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BIRTHDAY PARTY TRADITIONS in the English-Speaking World – a look at English social habits that can also be used as fun learning games

2/1/2016

2 Comments

 
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​Traditions are the glue which hold society together – we may have different opinions, political views, different religions and awkward characters but our common traditions keep us together.
 
December and January in my family are also the birthday months of my children (24th December for my daughter / 24th January for my son) and I have always followed British birthday party traditions despite living abroad.
 
Moving from country to country I realized that even simple, apparently less important celebrations such as birthday parties for children and youngsters differ greatly.  We, in Great Britain, have quite traditional activities for younger children at birthday parties while organizing a party for teenagers that is fun can be quite demanding.
Immagine
​I realized that a BIRTHDAY LESSON Plan can give insight into lesser British traditions and at the same time many Birthday Party Games can be adapted for learning languages as well.  
 
So how do children under the age of 10 celebrate a typical home birthday party?  For those families who do not want to or cannot spend money on hiring an entertainer or magician, for those who prefer not to go to a ‘bouncy castle’ park or other location for birthday events outside the home, there are fun traditional games which do involve adult organization but make a birthday a special play date – different from when friends just come over to play (I discovered that in Italy children just play freely making it no different from any other occasion and due to the higher number of guests than normal, mayhem usually occurs.)
 
When the young guests arrive the presents are all collected on a low table and the children sit neatly in a circle while the birthday child opens the presents one by one, admiring and thanking as he goes.
 
Then it is time for the traditional organized games (this is where I had great difficulty convincing Italian children that they had to participate in the games I organized and not just play around as they liked).
  • PASS THE PARCEL:  a small present wrapped in wrapping paper and then covered with many layers of newspaper occasionally interspersed with loose presents (a fun coloured pencil, an unusual eraser, a whistle… all small things of little value) is put in the centre of the circle where the children sit cross-legged.  When the music starts the children pass the parcel and when the music stops the child holding the package takes off a layer of newspaper in the hope of finding a present.  If he finds it he may keep it.    (For lessons one can see which child know the name of the object in English first and maybe award points dividing the children into two teams).
  • OBJECTS ON A TRAY:  a tray of about 10 different objects is put in the centre of the circle and the children have one minute to memorise them all.  Then the tray is taken away and the children have to write down as many objects as they can remember.  There is usually a small prize for the winner.  In all these games sweets are usually given as a consolation prize to those who did not win.  (For lessons make sure they all know the names of the objects in English before playing the game).
  • MUSICAL CHAIRS:  chairs are put back to back with one chair less than the number of children present.  Then they all stand and start walking around the chairs until the music stops.  They have to all sit down and the person left standing is ‘out’.  Then one chair is taken away and the game restarts.    (For lessons one can use songs or nursery rhymes you have been studying).
  • TREASURE HUNT:  two teams look for cards of their team colour with clues leading to the next clue until each reach their own treasure.  The first team to find their treasure is the winner.  (For lessons the clues have to be in simple English according to the level of the students).
  • SHERADES:  in teams students mime something familiar (a film / book / song / animal) to their own team to gain points and a prize at the end.  (For lessons they have to be able to express themselves in English).
  • PIN THE TAIL ON THE DONKEY:  with a blindfold the children have to pin (or stick with tape/blue tack) a tail on the large picture of a donkey and see if they guess the right place.  (For lessons the others can help by shouting ‘up / down / left / right’).
  • MUSICAL STATUES and MUSICAL BUMPS:  Everyone dances until the music stops.  In MUSICAL STATUES they have to all freeze like statues and anyone who moves even slightly is ‘out’ whilst in MUSICAL BUMPS they all have to sit very quickly on the floor and the last person to sit down is ‘out’.  An adult decides who is ‘out’.  Then the game restarts.    (For lessons one can use songs or nursery rhymes you have been studying).
  • SIMON SAYS:  A leader is ‘Simon’ and calls out a series of commands that the children have to follow like ‘Simon says put your hands in the air’.  The children must follow any order that begins with ‘Simon says . . .’ When the leader gives some orders without beginning with ‘Simon says’ such as ‘turn around’ the children who do this task by mistake are ‘out’.  (For lessons one can use actions that the children have been learing).
 
There are many other traditional games as well as new technological ones but the important thing is for the children to interact all together at the party and not break up into small groups.
Immagine
ELTpics
​Obviously the party ends with lots of finger food (small sandwiches, fairy cakes, crisps) and of course the astonishingly shaped* home-made birthday cake with traditional song and blowing of candles. 
(For lessons make sure they pronounce HAPPY BIRTHDAY correctly by ‘spitting’ the ‘TH’ sound like in the ordinal numbers (10th) and not making it a soft sound like in mother.).
 
