. I hope yours enjoy it too!
mbrizz
Playing for the Team.  A resource for EAL/D Middle Years students.

Playing for the Team. A resource for EAL/D Middle Years students.

EAL/D Bundle for teachers of Middle Years students. The resources in this bundle have been prepared for EAL/D students with personal backgrounds where limited literacy is common. These materials also are appropriate for EAL/D students from literate backgrounds and for mainstream students aged 11 - 14 in need of additional literacy support. The focus of these resources is the story, ‘Playing for the Team’. This is an original story presented in three different versions. Version 1 is the simplest form of the story, whilst the ideas, language and vocabulary of Version 3 are more complex and sophisticated. The key objective addressed in these resources is student competency in reading for meaning, and understanding how reading comprehension ‘works’ within three levels; literal, inferential, reflective (also known as evaluative). Supporting materials include a suggested teaching sequence for a series of lessons, explicit teaching strategies and notes for teachers. Resources for students include learning activities on vocabulary, story sequence, read & retell strategies and three levels of comprehension.
robynocon
'Playing for the Team'. A story to support the learning of Reading Comprehension for EAL/D students.

'Playing for the Team'. A story to support the learning of Reading Comprehension for EAL/D students.

'Playing for the Team' is a story presented in three different, but related versions. Version 1 is a simple story about a football team. The code is not identified, so students with an interest in any form of football should find interest in the story. Version 3 contains the most sophisticated language and is the most complex version of 'Playing for the Team'. The story supports explicit teaching strategies for teaching working with EAL/D students as they learn about three levels of reading comprehension. Related resources and targeted student work-pages are included in additional resources also with the title, 'Playing for the Team'.
robynocon