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CONTENTS PAGE 1
HOW TO TEACH VOCABULARY
4
TIPS AND TRICKS:
What Do You See? 8
Steps to Teaching Basic
Vocabulary
TIPS AND TRICKS:
10 Out of the Ordinary
Places Your Students
can Pick up New
Vocabulary
TIPS AND TRICKS:
4
Fresh Ways to Introduce
New Vocabulary
TIPS AND TRICKS:
5
Best Ways to Introduce
New Vocabulary
TIPS AND TRICKS:
6
Absolutely Essential ESL
Games for Vocabulary
Review
TIPS AND TRICKS:
How
to Elicit Vocabulary: Top
6 Techniques
Webster Didn’t Get It:
5 Important Words Your
Students Won’t Find in
the Dictionary
16
TIPS AND TRICKS:
Digging Deep: Fresh
& Creative Tips for
Teaching Word Roots
17
TIPS AND TRICKS:
Riddle Me This: Word-
based Conundrums for
Your ESL Classroom
18
TIPS AND TRICKS:
14
Quick Tips for Teaching
Homophones
19-20
TIPS AND TRICKS:
Don’t Get Stuck in a
Vocabulary Rut: 8 Fresh,
Fun Ideas for Words and
Post-It Notes
21
TIPS AND TRICKS:
Mind
the Gap! 10 Fun Fill in
the Blanks Activities for
Any ESL Class
22
ANIMALS:
Creating
a Paper Zoo in Your
Classroom
23
ANIMALS:
Twittering in
Class: Feather Friendly
Activities for the ESL
Classroom
24
ANIMALS:
The Wild
World Around Us:
Bringing Nature’s
Treasures Into the ESL
Classroom
25
ANIMALS:
Underwater
and Under Earth
Adventures
26
ART & CULTURE:
Is
Anybody Home? How
to Teach the Culture of
Families
27
ART & CULTURE:
Art in
Your Classroom: Shoot
for the Stars With These
ESL Activities
28
ART & CULTURE:
It’s a
Small World: Language
Activities to Bring
Together Nations
29
ART & CULTURE:
Let’s
Be P.C. Four Important
Tips for Teaching
Etiquette and Cultural
Differences
30
BODY:
Simon Says
You’ll Love these Games
for Teaching Anatomy
Vocabulary
31
CLOTHES &
SHOPPING:
Get Up,
Get Dressed, Get Going:
ESL Activities for a Unit
on Clothing
32
FEELINGS &
EMOTIONS:
How Do You
Feel Today? Teaching
Emotions in Your ESL
Classroom
33
FOOD / DRINGS /
COOKING:
Eat Up:
Activities You Can Use
for a Cross-Curricular
ESL Unit on Food
34
FOOD / DRINGS /
COOKING:
Fill Your
Plate with these Food
Themed ESL Activities
35
FOOD / DRINGS /
COOKING:
Help Yourself
to Seconds: More Ideas
for Teaching a Cross-
Curricular ESL Unit on
Food
36
FOOD / DRINGS /
COOKING:
Cook Up
Some Fun: How to Teach
ESL with Cooking
37
FOOD / DRINGS /
COOKING:
I Scream,
You Scream, ESL
Classes Scream for Ice
Cream
38
FOOD / DRINGS /
COOKING:
No Junk
Here: Fun Food
Activities for the ESL
Classroom
5
6
7
8
9
10
TIPS AND TRICKS:
I
Left the Thing Early to
Do the Other Thing with
a Bunch of You Know:
Helping Students Build
Their Specific Academic
Vocabulary
11
TIPS AND TRICKS:
Prodigious Stratagems
for Escalating
Vocabulary
12
TIPS AND TRICKS:
Teaching English
Vocabulary – 10
Fabulous Ways to Teach
New Words
13
TIPS AND TRICKS:
The Power of Words:
5 Easy Tools to Help
Your Students Learn
Vocabulary
14
TIPS AND TRICKS:
Vocabulary Makeover:
How to Help Your
Students Camouflage
Common Words
15
TIPS AND TRICKS:
CONTENTS PAGE 2
HOW TO TEACH VOCABULARY
39
FOOD / DRINGS /
COOKING:
You’ll Find
Sugar, Spice and
Everything Nice in These
Language Activities
40
FOOD / DRINGS /
COOKING:
Ridiculous
Recipes - Giving
Instructions for Crazy
Concoctions
41
FAMILY & FRIENDS:
Mama’s House: An
Interdisciplinary ESL
Unit on the Family
42
HOLIDAYS &
CELEBRATIONS:
You’ll Have Reason to
Celebrate with These
ESL Activities
43
HOLIDAYS &
CELEBRATIONS:
Is
Christmas in April?