In Great Britain it is customary for the birthday child to give small ‘going home presents’ to the guests as they leave (which are inexpensive tokens of gratitude).
Immagine
What about those aged 10 upwards – how do they celebrate a typical birthday party? 
A theme is very often chosen.
 
For my son’s 10th birthday party I organized a surprise ‘flight’ to a mystery destination.  Everything from the ‘flight ticket invitations’, to the airport check-in on arrival and the ‘flight’ by car to the mystery destination, which was a tiny light aircraft local airport for a guided tour of the two-seater planes and how they worked.  The airplane shaped cake and the History of Flight video ended the party for my airplane crazy son who is now 18 and already training for his second pilot licence.
 
For my daughter 10th birthday in December the theme was a spy training camp for which I started sending out mystery invitations to decode every week starting in October and no one (not even my own children) knew where they came from.  It all ended on the day of the party with lots of spy gadgets and fun from finger prints to shooting pop guns and working out how to unlock the treasure chests with a mystery code.
 
Birthday parties are a big event in our tradition even for teenagers where the treasure hunt can be at the town mall picking up the unexpected presents from shop to shop on the way…
 
How do you celebrate birthday parties where you live?  Please leave comments below in a wonderful exchange…
 
I hope you have fun with these traditional birthday party activites.
Susan
 
  • See cookery books like:
‘Women’s Weekly Children’s Birthday Cake Book’
http://www.appliancesonlineblog.com.au/cooking/why-the-womens-weekly-childrens-birthday-cake-book-is-the-best-cookbook-ever-written/
my_birthday_is_on….doc
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Repetitive PRESCHOOL NATIVITY PLAY SONG – a way of acting out the Nativity while learning adjectives, vocabulary, verbs, EMOTIONS, singing a nursery rhyme and Christmas Carol as well…

23/11/2015

32 Comments

 
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Preschoolers (and younger Primary School children) love singing to movements.  I invented this Preschool Nativity Play Song to act out the Nativity so as to learn not only the story but also a lot of vocabulary as well.
 
We usually do it altogether, assigning just the main roles to a few but everyone else joining in at the same time.  The more dramatic the movements, the more meaningful and fun:  father’s long long beard reaches the ground (pulling it from our chins), we put our hands up on our heads to imitate the donkey’s long long ears, and so on …
 
Depending on the size of the group we sometimes improvise costumes as well, or one of the bigger children as a donkey – we often make crowns for the Wise Men and a few ‘presents’ before starting the song.  Anything to make it fun and memorable.
 
I am posting it well ahead of time because some teachers like to do it as a one-off activity whilst others like to practise it for an upcoming Christmas show.
 
Either way, you can download the NATIVITY SONG and suggested tune in the audio below. 
 
Hope the children enjoy it!
Susan
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the_nativity_play_song_for_speak___travel.pdf
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the_nativity_play_song_-_only_english.m4a
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DO / GO / PLAY Sports – HAPPY FAMILIES GAME created with younger students – a fun activity to practice the different verbs with sports after having MADE THE GAME TOGETHER with the students…

13/11/2015

1 Comment

 
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GETTING STUDENTS INVOLVED IN LESSON PREPARATION will make the CONTENTS MORE MEMORABLE...

​Previous to the digital era I had dedicated many days to preparing a large set of Happy Families cards based on vocabulary sets:  cutting out pictures from magazines, writing in beautiful handwriting in different colours, covering the cards back and front with transparent sticky film - no laminating in those days.  After much fun play in class, my bag of carefully homemade teaching resources was stolen from my car together with my old school uniform, I kept to show my students.  So I lost all motivation to create a new set.
 
Recently, however, I felt the need for that very useful game and realized that in the digital age it would be much easier to recreate.  I suddenly realized how well it would also work with verbs and am now in the process of making a pack of cards for verbs and another for vocabulary which I shall share in due course.
 
Not having any cards ready, yesterday I decided to involve my preschool group in creating three simple sets and explaining the rules at the same time.  THE GAME WAS A HUGE SUCCESS because, HAVING PARTICIPATED IN ITS CREATION, it was EASIER TO REMEMBER THE VOCABULARY and WORDS.  As a result I have decided I will involve my younger children in lesson preparation more often in order to make learning more memorable for them.
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For those who don’t know how to play HAPPY FAMILIES:
  1. Deal out the cards face down to all the players (in groups of min 3-5)
(we only had these few cards because there were only 3 children so you will have to make some more if you have a biggr group).
  1. Look at the cards and put similar sets together.
  2. The object of the game is to collect a set, a family.  The first word is your card so you have to ask for the other three.
  3. Ask your partner:  Have you got “go swimming?”
  4. Yes, I have. – The player passes the card and the winning player asks another person.
  5. No, I haven’t. – The player who replied no asks another person.
The winner is the player to have the most ‘families’.
 
You can download the game below.  I shall share the new ones I make in due course (more elaborate including tense changes).
 
