Int Arch Occup Environ Health. Public Health. Results from a French cross-sectional survey. BMC Public Health. BMC Musculoskelet Disord. J Occup Rehabil. Samad NIA: Prevalence of low back pain and its risk factors among school teachers. Am J Appl Sci. Am J Ind Med. Montgomery C, Rupp AA: A meta-analysis for exploring the diverse causes and effects of stress in teachers.
Educ Stud. Can Med Assoc J. Bauman AE: Updating the evidence that physical activity is good for health: an epidemiological review — J Sci Med Sport. A review of the literature. Scand J Public Health. Scand J Work Environ Health. Am J Prev Med. Psychol Sport Exerc. Br J Sports Med.
Vuori IM: Dose—response of physical activity and low back pain, osteoarthritis, and osteoporosis. Med Sci Sports Exerc. Eur Spine J. Abu-Omar K, Rutten A: Relation of leisure time, occupational, domestic, and commuting physical activity to health indicators in Europe. Prev Med. A prospective cohort study. BMJ Open. Appl Ergon. Preventive Med. Qual Life Res. J Occup Health. Coronary heart disease and quality of life. Scand J Med Sci Sports. J Phys Act Health. Int J Behav Med. Education in Flanders: the Flemish educational landscape in a nutshell.
Statistical yearbook of Flemish education of Health Educ J. J Clin Epidemiol. Occup Med. Int J Occup Saf Ergon. J Strength Cond Res. Shephard RJ: Is active commuting the answer to population health?. Sports Med. Psychol Inq. Download references. Correspondence to Inge Bogaert. IB collected the data and performed the initial data analysis.
IB drafted the manuscript and all other authors critically reviewed and revised versions of the manuscript. All authors read and approved the final manuscript. This article is published under license to BioMed Central Ltd. Reprints and Permissions. Search all BMC articles Search. Abstract Background The teaching profession is characterized by high levels of stress and physical complaints, which might be improved through regular participation in physical activity PA.
Oxford Basics Simple Speaking Activities
Results Flemish secondary school teachers have poorer perceived mental and physical health than a general healthy population. Open Peer Review reports. Background The teaching profession is characterized by a relatively high level of absenteeism and early retirement [ 1 — 3 ]. Methods Participants and procedure Between November and February , the current study issued an online survey within a representative sample of Flemish secondary school teachers in Belgium.
Measures The online survey was developed in order to obtain information on PA, sitting time, perceived mental and physical health, and work-related health. Physical and mental health The research team measured perceived health status using the Short-form 36 Health Survey SF , which has been proven to be a simple and valid instrument for measuring the generic health status of clinical and non-clinical populations [ 44 ].
Work-related health The three variables used to express work-related health in this study were job satisfaction, occupational stress, and absenteeism. Table 1 Physical, mental, and work-related health outcomes according to demographic and teaching-related factors and active commuting Full size table.
Table 2 Health related quality of life scores Mean scores of Flemish Secondary school teachers SF 36 compared to reference values of Flemish adults Full size table. Discussion The aim of this study was to explore the perceived mental, physical, and work-related health of Flemish secondary school teachers and identify the impacts of demographic and teaching-related factors and different types of PA on several health-related variables.
Conclusion Flemish secondary school teachers report poorer perceived mental and physical health than a general healthy population. References 1. Google Scholar 2. Article Google Scholar 3. Article Google Scholar 6. Article Google Scholar 7. They should then askthe other learnersstandingnear them the time. If necessarythey should changetheir position. When they have finished, they might be standing round the clock face like this:. The times this group of learnershad were: Collect the piecesof paper and redistributethem.
This time, you could turn the activity into a race-but make surethere is no cheatingand learnersdo not look at eachother'spiecesof paper! How do you spell that? How old areyou? Whereareyou from? My name's I'm-. I'm from Numbers,alphabet. Ask him or her the following questions: What'syour name?
Simple Speaking Activities | Oxford University Press | English Language
How do you spellthat? What'syour address? Fill in the form on the board asthe learnerreplies. Ask two learnersto cometo the front. Get oneto askthe questions and fill in the form for the other. Put the questionsup in speech bubbleson the board if you think they needthis support. Tell the classto work in pairs,askingand answeringthe questions and filling in their own copiesof the form for eachother.
