This is one more of those activities that is not ‘a real grammar / vocabulary topic’ that is introduced in the coursebook with all the follow-up activities. It is not. It is closer to an activitiy that helps to broaden the horizons and let the students look in a slightly different way at the language they are producing while speaking. It is not only a set of words that you blurt out because you understand the question that was asked and that you have an opinion you want to share. Instead, you take a moment (a very, very short one), one breath and organise the words that are the come out. One of the activities has already been published here on the blog, about One-minute essays. This is the second one in this mini-series.
Ingredients
A list of sentence adverbs
A story to create a context, any story will do. Once I used the short Alternative Math, once I used the stories of Tom Denniss and Helen Skelton. Once I simply referred to Harry Potter. It can also be any text or any listening that is included in the coursebooks.
Some practice exercises or simply, things to talk about. I normally use either these wordwall cards What would you rather do? or a set of opinions that I use in a variety of different activities.
Procedures
Introduce the idea: I normally use a set of sentences, related to the topic, i.e. Harry went to Hogwarts, Harry grew up in the house of his uncle Vernon, Harry was given the Marauders’ Map. Afterwards we add to these a few different sentence adverbs and we discuss how it changes the meaning of the sentence and how much more of weight they add to the original sentence. ‘Harry grew up in the house of his uncle Vernon’ is just a simple sentence, without any emotional gravity but once we start adding the adverbs, each of these sentence becomes a story, for example ‘Sadly, Harry grew up in the house of his uncle Vernon’ or ‘Fortunately, Harry grew up in the house of his uncle Vernon’ which can lead to a discussion on why Dumbledore made this kind of a decision.
We practise in the same way with all the other model sentences.
Practice activity number 1: a freer discussion, in pairs or in teams, about the context of the story in which students try to make their own sentences, with the sentence adverbs of their choice.
Practice activity number 2: a follow-up exercise. In the What would you rather do in which the students choose their own option, they provide justification for it and do a lot of speaking. However, it is necessary to start their discourse with the sentence adverb of their choice.
Later on, in all the other lessons, the students are encouraged to use these whenever appripriate and, hopefully, in a more natural way.
Why we like it
This whole idea and the series started in my teenage classroom (of course!) but I have also smuggled it into my lessons with adults. Successfully smuggled, it had to be added. It is probably more necessary with the exam classes but it can (and it should) be used in the general English classes.
Regarding the levels, as usual, I am experimenting on my teens who are now in their B2 but I have also been using it with my A2+ onwards students, even with some of my C1 adults who have been struggling with the spoken discourse organisation.
It worked well in class on the day but I have also noticed a long-term impact, like with the other activities of this kind. It has worked as a switch in the way of thinking. And now, when we are starting some other activities, in regular lessons or before the progress tests or exams, it only takes a quick reminder that these tools we already have at our disposal.
It was great to see how the students’ contributions became more beautiful and better organised. It was also great to see the change in their attitude and how, with this little and silly exercise, they becamore more aware of the opportunities that this particular tool gives them. They have become more aware and more powerful speakers. They have become more organised speakers.
6 pieces of paper, A5-size aka 3 pages of A4 cut into halves.
glue
drawing materials: crayons, markers, felt tip pens, coloured pencils
Procedures
Introduce and practise the weather vocabulary as usual. This is not our first year of English so we have been using the extended set of words and phrases. Over the series of lessons we have been describing the weather, miming riddles (and yes, I have come up with the gestures for ‘it’s foggy’ and ‘it’s cloudy’, it is not impossible:-) and we have also watched an episode of Peppa Pig, George catches a cold, because it gives us an opportunity to practise the weather, the clothes, some Present Continous and the feelings. Here you can find the set of wordwall cards that we use for the retelling exercises. As you can see, the weather topic became the opportunity to introduce and to revise a whole range of vocabulary sets and structures and it will be reflected in the Weather Book. We are also using the songs and here are our three favourite ones: How is the weather?, What’s your favourite season? and Put on your shoes.