Hope you have fun with it!
Susan

P.S.  Someone rightly noticed that I wrote 'do' climbing instead of 'go'.  This was because the little girl who suggested it to me 'does' climbing on a wall in a local gym and on the spur of the moment I considered it equivalent to what gymnasts 'do'.  I will make sure I put it with 'go' on the new cards I make because it is effectively and outdoor sport.

happy_families_preschool_-_do_sports.pdf
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happy_families_preschool_-_go_sports.pdf
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happy_families_preschool_-_play_sports.pdf
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STORYTIME:  exploiting the magic world of books for children and their illustrations

19/10/2015

26 Comments

 
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from PEACE AT LAST by Jill Murphy (Macmillan)
Children will listen in awe if you read them a captivating story using plenty of expression!  The illustrations help comprehension even though I must admit that when I read a story to young learners of English, I read and translate it orally sentence by sentence as I’m going along – recording it for them to listen to again and again.  This exception to my rule of never translating is to incentivate children to be patient and hear the story out until the end.  Some of the children I teach are still toddlers and until about the age of 10 I feel they need this support.  I try to explain the meaning from age 11 upwards rather than translating. 

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PEACE AT LAST by Jill Murphy (Macmillan)
In today’s age of technology where everything is ‘consumed’ at full speed or immediately abandoned at the first waning of interest, books start losing their appeal early on in life and so people miss out on so much in the wonderful world of books where your imagination may wander….  Translating for younger children also allows us to enjoy a little more complicated stories rather than limiting ourselves to the few simpler books.  
 
Children’s books have the most wonderful illustrations and so, occasionally, I take a picture and separate the different parts of it together with my students so we can describe the individual details and appreciate their artistic beauty.  My students love them.  I then laminate these individual parts of the picture and we play games with them to learn the vocabulary and expressions.  The most popular and effective game for learning the vocabulary and expressions is ‘Snap’, whereby I say each word or expression as they turn the cards to connect the visual aid with the sound of the word for the younger ones and to teach the pronunciation of the written word to the older ones.  After a few games I try to get them to say the words instead.
 
This activity of looking at the illustrations in detail proves to be very popular with my students who then enjoy looking at the details in the illustrations of their own reading books at home.
 
Hope you like this idea!
Susan
​​
26 Comments

FOCUS on CHILDREN & TEENS:   Memorising DATE-WEATHER-TIME-SEASON and useful end-of-lesson EXPRESSIONS in SONGS and CHANTS

10/10/2015

1 Comment

 
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Children and youngsters thrive when there is structure in their life:  so starting and ending lessons in a familiar way rounds them off.  Particularly at the beginning of the school year and for various months following I like to start off lessons with songs and chants which introduce and revise the date, weather, time and seasons.
 
These introductory chants are not only meant to be sung repetitively but are meant to introduce the various topics:  when we speak of the date we possibly look for and stick up the corresponding day, date and month on the board.  (I have laminated sticky-backed ‘signs’ to substitute day by day – see picture). 
 
As for the weather, once we have imitated the various kinds of weather with gestures during the chant, I have various cards which they can in turn hold up asking their friends, “Is it sunny?”, “No, it’s not / Yes, it is,” until they can also stick the appropriate weather card on the board. 
 
We practise saying different times and seasons according to whim and so all these activities consolidate their knowledge of dates, cardinal and ordinal numbers, years and times – numbers in a foreign language being a notable hurdle even for adults.
 
The end of the lesson is usually rounded off singing a few expressions to tidy up and wish a nice time until our next appointment.  These are useful expressions which can also be used in everyday life.
 
So below you have the scripts and audios to all these chants to download.
 
Hope you have fun using them!
Susan
chants_as_lesson_starters___finishers_with_youngsters.pdf
File Size: 88 kb
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1._whats_the_date_today___with_pronunciation__-_song.m4a
File Size: 235 kb
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2._days_song-__monday_monday_monday....m4a
File Size: 318 kb
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3._date_ordinals_chant-__its_the_first_of_january....m4a
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4._months_chant.m4a
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5._2015_is_the_year_-_chant.m4a
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6._whats_the_weather_like__-_song.m4a
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7._what_season_is_it__-_song.m4a
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8._whats_the_time__-_chant.m4a
File Size: 331 kb
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9._how_are_you__-_song.m4a
File Size: 189 kb
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10._lets_tidy_up__-_chant.m4a
File Size: 130 kb
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11._see_you_next_week__-_song.m4a
File Size: 160 kb
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12._see_you_tomorrow__-_song.m4a
File Size: 108 kb
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13.have_a_nice_day__-song.m4a
File Size: 263 kb
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Focus on CHILDREN - acting GOLDILOCKS! – recycling language in adapted versions of Nursery Tales and singing NURSERY RHYMES to PROMOTE FLUENCY

1/9/2015

24 Comments

 
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Repetitive NURSERY RHYMES with their easy rhythmic tunes and well-known NURSERY TALES lend themselves to SINGING and ACTING:  two activities which children love doing!!