Collectin the forms. Pick one at random from the pile. Tell the classwhetherthe persondescribedin the form is a'he' or a 'she'. Get them to identifr the persondescribedby asking:. And where'she from? The paper should move. Where is -? It's in -. Ask and answer. Piecesof paper for all the learners. Think of six cities,six kinds of food, and six famous peopleyour learnersare likely to know. Give all the learnerspiecesof paper and tell them to tear them into six smallerpieces. Then divide the classinto groupsof three. The first member of eachgroup should write one of the citieson each of his or her piecesof paper,the secondmember should do the samewith the'food'words, and the third with the famous people.
Tell the groupsto put all their piecesof paper facedown in a pile on a deskin the middle of the group. Tell them to mix them up. Tell them to take it in turns to pick up a piece of paper and ask the appropriate question to the other two learnersin the group. The first to answerthe questioncorrectlyshould be given the pieceof paper. The learnerwith most piecesof paper at the end is the winner.
Makesurethe learnersknow wherethe stressfallsin the namesof countries,for example: a. If the learnersare confident, rub the questionsoff the board after they havewritten the words on their piecesof paper. However, leavethem up if you think they need help. The countries shown here are examples. If you feel other countries are of more interestto your learners,substitutethem for the examplesgiven. Are you -? Yes,I am. No, I'm not. Preparethe piecesof paper. Tell the classto imagine that you come from a different country. Tell them you are going to draw pictures on the board and they should try to guesswhat nationality you are.
Here are someideas:. Begin drawing and get them to ask questionswhile you draw for example: Are you French? Are you Australian? Rub out your drawings and draw a line down the middle of the board. Divide the classinto two teams of equal size. Put the two setsofpieces ofpaper facedown on your desk. Ask one learner from eachteam to come to the board and give them a pieceof chalk each.
Get them to take a pieceof paper from the top of their pile. Tell them to draw pictures on the board, asyou did. When a team has guessedcorrectly, the next member of that team should come to the board, take a piece of paper, and draw. The team that finishes first is the winner. You can do this activity in small groups, if you prefer.
Give each group some sheetsof paper to draw on, and a set of piecesof paper with nationalities written on them. Tell them to put the piecesof paper facedown in the centreof their group. In turn, eachlearner should take a pieceofpaper and draw a picture representingthe nationality written on it. The rest of the group should try to guessthe nationality. Placeprepositions for exampleon, in front of, behind. Put speechbubbles on the board ifyou feel they need support:.
Then get them to work in pairs. One in eachpair should closehis or her eyesand the other should ask the questionshe or she has prepared. The learner with closedeyesshould try to reply from memory. Reviseany prepositions the learnershad problems with by asking individual learnersabout the location of obiectsin the classroom. Mime a feelingto the class,for example'tired'by yawning or 'happy'by smiling.
Get the learnersto askyou how you feel,for exampleAre you tired? Choosea confidentlearnerand give him or her one of the piecesof paper with a'feeling'word written on it. Tell the learnerto mime the adjectiveand get the rest of the classto guesswhat the feeling is.
Divide the classinto two teamsof equalsize. Put the two setsof piecesof paper facedown on your desk. Get a member of eachteam to come to the front of the classand take a piece of paper from their team'spile. They should mime the feeling written on it until someonein their team guessescorrectly. Then another member of the team should come to the front, take the next piece of paper from the pile, and mime the feeling written on it for the rest of the team to guess,and so on. Manylearnersconfuselnl asin'angry' and,lN asin'hungry'. Teachthem the differencebetweenthesesounds. Getthem to make lal first with their mouthsopen.
Then getthem to round their lips and put their tonguesbackfor lr'l. Who's this? This is my -. Yes,it is. No, it isn't. Ask them to closetheir eyesand imagine a photograph of their whole family. Give them a little time to do this, then ask them to draw their 'photo' on their sheetof paper. Ask for a volunteer to come to the front and copy his or her photo on the board. Ask him or her to describethe peoplein the picture, for example'This is my father. He's47 yearsold. Put model questionsand answersin speechbubbles on the board to help them, for example:. Teachthe learnersto make this sound by putting their tongue between their teeth and breathing out.
Practisethe stresspatterns in the following sentences: a. Get them to draw one everydayobject on eachpiece,for examplea plate,a pencil, an envelope. Demonstrateone or two simple drawings on the board, for example:. Tell the learnersto colour eachof the objects,or label them with the name of a colour if they do not havecolouredpencils. Each object should be a different colour.
They should also write a list of their objectson a separatepieceof paper,for example: a bluepencil a red hat a yellowbook a brownenvelope a qreencuP a white plate. Put the learnersinto small groups of three or four. Ask them to put their drawings together face down and mix them up.