First it is necessary to make the book itself. We study online so I asked the parents to prepare the materials before the lesson (six pages, glue, markers), in the offline classroom there is the option of making the book first or the teacher preparing the booklets before the lesson, depending on the age of the students.
Making the booklet in class is easy if you follow these few steps: check that everyone has all the necessary materials (‘Have you got the glue? Show me!’), counting all the pieces of paper together etc. Then we draw the line alongside the edge of the paper, page by page and putting the ready pages away. These lines will be help the kids to apply the glue and stick the papers together. The teacher needs to model all the stages and it is absolutely necessary to wait up for the kids, to make sure that everyone is on the same page (no pun intended:-). Afterwards, the teacher shows how to apply the glue (‘Put some glue on the line’) and how to add another page on top, repeating until all pages are glued together into a book (‘Look, we’ve got a book!’)
Kids, together with the teacher, number the pages. The numbers will help the teacher and the kids to navigate the booklet throughout the activity. We also write our names on the front page.
The next step is to start filling the booklet, one topic per lesson. When we are ready, we put the books away until the next lesson. Once there is something in the book, we start the activity with talking about what we already have got.
The topics that we have included so far include: the weather, the emotions (‘It is sunny, I am happy’), the clothes (‘It is sunny, I am wearing a dress’). In the future, I would like to add to it some basic accessories (‘It is sunny, I’ve got my sunglasses’) and some basic Present Continous (‘It is sunny, I am riding a bike’).
Why we like it?
There is a lot of potential for craft as the book activity can be extended over a series of lessons.
The book also allows for personalising the topic of the weather by associating it with emotions, clothes etc.
And, last but not least, it gives us a lot of opportunities for producing the language and, since a large part of the content is revised and repeated over and over again, the kids become a lot more confident at producing it and becoming creative with it, too. After a few lessons, we started to make up silly sentences not matching the weather for the other student(s) to correct the information that they have already heard and have become familiar with.
It can be used with a variety of topics, not only the weather, for example food (with pages devoted to fruit, vegetables, drinks, lunch and desserts) or animals (with pages devoted to big and small animals, animals which can fly, swim, run etc) although so far, I have been using the weather book only as a long-term project, with my 1-1 online student. We made the food book with my online group, as a one-off project. It was also a success.
There is more flexibility as regards the format, too. We made the booklets and starting filling them in in the same lesson because my kids were ready but it is also possible to divide it into two stages: lesson 1: making the book, lesson 2: start filling it in.
The same can be done with all the other lessons. The weather words and the emotions are quite easy to write and adding these in is feasible enough, one lesson (or a ten-minute slot) is going to be enough. The clothes or the accessories might take longer and it can be divided into two lessons to avoid the risk of the activity taking too long and the kids getting bored.
Today is the day: 15 000 views of my blog, almost on the blog’s birthday. Soon it will be three years since I started the life of some funky socks and some dragons. To be honest, I do not have any (as in: ANY) idea whether 15 000 should generate a ‘WOW’ or an ‘Oh dear!’ from me. I suppose, it is something close to nothing compared to millions of views on youtube or TicToc. On the other hand, perhaps, it is not so shabby for an educational EFL blog…I tried to read some clever articles related to the online presence and tools but got bored very quickly and decided that since that is not my bread and butter, earning my keep, but rather my Nutella that I splash out on from the regular salary, I will not bother anymore. Instead, here are some things that I have learned and found out about based during that 3-year-long and 15 000-views-rich journey with the socks and the dragons.
I like writing and I like writing about teaching. This blog has given me an opportunity to publish everything that I want to publish and when I want to publish it, without having to wait for the editor-in-chief answer. As a writer, I have written hundreds of contribution letters and I have received hundreds of rejection letters (actually, a recjection is pleasant, normally the publishers do not reply at all) and it is such a joy just to have the idea, to give it shape and to publish it here.
