Lesson Ideas

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Lesson ideas: football and conditionals

Looking for a way to teach/review conditionals? A former colleague at LTC Eastbourne (cheers Angel) told me that football was his ‘go to’ topic for conditional structures…

Show the students a league table (or part of it):

Use actual upcoming fixtures, or make them up to suit the part of the table you’ve chosen:

Chelsea v Man City (Saturday)

Arsenal v Tottenham (Sunday)

Etc…

Model some conditional sentences based on the information:

e.g.

1st conditional: If Man City beat Chelsea on Saturday they’ll move up to 2nd place.

 

You could provide scenarios for students to write about, or sentences for them to complete:

If Arsenal beat Spurs… (highly likely)

(more…)

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Supporting young learners

Young learner classes at our school are mostly organised by age. This means there can be quite a range of abilities, and differentiation* is an important part of planning.  I generally find that our materials can be a bit on the tough side for my class, so I’m used to providing more support rather than extension tasks.

Here’s an example of how I supported my young learners in class last week. We were studying celebrations. I produced lots of short reading texts about different festivals/events and displayed these around the room. I’d made a couple of words in each text bold. Students did a vocabulary matching task, here’s part of it…

support

Note the HELP box. If students felt they needed more help they could move the box. There was a clue underneath telling them which text the word appeared in (e.g. ‘Text A’). This meant their choice was narrowed down to two words. (more…)

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Present perfect game

I’m on good form! It’s been a fun weekend of classes.

Today I tried out a new task for practising the present perfect (life experiences). Well, it wasn’t exactly new, just a variation on a few well-known tasks. Still, it worked well – lots of practice and lots of smiles!

Preparation

  • Put a few topics on the board:

Travel, sport, studying English, animals, food

  • Elicit a few verbs (past participle form) related to each topic:

Travel: been, seen, travelled…

Studying English: studied, passed…

Animals: owned, fed…

Etc.

These will help students with ideas.

  • Give students 5 slips of card each. They write one sentence on each card (one for each of the topics). The sentence should be about their life experiences. Rules are…
  1. The sentences must be true (that narrows things down a bit!)
  2. They can’t be too easy to guess
  3. You must keep your sentences a secret

Easy to guess for Thai students: I’ve been to Chiang Mai (most of the students have)

Harder to guess: I’ve walked along the Great Wall of China (quite specific)

(more…)

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Making it up as you go along…

I had a brief chat with TalkTEFL after class about how some activities we make up during class work better than the things we plan! Today was a prime example.

My teen class were really lacking a bit of get up and go. We were doing a few activities based on this vocabulary (Beyond A2+, page 80):

makeitup

They had to underline the words (in bold) related to study and circle those related to work. Then they listened to definitions and matched these to the words. We did a bit of group work (backs to the board-esque) to practise these words/meanings, but they just weren’t buying into it. Energy levels were really low. I needed a stirrer and FAST. Come on, Pete – think like a student! What might be fun? (more…)

workstation

Workstations for reviews (young learners)

I saw my boss use a simple workstation activity during a peer observation. It was a really good way to prepare students for their final task. I often include a quick 10-15 minute workstation activity in my YL classes now. Here’s an example from the other day.

The task was for my teens to produce a doctor/patient dialogue. During the lesson we reviewed vocabulary for illnesses, listened to a model conversation, identified important language (e.g. giving advice), and so on. As a pre-task students worked in groups of 4 and completed a short review task at various stations around the room:

workstation1

At station 1 students listed target language or other useful phrases that might help them when writing their dialogues.

workstation2

At station 2 students reviewed a dialogue from the lesson. They put the dialogue in the correct order and practiced reading it (text from Beyond A2+ published by Macmillan).

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Note: thanks to Rabia Ahmad who pointed out the spelling error in the above dialogue!

At station 3 students practised saying chunks of language, with a focus on how they sound in connected speech. During the activities this was the station I monitored as students required clear modelling of each phrase. On reflection, using a pronunciation task at one of the stations was problematic (classroom management-wise) but still useful.

At station 4 (the interactive whiteboard) students reviewed useful vocabulary by playing a game on Quizlet.

I could have used various different tasks during the workstations. The review game proved to be a bit of a distraction on a couple of occasions, but it was a fun feature to include. The activity at station 1 was probably the most useful as students had some good ideas to refer to while creating their dialogues.

Learning points

  • During the CELTA YL extension course we had an input session on workstations. Most of the workstation tasks seemed much longer or more substantial. However, there’s no reason why workstations can’t just be a short and snappy way to review learning and provide a change in classroom dynamic.

If you want to try something like this…

  • If you use the same set up then make sure each task is ‘stand-alone’. You can’t have one task as a prerequisite for another in the way I’ve arranged it here, but you could make some tweaks if you want that to happen.

Feature image: Puzzle by Davo Sime from the Noun Project

Lesson idea: should and shouldn’t…

A repeat of the must/mustn’t game I mentioned a while back. I used this for should/shouldn’t the other day, in the context of illness.

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Choose an illness, or some kind of problem related to your context. Prepare three pieces of advice, keep them hidden. Students work in pairs/groups and write down as much advice as they can using ‘you should/shouldn’t’. Allow a few minutes. Reveal your answers. If students’ ideas match the advice on the board (or it’s close enough) they get points.

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Always seems to be fun and engaging. Let me know if it works for you.

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Highlighting success criteria to young learners

This post explains simple coding you could use to help learners notice key features of a model text. I know this type of stuff is common in primary schools, so I’m not trying to reinvent the wheel. It’s just not something I’ve come across much in an EFL context, so thought I’d share what I tried last week.

A few months ago I set my YLs the task of writing a film review. In building up to the task we’d highlighted key features of film reviews, looked at text layout, covered useful language to include, etc. Post-task, the learners completed a self- and peer-assessment sheet like this:

assessment

It’s fine. I mean, it did the job. However, using a tick sheet was limited as it wasn’t clear that learners really understood each category! I should have got them to note down examples of each category from their partner’s text, that would prove they understood.

Last week’s task was to create a poster for a fundraising concert. During the prep students consolidated their knowledge of some key features to include in their own poster by annotating the model in their workbooks:

assessment1

This is not everything that they needed to include, but it’s a start…

They ended up with a model text looking like this:

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text copyright British Council

When the students completed their own posters I got them to do a similar process – annotate their own work. I still used a checklist, but this time they highlighted where these features appear in their own text – or their classmates did so as peer correction.

This doesn’t have to be done as colour coding – it could be as symbols, numbers, etc. If learners are really precious about their work you could just use post-its or something.

In an EFL context, this makes it really clear to me that learners know what to include in a text and that they understand new terms that we’ve covered. I only see my classes once a week, but I think they’ll remember this task and it can be used effectively in future lessons. Well, I hope so!

Do you use any techniques like this? Please comment and share your own ideas.

Feature image by Alina Oleynik from the Noun Project