Then each personin the group should take six drawings. II colours Tell the learnersthat they must get their own pictures back by asking questions. If necessarpwrite a model dialogue in speech bubbleson the board as support, for example:. Practisepronunciation by holding up some of the learners' pictures and getting the whole classto repeat the description of the object,for example,'ayellow book','a greencup'. Have you got anything -? Yes,we have. We've got a No, we haven't.
Divide your classinto groups of about five learnersand give eachlearner a sheetof paper. Tell the groups that they must draw objectsof a certain shape,for example: Group 1 thin objects Group 2. Collect all the drawings of shapesand mix them together. Redistribute them so eachgroup has drawings of objects of a variety of shapes. Make sure the groups know the names of the. Tell the groups that they must now get back their own drawings.
They must do this by asking the other groups for them. For exampletell a learner from group I to ask the other groups, in turn,'Have you got anything thin? We'vegot a thin pencil'or'No, we for example,'Yes, haven't' as appropriate. If they have got a drawing of something thin, they should give it to grouP 1. If possible,display the drawings in their 'shape'groups. Ask the learnersif they can think of the namesof more objects of each shape. Practisethe l0l sound in'thin'and'thick'.
Teachthe learnersto make this sound by putting their tonguesbetween their teeth and breathing out. Practisethe stresspattern in: Have you got anything roindt. Make the posters. Divide the learnersinto pairs.
Ask one learnerin eachpair to turn round so they are facingthe back of the room. The other should stayfacing the front. Put one posterup at eachend of the room, for example:. Their partner should draw it on his or her sheetof paper. No in speecl: put up a posterof model sentences peepinglIf necessary, bubblesas support, for example:.
Get the learnersfacingthe backof the room to describetheir posterin the sameway. This time the learnersfacingthe front of the room shoulddraw. Tell the learnersfacing the back to turn round. Tirkedown the posterat the backof the room and put it up besidethe other one. Draw a third comic figureon the board with differentfeaturesto the oneson the two posters.
Ask learnersto describeit, if necessary usingthe speechbubbles. Ask for two volunteers to come to the front of the classand say what they have in common. Tell them to use the languagein the speechbubbles. Teachthe learnersto makethis soundby putting their tonguesbetweentheir teeth and breathingout. Give each row of learnersalternateletters,A and B, so that the learners are divided into columns of As and Bs like this: Row. Tell each column of As and Bs to turn and study the column of learnersopposite them.
They should try to remember exactly whar they are wearing. Give them two minutes to memorize the details. Tell all the Bs to closetheir eyes. Tell the As to describeall the other learnersin the B column to their partner. The Bs should try and name eachdescription,for example:. Anna's wearing a white T-shirt. Then all the As should close their eyes. Tell the Bs to describe all tlr other learners in the A column to their partner. This time the As should try and name each description.
At stage4, tell all the Bs to closetheir eyes. Tell the As to make some changesin their appearance,for exampletaking off a watch or exchangingsweatshirts. InBritish English. Practisethe laal sound in'blouse'and'trousers'. Teachthe learners to make this sound by rounding their lips, and then slowly closing their mouths. This activity is set up for the traditional classroomwith rows of desksfacing the front. Ifyour classroomis arrangedin a different way, get your learnersto work in groups who are sitting near one another. Each group should contain five or six learners. Planof a flat,on a posteror on the board;sheetsof paperfor all the learners.
For example,if you like cooking,includea big kitchenand if you like reading,includea library. Tellthelearnersaboutit, for example: This is a flat I would like to live in. There'sa big kitchen. That's goodbecause I lovecooking. I like readingtoo, and this little room hereis my library-where I keepmy books Whentheyhavefinished,tell themto work in pairs. Ask a few learnersto tell the rest of the classabout their partners' houses. Review any common pronunciation problems the learners had.
Tell the learnersto work in pairs. If possible,get them to sit back to back. Give them a few minutes to think about thesetwo questions: What kind of person is their partner? What kind of flat or house would their partner like? Then ask them to draw the plan of a flat or house they think their partner would like. When they have finished, tell the pairs to show eachother their plans and describeall the rooms. One way of emphasizingthe contrast between short and long sounds is to put your hands wide apart, as if stretching a piece of elastic,for long sounds,and then bring them closetogether for short sounds.
