Year 9 Geography. The assessment task involves looking at the impact of tourism in Kenya. Some of my EAL learners are quite new to English, and their prior knowledge of Kenya is limited. They’re gonna need some support. I get two EAL lessons a week with these kids, and mainly use the time to help them access their learning in other subjects.
Before we get into the tourism side of things, we need to lay some foundations. We also need a fun activity – learning can be fun, right?
I made this activity up in class and it worked well! Really creative, loads of interesting language, and also a good way to practice ‘used to’ for describing past appearance.
Students work in pairs
Everyone has some scrap paper (or the back of their handout). Tell students they have 1 minute to draw their partner. 1 minute only.
So, Student A has drawn student B, right? Now, Student As swap drawings with each other. Student Bs swap too. They have one minute to add loads of random features onto each drawing. Random things like strange tattoos, unicorn horns (!), I don’t know… anything they want. Then they give the sketch back to the original artist.
Pause for some laughter
So, Student A now has a distorted sketch of their partner, Student B. Tell them that this is what their partner looked like 10 years ago. Back then, Student A and Student B were old schoolmates… They haven’t seen each other in ages!
The materials from one of our in-house, pre-int lessons the other day reviewed so/such (a) in the context of travel / holidays / hotels, that sort of thing.
The task was ‘describe a place you’ve visited or hotel you’ve stayed in, and shoehorn in some such a nice place/so lovely style phrases’. It was alright. Apart from that none of the students seemed that bothered about each other’s stories, none of them felt much like using a ‘so/such a’ phrase, and none of them really needed to either. But hey, that was the lesson aim, so I kind of had to run with it…
I spent some of the task time listening/assisting/etc, and the rest zoning out thinking ‘if I’m supposed to get learners using this language then I’m failing – so what other tasks have a got up my sleeve?’
I scribbled down (i.e. typed out on the IWB) a dialogue like this…
(This is a follow-up to my post on phonology-based activities. I’m sharing it now because some of our teachers are about to begin training for the Trinity DipTESOL. Phonology/pronunciation features quite a bit on that course, so I want to offer our teachers an ideas bank to help them explore this area in class)
Here are a load of random pronunciation activities to try out in class. These activities have pretty worked well for me with students aged 9-16. This is a work in progress! I’ll add more to this list when I get more time or try new things. (more…)
A self-development task during my diploma last year asked me to list all the websites I found useful in my ELT practice. The document I created spanned about 6 pages – it could easily have been longer.
I’m sure there’s a lot of common ground between us teachers, experienced or not. A majority of the sites I use were either found through a Google Search or passed on from colleagues. Nevertheless, I think it’s worth listing a few of my favourite sites as some serve rather specific purposes.
I hope you find at least one new website in the list below. If so, please tell others about it – sharing is caring! (more…)
Did you ever make one of those origami fortune tellers when you were a kid? They were pretty cool. Anyway, I’ve just planned a lesson on shapes with my young learners (from Incredible English), and thought the classic fortune tellers would come in handy for a bit of a vocabulary review.
I bet plenty of teachers have used these before as a fun review tool – Svetlana at Elt-cation is one for crafts so it might have come up on her blog already. Here’s a picture of my model fortune tellers for class this week:
I first thought the students could make these for their original purpose, so I put colours on the front and numbers in the middle. Then I realised they’d be good for reviewing vocabulary, so I started putting that on instead. Under the flaps I added questions or challenges based on our topics this term, which were animals, food, jobs, etc. Examples were things like ‘name 5 mammals’, ‘name 4 jobs beginning with C’, and ‘how do you spell hedgehog?’ All the questions will be created by the students, meaning they need to flick through their class books and notes to revise the topics.
If you don’t have a clue what these fortune tellers are, just look on Wikipedia. Here are the photo instructions from Wiki on how to make them if you’ve forgotten!
Wheel Decide allows you to create instant decision/scoring wheels in class. You can change the categories to anything you want, meaning the wheel could choose who goes next, the next topic of discussion, class groups, anything you want! I plan on using it to decide who makes the coffee in the staffroom…
Click on the image below to visit wheeldecide.com. Scroll down on the homepage to create your own wheel (Wheel Builder). The instructions are easy to follow.