Many years ago I ADAPTED three NURSERY TALES in increasing difficulty to RECYCLE the most important LANGUAGE we had learnt during the school year.  Children loved it and parents enjoyed watching their children's progress.  HAVING FUN was another key element to making sure they learnt EXPRESSIONS IN A MEANINGFUL CONTEXT.

NURSERY RHYMES can also be ACTED OUT whilst they are being SUNG to consolidate their meaning and enable children to pronounce somewhat complicated sentences to PAVE THEIR WAY TO FLUENCY...

GOLDILOCKS is the second in order of difficulty of the three to download with the pronunciation guide as well to help children practise alone at home.  (See previous post dated 9th July 2015 for the easier LITTLE RED RIDING HOOD).  In those days children had no other way of practising autonomously.  Nowadays I prefer to RECORD AUDIOS of the pronunciations for them TO LISTEN TO REPEATEDLY all collected in a Dropbox folder for easy access.  Try these out!

Hope you have fun with it!
Susan

goldilocks___the_three_bears.pdf
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goldilocks___the_three_bears.mp3
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FLUENCY TIPS - the trick to PRONOUNCING LONG COMPLICATED SENTENCES...

14/7/2015

7 Comments

 
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Everyone stumbles at some point on a longer sentence, be it beginner, intermediate or advanced, young or old... but many years ago I read a very simple TRICK which WORKS INFALLIBLY every time and your students gain lots of confidence in a jiffy:  prepare saying it backwards!

Here's a phrase you want your students to be able to say fluently:
Are you wearing your yellow sweater to school?
No, I don't want to wear that today!


You prompt and they copy:
school
to school
sweater to school
yellow sweater to school
your yellow sweater to school
wearing your yellow sweater to school
you wearing your yellow sweater to school
Are you wearing your yellow sweater to school?

today
that today
wear that today
to wear that today
want to wear that today
don't want to wear that today
I don't want to wear that today!

It might seem incredible, but it works every time and students gain confidence in their ability to pronounce language they may not fully grasp!

Try it out and have fun!
Susan

Update:  Try out my 
LISTEN & REPEAT exercises to BOOST YOUR FLUENCY from my Video Course
and if you find them useful SUBSCRIBE HERE for UPDATES on my VIDEO COURSES to do in 10 mins a day AT YOUR OWN PACE.
Also:  Try out my  
LISTENING COMPREHENSION with Susan’s A WEARY TRAVELLER'S TALES on my YouTube Channel:
7 Comments

Focus on CHILDREN - acting LITTLE RED RIDING HOOD! – recycling language in adapted versions of Nursery Tales and singing NURSERY RHYMES to PROMOTE FLUENCY

9/7/2015

0 Comments

 
Picture
Repetitive NURSERY RHYMES with their easy rhythmic tunes and well-known NURSERY TALES lend themselves to SINGING and ACTING: two activities which children love doing!!

Many years ago I ADAPTED three NURSERY TALES in increasing difficulty to RECYCLE the most important LANGUAGE we had learnt during the school year. Children loved it and parents enjoyed watching their children's progress. HAVING FUN was another key element to making sure they learnt EXPRESSIONS IN A MEANINGFUL CONTEXT.

NURSERY RHYMES can also be ACTED OUT whilst they are being SUNG to consolidate their meaning and enable children to pronounce somewhat complicated sentences to PAVE THEIR WAY TO FLUENCY...

Below is the easiest of the three to download
with the pronunciation guide as well to help children practise alone at home. In those days children had no other way of practising autonomously. Nowadays I prefer to RECORD AUDIOS of the pronunciations for them TO LISTEN TO REPEATEDLY all collected in a Dropbox folder for easy access. Try it out!

Hope you have fun with it! 
Susan  


little_red_riding_hood__speak___travel_.doc
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File Type: doc
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little_red_riding_hood_by_susan.mp3
File Size: 4235 kb
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    My name is Susan Brodar, born in London into a multilingual family and brought up bilingual English / Italian.

    I went to school in London until 15 when we moved to Germany where I finished my British education at Munich International School. I started teaching Italian at evening classes aged only 17 and studied Mass Communications and Journalism at Munich University.

    I continued teaching parallel to interpreting at trade fairs and business meetings as well doing translations. After working at the Italian Institute for Foreign Trade for a year I married my Italian globetrotting companion in 1983 and we set up our home near Venice, Italy where we continue to live with our two teenaged children.

    Having taken my British High School-leaving ‘A’ Level exams in English, Italian, French & German I am completely fluent in all four languages and am taking a DELE certification in Spanish to complement them.

    ENGLISH (native)
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  • HOME
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