It has helped to improve my writing. That is easy. The more you do, the better you get and that, certainly, has been the case here. Or so I hope.
I have got a better understanding of the content that I want to publish here. I have also developed the skill of finding the best format (Dare I say ‘the best genre’?) for the things that I want to include. Not all the posts are the same and it is not only about putting the ideas into words.
As a result, it has allowed me to produce some real articles that have actually been accepted by some real editors-in-chief and published, for the joy of having your name in print and, also, sometimes, for the joy of some monetary rewards.
I have made huge progress in the area of proofreading and editing. It is not perfect yet but I have worked on creating a routine and a procedure and I do not hate it as much as I used to.
I have realised that the visual side of the blog is very important to me. I love taking photos for the blog, selecting them to match the posts. I enjoy working with images a lot.
The blog is a fantastic incentive to experiment with the activities, to record the events in the classroom and to keep my eyes open in class. Last but not least, I have improved the way of keeping notes from and organising the materials I produce.
And then – there is my audience. They usually keep quiet, not really commenting but they are here. You are here, dear readers. It is also my guilty pleasure to check the traffic and t find there Canada, Tunisia, Israel, Russia, Spain, Egypt, Malyasia, Australia, Korea, Japan, Poland, Singapore, Belgium, Estonia…I love to find the returning visitors and every comment is like a little Christmas. Thank you for being here.
The top 10 posts (A.D. 2023) are these:
Colourful semantics: about the uses of the speech therapy tools in the EFL world
All you need is…a picture: one of my favourite posts ever written, about the multiple uses of visuals in the EFL classroom with young learners and not only.
The first VYL lesson survival kit: I like the thought that, maybe, thanks to that post, some teachers our there went into their first lesson a little less panicky, a little less stressed and a little less anxious.
Blogging is not quite for free. Once a year I have to pay ‘the rent’ for the privilege of residing here, on this platfrom. Every year, when the day is approaching, I sit down to have a serious conversation with myself along the lines of ‘Are you happy with how it is going?’ and ‘Do you still want to do it? Can you commit yourself to one more year of typing, researching and sharing ideas?’
This is the second part of the post first published in November 2021 with my Top 10 Favourite Wordwall activities. Don’t forget to check it out here! Lots of ideas there!
One or many?
Materials: A set of cards, specifically prepared for this game. This is the one we were using in our Christmas lessons.
Activities: You can read more about it in one of the earlier posts.
Works well with: pre-primary, online and offline, individuals and groups
Song follow-up exercises
Materials: As part of our Christmas lessons, we were practising the basic prepositions and singing Santa, Where are you? from Super Simple Songs. The following set of cards was used in a follow-up activity.
Activities: Teacher sings or asks the question ‘Santa, Santa, where are you?’, with every card. The kids answer, either chorally or individually, taking turns. There is also an option of extending it further, by adding how Santa is feeling or what exactly he is doing.
Works well with: pre-primary, online and offline, individual and groups
Story follow-up exercises
Materials: This particular set of cards was used as a follow-up activity to a video lesson with Peppa Pig in which George catches a cold. It is a great episode to practise the weather words, the emotions and some present continuous, if the kids are familiar with it. I have used the ‘rank the order’ template, with very simple sentences to describe the actions of the story. Here you can find the final version and another one with ‘answers’.
Activities: In lesson 1, the kids watch the video with the pauses, and the teacher encourages them to produce simple sentences about the story. In lesson 2, the student watch the video again and try to retell it by choosing the order of the pictures and describing them. If the kids are not ready, the teacher can support them by choosing the pictures and giving the students all the sentence starters.
Works well with: pre-primary and primary, online and offline, probably easier with individual students or with students taking turns, in a group.
Early reading exercises
Materials: A variety of cards for different activities. The first one was used as a part of the Christmas lessons with my ‘advanced’ pre-primary. The other two, Yes or No and Usborne rhymes were used as part of a series of lessons with Usborne’s Ted in a Red Bed and Fox on a Box.
