My Primary students (aged 11) are studying technology and inventions at the moment. I used this activity to introduce the topic – it worked well. This idea could be used for generating interest, sharing personal responses, developing schematic knowledge, revising comparatives, developing spoken fluency, and much more… It’s amazing what a few images can too – it’s fairly low-prep.
Students work in pairs or groups. Give each group some images of inventions (like above). Do a ‘name the invention’ mini whiteboard challenge, or some variation. Use word scrambles for support (e.g. theelonep = telephone). Check and drill the invention names
Instruct students to put the images in order – which was invented first?
Give them process language to help, e.g.
A: I think _______________ was invented before ____________
B: I agree / maybe / hmmm, I’m not sure. I think….
Full marks to my awesome teen class last week. The work they produced was fantastic and I’m so proud of them.
We did a short project based on describing graphs. It started off with scanning tasks and a few activities on reporting data, based on an infographic in Gateway B1+ (Macmillan)…
Students then made their own questions for a class survey. Once they’d gathered data I gave them my own fairly shoddy model of a graph and a description of the data. They completed an ordering task and discussed the purpose of each part of the description. (more…)
I’ve written quite a few pronunciation activities this year for a regional product (Asia). Here are a few random thoughts on the process…
Pronunciation for… what?
As Laura Patsko mentions in this interesting Pedagogy Pop-up, pronunciation is important for all skills, not just speaking.
A lot of the pronunciation stages in our materials focus on connected speech. The aim of these activities (IMO) is more to help learners decode natural speech rather than to produce a certain pronunciation feature accurately themselves. Of course, it would be nice if they could do both…
If the purpose of a pronunciation activity isn’t clearly communicated to teachers (and to learners) then this could lead to either having the wrong expectations. There is always a production element in our pronunciation activities, but accurate production of a certain feature might not be the primary aim of an activity.
What problems do the learners have?
This year I’ve been writing a regional product. I’ve taught in 3 of the 15 or so countries where the materials are used. I’ve found it’s pretty tough to address the needs of every learner with a regional product. Resources like Swan’s Learner English have been really useful for understanding common pronunciation problems faced by learners across a region. It’s always worth asking other teachers too – I’m pretty sure that our teachers have taught across the whole region between them.
Of course, it’s worth asking the learners themselves what difficulties they have, but there are practical issues. It might be hard to do this across a whole region, plus they might not actually know what they have difficulties with! (more…)
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…)
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…)
What’s your staffroom like? Do you know what’s in all those cupboards and drawers? Is there dust collecting on most of the supplementary materials? What’s in that unlabelled ring binder?
I’m lucky to have worked in some really well-stocked staffrooms. I mean, the one in LTC Eastbourne had EVERYTHING – they were hoarders. Never had they thrown out a cassette tape(!), a freebie, a flashcard, a material produced in-house… it was a veritable ELT jungle. Despite the abundance of materials, I rarely explored the bookshelves and cupboards. The day I did… wow! Thirty minutes of rummaging saved me about 10 hours planning in the long run. It also resulted in me trialling ‘Teaching with Bear’, which wasn’t my finest hour. I can’t think why my intermediate adults didn’t take to it…
If I were inducting new staff I’d certainly schedule half an hour of staffroom rummaging. We don’t really make the most of the staffroom resources in my centre. We prepare almost everything on our computers, and search for supplementary materials online. Sure, it’s more convenient. It just that there’s a whole other wall of lesson inspiration just sitting there, and most of us have our backs to it!
So, yesterday I finally turned around. I was right, I knew I’d find something worthwhile. No ‘Teaching with Bear’ though…
This book by Jamie Keddie was mentioned during my MA module in Materials Development. It’s full of great tasks for making the most of images and sometimes building whole lessons around them. ‘Noun Marriages’ looks like a good task, might give it a go soon…
This ‘Top Tips for IELTS’ book is quite good too. It’s full of short tasks for practising different skills and strategies. It summaries key information about the course, and has quite a few of those tiny tips that really count for a lot of marks… (more…)
We set up a ‘Quality Circle’ here at the British Council Bangkok last term. Ours is basically like a reflective practice group set up for teachers, by teachers. We meet twice a term. Every 5 weeks we choose a topic to discuss. Me and my mentor Sarah put our heads together and devise a series of action research tasks on the topic. Other teachers complete the tasks (or just do their own task if they want), then we meet up and discuss our findings.
We had a great meeting the other day on classroom management. There was a 10 minute screencast from one teacher on classroom routines, some great tips from another on using gestures and expressions, and some lovely presentations on signposting and ensuring that learners have a ‘sense of progress’.
Our final short presentation was from Yvonne Leonard, and experienced teacher who works at one of our smaller centres here in Bangkok. She’d chosen a lovely collaborative task to get teachers at her centre involved in the group: (more…)
“The more radical the person is, the more fully he or she enters into reality so that, knowing it better, he or she can transform it. This individual is not afraid to confront, to listen, to see the world unveiled.― Paulo Freire