Tips for Crafting
Unforgettable Calendar
Lessons
44
HOLIDAYS &
CELEBRATIONS:
Let’s Party! But Let’s
Learn, Too: Facilitating
Productive Parties
45
TRAVELLING:
Are You
Packed Yet? A Cross-
Curricular ESL Unit on
Vacation
46
TRAVELLING:
Exploration Exploits:
Activities to Take Your
Students Around the
World
47
TRAVELLING:
How to Teach an
Interdisciplinary ESL
Unit on Transportation
and Travel
48
TRAVELLING:
Top
Activities to Take
Your Students Across
the Country: No
Transportation Required!
49
TRAVELLING:
Oh
the Places You’ll Go:
Geography Based ESL
Lessons
50
TRAVELLING:
Up, Up
and Away: Aviation
Themed Language
Activities
51-52
WEATHER:
5 Fun
Games that Teach the
Weather
53-54
WEATHER:
Extreme
Weather: Be Prepared
with These Cool ESL
Activities
55
WEATHER:
How to
Teach Weather
56
WEATHER:
Ice, Ice,
Baby
57
WEATHER:
New Ideas
for Teaching the Weather
58
WEATHER:
When It
Rains, It Pours: A Cross-
Curricular ESL Unit on
the Weather
59
WEATHER:
Weather
Caster for a Day
60
MONEY:
Cash and
Carry: Money Fun for the
ESL Classroom
61
SPACE:
5 Out of This
World Ideas for Teaching
About Space
62
SPORTS & GAMES:
At the Top of Their
Game: How To Teach
an ESL Lesson with the
Guinness Book of World
Records
63
SPORTS & GAMES:
Award Worthy ESL
Activities
64
SPORTS & GAMES:
Batter Up! Fun Ways to
Bring Baseball into Your
ESL Classroom
65-66
SPORTS & GAMES:
Hold Your Own Linguistic
Olympic Games: 10
ESL Activities for the
Olympics
67
SPORTS & GAMES:
It’s All in How You Play
the Game: Fun ESL
Activities With a Sports
Theme
68-69
SPORTS & GAMES:
Ready, Set, Go! - ESL
Activities about the
Olympics
70
SPORTS & GAMES:
Would You Play?
Weighing In Opinions on
Extreme Sports
71
SPORTS & GAMES:
5 Roller Skates: Move
Right Along with these
Fantastic ESL Activities
72
SPORTS & GAMES:
Play Ball! Bringing
Summer Sports into the
ESL Classroom
73
INVENTIONS:
Invent
Something Out of the
Ordinary for Your ESL
Class
74
INVENTIONS:
Inventive
Language Ideas for the
ESL Classroom
75
MAGIC:
Magical Mystery
Tour
What Do You See? 8 Steps
to Teaching Basic Vocabulary
Picture books are a useful tool for
the ESL teacher, especially when
she is teaching younger students.
Picture books can be a great help in
reading and writing lessons and can
even be the basis of a conversation
class. For vocabulary lessons, simple
books with repeating phrases are par-
ticularly useful. One such book is Bill
Martin’s
Brown Bear, Brown Bear,
What do You See?
which teaches
basic colors and animal vocabulary.