Activities: In the first activity, the teacher is introducing the kids to the written form of the words. The teacher reads the first sound or the first syllable and asks the kids to continue. Afterwards, the card is flipped. The other two activiites use the target language and the rhymes from the two Usborne stories. The kids are encouraged to see the sentences themselves and say whether they match the illustrations (Yes or No). The other activity is a revision game for the main rhymes from both stories.
Works well with: primary and some of the older pre-primary students who are learning to read.
Draw it!
Materials: This particular set here was used as a follow up of the Usborne Phonics Story mentioned above, Ted in a Red Bed. We were also practising furniture and colours.
Activities: The students need a piece of paper, A4 or A5 and a set of pencils or markers. The teacher demonstrates the cards on the screen, starting from the first one (START: I can see a room, which unfortunately is not always the first one in the deck, I set it up before the lesson and then we go through all the cards anyway, to check that we have included everything). The kids take turns to read the simple sentences and to draw elements of their room. In the online lessons, it is a good idea to ask them to show the card to the camera after each step. It is a great activity that encourages the kids to read and to create. It can be made more complex for those of the students who know prepositions (The lamp is on the table). The same kind of a game was used to practise the school vocabulary, toys and colours (starting with a shelf), things in the park etc. The activity can be stopped whenever necessary, after 5 or 8 cards, depending on how focused and interested the kids are.
Works well with: primary, online or offline, I have only done it with individual students but I suppose that it could be adapted to the needs of a group of primary kids, too. I would start with cutting down on the number of pictures, during the first few games.
Teaching English through Art
Materials: I have found wordwall extremely useful in creating materials for my Art Explorers lessons. They can be simple flashards that use traditional photographs and paintings to introduce a new set of vocabulary for example Animals in Art. It is also easy to find beautiful materials such as these Pumpkins which we use to express opinion.
Activities: Pumpkins are displayed on the screen, one by one, with the teacher or one of the students asking ‘Do you like this pumpkin?’ and the group answering. It is also possible to include some other elements ie the colours, the basic adjectives, the numbers to encourage kids to produce even more language. I would like to encourage everyone to use paintings to introduce and practise vocabulary even if you are not teaching English through Art. And not only paintings! There is such a beautiful variety of visuals that can be used – photographs, drawings, clip art, paintings, symbols and so on. This will help develop symbolic representation and the general visual intelligence. And it is fun!
Works well with: pre-primary and primary, both online and offline, individual students and groups.
Pairs
Materials: We used this set in the unit devoted to weather, with the aim to extend it beyond the single words or even simple sentences, for example to talk about the things we do when it is sunny, when it is raining etc.
Activities:
Works well with: pre-primary, online or offline, individual and groups.
Only 7 new entries here but worry not! I am still working, I am still creating and I will be adding things here. I am sure. Until then!
It’s been almost ten months since I took on more adult classes. I still teach my kids but the balance of adult EFL to YL EFL has definitely been tilted towards the adult classes. While I take a lot of pleasure in teaching 18+, I am hoping that this is only a temporary fixture because I miss my classroom and my carpet. At the same time, YL or not YL, I still get ideas and I want to share them. So, here we are – the first post in the Category: Adults.
Case studies in the EFL. A bite of theory
‘Case studies, a form of task based learning (TBL), allow teachers to implement the communicative approach: the central focus is on completing a task, and students use language as a tool to communicate their ideas instead of doing language exercises to practise a grammar point or lexical item’. This definition comes from Christine Roell’s 2019 article (see references) and it is a piece I’d recommend to anyone who is looking for some theoretical input and ideas on creating and using case studies in the EFL.
There are many arguments for including case studies but for me, personally, the priority has to be given to the fact that they create an opportunity for the development of a variety of skills, the language itself but also critical thinking, organising information and team work (Daly, 2002). Among the disadvantages that Roell mentions, the most important one would probably be the time and the effort that needs to be invested in finding, researching and preparing a case study for the class use.
