Ball ball ball, footie footie footie! I’m a bit obsessed with the beautiful game, and I’ve taught plenty of students who are too! You may have come across Premier Skills English before, the British Council/Premier League site dedicated to teaching English through football. It’s full of great resources, really well-designed and well worth a visit. Premier Skills would be my first port of call for footie related ELT material, but Languagecaster.com is a new favourite of mine! (more…)
I think it hit home about five minutes before the lesson:
‘Am I really going to base a 30 minute activity around this bottle of murky water? Surely this can’t work…’
Most of the activities I’ve tried from ‘Teaching Grammar Creatively’ have worked quite well. This one though… I must admit, I had my doubts.
It was supposed to be an activity for practising the present perfect (for completion). There’s a poem in the book about a ‘cosmic cocktail’… something like this:
‘I’ve blended everything nicely,
I’ve added a sprinkle of meteor dust…’
Sticking with the theme, I made the cocktail (mocktail) as a prop. It consisted of some cheap coffee, some raisins, bits of cut-up rubber… it looked awful.
Somehow, SOMEHOW most of the students bought into it. They enjoyed guessing the ingredients, reciting the poem, then making their own. It ended up a good review of a past lesson on cooking vocabulary, and was (as the book suggests) a fun, creative task.
So, what’s the strangest/most interesting object you’ve ever used in class? And… did it help?!
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)
Model some conditional sentences based on the information:
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)
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…
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…)
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!
- 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…
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…
- The sentences must be true (that narrows things down a bit!)
- They can’t be too easy to guess
- 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)
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):
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…)
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:
At station 1 students listed target language or other useful phrases that might help them when writing their dialogues.
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).
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.
- 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