If you have beginning students who
need a lesson or a review on colors
and animals, here are some activities
you can try. Your kids will have fun,
and they will learn as they play with
Martin’s prose.
his animal is speaking.
Have your
students sit down again when the next
animal speaks. After you read the
entire book, say each animal again
and have your students stand for their
animal.
7
WHAT DO YOU SEE?
4
5
REVIEW THE ROLES
Tell your students that now
you are going to play a game.
You
will say their name and ask them what
they see. They should respond by
naming an object in the room as well
as its color. For example:
On the following day, repeat the
activity.
Then have student exchange
masks and read the story again. They
should stand when the animal on their
mask is speaking. If any of your stu-
dents have learned the chant, encour-
age them to say it along with you.
“Hyun, Hyun, what do you see?”
“I see a brown desk looking at
me.”
Give each of your students at least one
turn.
LOOK AND SEE
8
A CLASS COLLAGE
HOW TO TEACH
BASIC VOCABULARY
1
2
GET READY
Start by reading the book to
your class.
It is best if you can intro-
duce the book before you plan to do
the rest of the activities so your stu-
dents have some familiarity with it.
Then rearrange your students
so they are sitting in the same order
as the animals in the book.
Starting
at the beginning of the line, ask each
student what he sees.
“Sam, what do
you see?”
for example. The student
should answer with the name of the
animal next to him. He can say either
the animal’s name (e.g.
red bird
) or
the entire phrase (
I see a red bird
looking at me
).
To make sure everyone has prac-
tice with more than one animal, have
your students exchange masks and
repeat the activity. Continue until every
student has had the opportunity to be
each of the animals in the book.
Then, make available to your
students some old magazines.
Tell
each person that she should find one
picture among the magazines for
each of the animals, and the color of
the object should match the color of
the animal. When a student finds an
appropriate picture, have her come
to the front of the room and point out
the poster where her picture belongs.
She should also tell you the color of her
object. Then have her glue her picture
to the correct poster.
Give your class enough time so every-
one can find one picture for each of the
animals. When you finish, you should
have a collage of magazine pictures for
each color in the book. You should also
have a good read on how well your stu-
dents have learned their colors.
MAKE MASKS
On the day you plan to start
the activities, read the book to your
class again.
After you read, give each
student a picture of one of the animals
in the book, and ask them to color the
animal like the one in the book.
Make sure you have at least one of
each animal represented in your class,
and having multiples of the animals is
okay, too. Have each student cut out
his or her picture and glue it to a paper
plate. Then, have them glue or tape a
tongue depressor to the plate. Each
person now has a mask which shows
one of the animals in the book.
6
REVIEW
On the third day, prepare for
your color and animal lesson by
hanging poster paper in the front
of your room, one page for each of
the animals, and glue a picture of
each animal to a poster.
Distribute the masks again before
reading the book one more time, and
encourage your class to chant along
with you. Many of them will be good
at it by now.
Like the previous two days, have
each person stand when his animal is
speaking.
THESE ARE SIMPLE ACTIVITIES THAT
TEACH SIMPLE VOCABULARY, BUT
IF YOU ARE TEACHING YOUNG ESL
STUDENTS, YOUR CLASS WILL LOVE
IT.
Once your students know their colors
and animals, there are many follow up
activities you can do to reinforce their
new vocabulary.
3
4
ROLL CALL
With your students holding
their masks, read the book again
and have each person stand when
10 Out of the Ordinary Places Stu-
dents can Pick up New Vocabulary
LEARNING ANY LANGUAGE IN AN
IMMERSION SITUATION BY ITS VERY
NATURE OFFERS ENDLESS OPPORTU-
NITIES TO PICK UP NEW VOCABULARY.
In fact, sometimes the volumes of new
vocabulary can be utterly overwhelming.
Other times, language students practi-
cally hunt for new words to learn. Paying
attention in the following places may just
expose your students to some vocabu-
lary they may not hear in other, more tra-
ditional, settings.
find one that interests them, they will
have the benefit of seeing the words
typed out. This makes a dictionary look-
up easy and may smooth the vocabulary
learning process.