According to Roell, a case study lesson follows the following six stages: introduction of the situation (relevant information, background, the necessary vocabulary), analysis of the additional information, discussion in small teams, presentation of ideas, teacher-led feedback session and reflection, both on the case study itself and the procedures in the lesson. In the article you can also find some valuable notes regarding the creation and implementation of a case study in the lesson.
Case studies in my classesaka the notes from a beginner case study creator’s diary
An indispensable connection to reality as all the case studies that I write and use have been taken from the real life, either from the news or from my personal experience. On the one hand that means that the case study is realistic, based on the facts and numbers. On the other hand, that automatically introduces ‘the answer’, which is not only a reward for the students but also allows for another layer of the feedback session: not only the students’ ideas, reflections and solutions but also the opportunity to analyse their ideas against the real life developments. These ‘real’ case studies were definitely a lot more popular among my students than the made-up case studies from the few coursebooks that I have used recently.
A more obvious focus on the target languageuse which I try to create, in order to give the students a chance to practise specific structures or vocabulary. Naturally, he students have a lot of freedom, however, the case studies are introduced in the freer practice part of the lesson and they come with the Structures To Use section.
The bare minimum as regards the data to analyse. This, partially at least, has been due to the implications of the lesson format (online, limited lesson time, corporate clients who very rarely have time to do the homework etc). I have been choosing only the case studies that do not require any extensive reading and that can still be effective and generative even with a small number of facts and figures.
The element of surprise as the actual details, ie names and brands are kept secret until the very end of the activity, in order to make sure that the students focus on the situation and the processes, rather than on specific names. It is also to ensure that they are motivated to discuss and debate, rather than just look up the events online.
The adaptability as an added bonus. So far, as demonstrated below, it has been possible to smuggle particular case studies into different lessons, by changing the angle and the target language to use. This means that the time invested in researching and designing the case study really pays off for the teacher.
A wider audience. It has been suggested by Daly (2002) that the most important target customer for the EFL case studies are the advanced Business English students but this has not been my experience. If adapted and staged properly, they can be used with the low B1 students and I have used them successfully with the Business English students, with the general English students with the corporate background and in general English ‘regular’ classes, too. The reason for that is that the students had a lot of background knowledge and could relate to the situation not only as the CEO of a company but also as the film audience members or the pizza restaurant customers.
5 case studies from my classes
Most of the ideas below come from my adult EFL classes in the last two months.
Case study: Kanye West and Addidas
Source: the news and especially the two posts, here and here.
Lessons: We have used it in lessons to discuss risk and risk management, brand image and reputation and general values. The main grammar structure here was the first conditional as the students discussed from the point at which no decision has been made yet.
Case study: Domino’s Pizza
Source: Domino’s Pizza Turnaround available on youtube created with the owners and Domino’s employees and the analysis of a great, albeit risky, marketing campaign in 2009.
Lessons: We have used it in lessons to discuss marketing and advertising (EAP) as well as in the BE and general English students in lessons on: risk, brand image and reputation. As regards grammar, our main focus were modal verbs for deduction, giving advice, conditionals.
Lessons: This was the main case study we used in the lessons on brand image and reputation and, as regards the language, our main focus was the language of advice.
Lessons: This is a really fascinating case because, after over thirty years after its release, it is still one of the popular films ever despite the fact that, initially, it was considered to be a flop. We used it in the lesson devoted to risk management and the focus was the first conditional (‘Imagine you are the CEO of the studio. What will you do?’) and the second conditional, with the contemporary twist (‘What would they do today, in 2022?’).
Case study: Famous people
Source: The news, unsourced, google images for the photographs of some famous representatives for the following professions: a chef, a sports coach, a ballerina, a politician, a writer, a CEO. The only trick here is to choose the names that the students in your country are less likely to be familiar with and the photographs that show them in their private life. The real names and professions of all the people involved are kept secret until the very end of the activity.
