A couple of months ago we ran a two-week ‘Grammar and Writing’ course for teens (aged 14+). I was scheduled to teach these classes but, to be honest, the prospect didn’t fill me with excitement. I enjoy teaching teens in general, but it can be a real chore to motivate them at times. I couldn’t see developing writing skills being that inspiring, and grammar wasn’t exactly going to get them rocking up ten minutes before class in anticipation either. (more…)
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:
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:
This is not everything that they needed to include, but it’s a start…
They ended up with a model text looking like this:
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