8
9
I-ANYTHING
4
SOCIAL MEDIA
HERE’S WHERE YOUR
STUDENTS CAN PICK
UP NEW VOCABULARY
1
TELEVISION
Television may be a go to for most
ESL students when it comes to vocabu-
lary learning, but television has more to
offer than the standard sitcom lexicon.
For students with access to cable tele-
vision, they might just be able to find a
channel about any subject in which they
are interested. Encourage your students
to watch more obscure channels or pro-
grams, especially those that relate to
their field of study. Animal Planet, Sci-
ence, even QVC are all channels that
will expose your students to a specific
set of vocabulary they may not find in
other places.
Social media affects our lives in so
many ways in today’s world. Following
people on Twitter, linking with friends
on Facebook and following blogs are
all ways modern technology can bring
good, unfamiliar vocabulary to ESL stu-
dents, even on the go. Your students will
also get to know some of the real lan-
guage people are using in casual situ-
ations, but be warned. You may end up
explaining alternative spellings and ab-
breviations for words that your students
do not find in the dictionary.
Do not discount iPads, iPods or
smart phones, either, when it comes
to building vocabulary. Free apps like
Word a Day will present new vocabulary
in small doses, one per day, plus the
definition to go with them. Take a look
at it yourself and your vocabulary may
expand, too!
MENUS
5
6
7
ADVERTISING
Everybody has to eat, and most
people nosh three times a day. By read-
ing a menu carefully, your students can
learn words to both expand their vocab-
ularies and their pallets. So next time
they have a meal out, challenge your
students to find at least one word on the
menu that is unfamiliar and add it to their
lexicon.
For the most part, ads can be an-
noying, frustrating or disinteresting, but
that does not mean they cannot be an-
other great source for vocabulary. Point
out to your students that billboards, mag-
azines and commercials all give them an
opportunity to learn new English words.
10
SCRABBLE
THE GROCERY STORE
2
WAITING IN LINE
Ask.com suggests that the aver-
age person spends 45-62 minutes wait-
ing every day. All those moments your
students spend in line at the cafeteria, in
a coffee shop, or for an elevator can be
put to good use when it comes to vocab-
ulary learning. Encourage your students
to do a little innocent eavesdropping.
Listening in on natural, native speaker
conversations will challenge and expand
their vocabularies as well as aid their lis-
tening comprehension skills!
Can the grocery store really help
your ESL students learn new vocabu-
lary? Yes! Looking at packages and
product descriptions on boxes and bags
will increase sensory and value vocabu-
lary for the students who take the time to
pay attention.
For a real challenge, try play-
ing Scrabble or another word game with
a native speaker. If they purchase the
app available for a minimal price, your
students can use the teacher function,
which points out the highest scoring
word the player could have played on
each turn. Though your students will still
have to look them up in a dictionary, they
will be using words like za, jo, qi and id
before they know it. Be warned, though,
the scrabble will give any player a run
for his money, native speakers included.
SONG LYRICS
3
CHAT ROOM
What better place to learn casual,
conversational vocabulary than a chat
room? Like television, the topics of chat
rooms are limitless, and if your students
Of course, music is a great place
to learn new vocabulary provided the
listener can distinguish what the person
is saying. If the singer comes through a
little muddled, though, a simple search
on the title of the song will yield the lyrics
that are not quite annunciated. Not only
that, after your students have the lyr-
ics, they will be able to sing along which
might also improve their pronunciation.
VOCABULARY IS ALL AROUND US.
BY PAYING ATTENTION TO THE LAN-
GUAGE AROUND THEM EVEN IN UNEX-
PECTED PLACES AND AT UNEXPECTED
TIMES, YOUR STUDENTS CAN ACQUIRE
AN ADMIRABLE SET OF WORKING
VOCABULARY.
All it takes is a little effort and a great
dictionary.
5

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