Lessons: This is one of my favourite activities that I have managed to adapt to the needs of my older YL students. It got inspired by an activity that I saw in one of the Rewards Resource Pack, only the original activity did not include the element of reality. For that reason, I have decided to use my own ‘characters’. With the teens and juniors, the main language focus is the modal verbs for deduction and the vocabulary necessary to describe the character and the personality. With the adults, we extend it towards a discussion on stereotypes and the ways of overcoming them. Here is an example of the set that I have used with my adult students in Poland.
References
Peter Daly, Methodology for using case studies in the Business English classroom, The Internet TESL Journal, III / 11, 2002, available online
Lynne Hand, Using case studies in the ESL classroom, LeoNetwork, available online.
Christine Roell, Using a case study in the EFL Classroom, English Teaching Forum, 2019, available online
This is part II of the series, devoted to lessons with Young Learners aka Kids aka younger primary classes aka children aged 7 – 9 years old.
First part of the series, DIY observations with pre-schoolers, can be found here.
A few tips from the trainer
Choose the focus for the observation: classroom management, behaviour, staging, storytellings, songs, chants, literacy, working with big groups, students’ production, spontaneous production, interaction patterns, routine, variety, gestures, classroom management, timing and many many more.
Think of yourself as an observer, look for the strong points and the areas to improve. There is always something!
Be a kind observer! Remember that no matter what you are watching, the teacher WAS on tenterhooks because the lesson was filmed and that the whole filming adventure might have affected the teacher’s and the kids’ behaviour.
But don’t forget about your standards. I would not want to imply that all of these are great lessons that would get Above Standard if the lesson was assessed. They are not. In some cases, I have highlighted some of the strong points that got me especially interested. Everything else is up to you.
More than anything else, please remember that whatever was filmed, it is only a part of a lesson and we have no chance of finding out what happened before and after.
Think about your particular context (your institution, your group, your classroom, your country and your culture), would this activity and this approach work? Why? Why not? Can it be adapted?
If possible, watch the video again, after some time has passed or after you have had a chance to use some of the activities or approaches in practice. Are your impressions the same?
If possible, watch it with some other teachers, too! It is fun to find out what others think about it and sometimes we learn more from people that we disagree with!
I have tried to include a variety of contexts and countries of origin and I am hoping to be adding to this list when I find some more videos.
The videos
A lesson from a Polish primary school in Gosciejow, year I, 24 minutes, about 20 kids. It looks like a typical lesson for year 1 beginners. It includes hello, revision, some movement, new vocabulary presentation and practice, and a focused task. The teacher provided a lot of exposure and controlled practice of the target language in this lesson.
A lesson from a Polish school in Dabrowka, year II (recorded in September at the start of the academic year), 34 minutes. It looks like a typical lesson with that group, with their own routine. About 20 kids. It seems to be an open lesson, there are some parents in the classroom. There is some evidence of the class routine (hello, table time, movement, storytelling).
A lesson from a Polish school in Tarnowo, year III (presumably), 34 minutes, about 20 kids. It is a revision lesson, with some favourite activities that the kids are already familiar with which can be used with different sets of vocabulary.
A year 1 lesson from Almaty, Kazakhstan, 15 kids, 27 minutes. The lesson includes the following stages: Hello song, new vocabulary introduction and practice, reading and writing, , a video story, coursebook work, evaluation, feedback and the theatre based on the story, the final song. The video finishes with the commentary from the teacher, very interesting but in Russian only. According to the teacher, the main aim was to reinforce the new vocabulary, skills development and teaching values (work and play).
A year 1 lesson from Nanjing, China, 36 minutes, over 20 kids. It is great to see how the teacher is using the gestures to praise, to instruct, to model, to teach vocabulary and grammar. He is also trying to introduce the vocabulary and immediately do something with it, although I am not quite sure if it is the kids’ very first lesson. The teacher is using some Chinese, alongside gestures and the presentation to clarify the concepts and ideas and the class rules. The lesson includes the following stages: hello, rules, warm up, alphabet, song, new vocabulary and structure, practice, goodbye. The video includes some subtitles to help clarify what is going on in class.