Placeprepositions for example,near, beside,between. Tell the learnersthat they eachhavet1, to spendon new living-room furniture. Tell them to decidewhat to buy from the list on the board and where to put it in their living-room. They should draw it in on their plan. When they havefinished drawing in their furniture, tell them to get into pairs. They should tell their partner what they bought and where they put it. Ask a few learnersto tell the rest of the classabout their partners'living-rooms.
Reviewany common pronunciation problemsthe learnershad. You could do a more elaborateversionof this activity with a plan of a whole flat or house. Obviouslythe list of furniture would be longer,and the amount of money would haveto be largerl. We haveusedBritish pounds in the example,but this activity will probablybe more interestingfor your learnersif you useyour own currency. Is therea Yes,thereis. No, thereisn't. Where'sthe for example, Placeprepositions nextto, opposite,near. Describeand draw. Simpleplan of an imaginarytown,on a posteror on the board; two sheetsof paperfor all the learners.
Makethe poster,if you areusingone. While the learnersaremakingtheir copies,write up a list of placo on the board,for example: market. Theycanchooseplacesfrom thelist anl put them anywhereon the plan. Tellthem they canleaveplaceso1 if theylike for example, no supermarkets , or havemore than ora of something for example, fivediscos. Divide the learnersinto pairs,A and B. Tell them to keep the towns they have designedwell hidden from their partners! Tell all the As to take their blank plans and the Bs to take the towns they havedesigned.
Is therea cinema? It's next to the cafe, Where'sthe cafe? It'soppositethe market. When the As havefinishedtheir copiesof the Bs'town designs,tell the Bs to ask the As questionsin the sameway. When both the As and the Bs havefinished,tell the learnersto comparetheir copieswith the originals. Are they accurate? Ask a few learnersquestionsabout their town designs. Review any common pronunciation problemsthe learnershad. For the lnl sound,the mouth is open and lips pulled back as if smiling. Practisefalling intonation in question-wordquestions: Where'sthe bank? It's optpositethe cirema. It's behitndthe mirket.
How do I get to the -? Go straight on. Turn right. Turn left. Role play. Simple plan of your town centre, on a poster or on the board. Make the poster, if you are using one. Put up the poster, or draw a simple plan of your town centre on the board. Here is an example:. Ask the learnersto imagine they are standing outside, for example,the post office. Can you help me? How do I get to the church? The churchis on your right, oppositethe cafe. Divide the learnersinto pairs and tell them to take turns in directing eachother to the other placeson the list.
Use a plan of your school instead of one of your town centre. Ask learnersto imagine they are at the main entrance. Ask them how to get to various rooms, for examplethe Head Teacher'sofifrce,their classtoom,the gym. Get the learnersto build up the cluster one consonant at a time, for example'reet-treet-street' and'raight-traight-straight'. Are there any -? If necessary, changethe kinds of food in the picture to the foods availablein your country. Tell the learnersthat you are going to show them a picture of a market,but only for a few seconds.
They must concentratevery hard and try and rememberwhat is for salein the market. Put it down again. Ben,are thereany apples? Now is thereany rice? Holdup thepictureagainfor a few seconds. Put it down and tell the learners,in their pairs, to discuss what they can remember.
If you feel it is necessary,write some phraseson the board to help them: Ie Are. Hold up the poster again. How good were the learners'memories? Reviewany common pronunciation problems the learnershad. Have you got any -? Yes,I have. Sorry, no I haven't. If you are using real food and drink, arrangethe items at the front of the classwhere all the learnerscan seethem.
Placeabout ten items of food and drink on a table at the front of the class,or put up the poster. Point to eachitem, checking learners know the vocabulary and pronunciation. Tell the learnersto choosefive items, and write them down in a list on their sheetsof paper. They should give different amounts for each of the items they choose,for example: two tins of soup a kilo of apples. Ask half the learnersto stand up and tell the other half to remain in their seats. The first half are the'shoppers'and the othersare the 'shopkeepers'. The lists the shoppershave made are their shopping lists.
The lists the shopkeepershave made are the items they have in their shops. If you feel it is necessary,write some phraseson the board to help them: Haveyou 7ot any -? Yee,I have. How many wouldyou like? I'd like. Front Matter Pages i-lvi. Front Matter Pages Pages ELT and Colonialism. English Language Teaching in Korea. Teaching English as a Third Language. Protecting English in an Anglophone Age. Focus on Literacy. The Goals of ELT. Communicative Language Teaching. Language Instruction Through Tasks.