A year 1 lesson from Kaluga, Russia, 38 minutes, about 10 students. The stages of the lesson: hello, introducing the lesson topic, pronunciation practice, hello role play (pairwork!),r revision, song, new vocabulary presentation and practice (vocabulary and vocabulary used with structures), a video, practice, song, literacy, literacy craft, writing, stickers and goodbye. It is great to see that the teacher always prepares the kids for the activity (ie the kids revise and drill the numbers before the song). I also found it interesting to see how much L1 is used by the teacher and what the purpose of it is, for example a short poem / riddle to help the kids remember the words in English. The teacher also explained a lot in Russian, presumably to help the kids feel more comfortable with the activities ie the pronunciation practice.
A year 2 from Moscow, Russia, 41 minutes, 5 students. It is some kind of an open lesson. The stages of the lesson in the video: the lesson plan, tongue twisters, reading (cartoon), vocabulary revision, movement, literacy, riddles, homework. It is good to see that the teacher encourages using the vocabulary and structures and that they try different interaction patterns (whole class, individual, whole class vs one student).
A year 1 lesson from Vietnam, only 20 minutes, about 20 kids in the room. It is a shortened version of the lesson (colour and fruit), but we can still observe the main stages: hello, hello song, new vocabulary introduction, practice and literacy, song, new vocabulary part 2, practice games, song. The group is quite big but the kids are using boards + chalk and they put up for the teacher to see their answers. It is also good to see that the teacher is using the new words individually and in sentences and that the abstract topic such as colours has been combined with something more real as fruit.
These three activities were brought about by the calendar, this title by the title of a wonderful Christmas (?) book by C.S. Lewis. The lion just found itself.
A square aka ‘The Winter Wonderland’
This is a lovely activity that was found on Instagram by one of my colleagues, Larisa. The original, created by @kardasti.saz was a lot more intricate and a lot more complex, too complex in fact for my online classes.
The activity starts with a square of regular A4 photocopying paper. It is folded diagonally, to create a triangle, twice and opened. The kids are asked to trace one of the lines, from one corner to the other. We then draw the pictures above the line: the trees, the snowman, the presents and, finally, the snowflakes. It is very important to stage the drawing carefully, element by element, modeling and pausing for the kids to follow. This way, even the younger kids will be able to create such drawings.
We trace the line along the fold, from the centre of the square to the corner, on the bottom part of the square. We cut along this line, until we reach the centre point. We put the glue on the top of one of these newly-created triangles and we put the triangles on top of each other and press.
We have done this activity online so I had to limit the materials to the simplest and basic ones but in the classroom or if the kids have it, there is more potential for the cotton snow or 3-D figures in the little yard.
A circleaka the Rocking Santa
Circle is the best shape ever and this activity has be yet another piece of evidence to prove this. I have found it online, on the Noreva Project channel but, again, because we did it online, the instructions and procedures were simplified – only the regular A4 paper, white, which, in case of the triangle, was simply coloured red in class. The parents helped with preparing the materials (a circle and a triangle) but, again, we did everything ourselves and because we went slowly, step by step and line by line, the students could follow and create their own Santa. All the instructions are in the video.
We combined this craft with the song from Super Simple Songs, Santa, where are you? and we used to practise the prepositions (in, on, under) in a guessing game in which students hide Santa somewhere in the room and we keep guessing where it is (Is it on the table? etc).
Some scotch aka the Coolest Christmas Tree There Is
This piece was a present that my niece, Mishka made for me with her mum @_mad_alen_ and I can’t repeat it enough: it is simply amazing. It would be too much to try to pull off in the online classes but it is perfectly feasible with the offline groups. I have certainly done craft that involved the same level of pre-lesson prep work.
What you need is a piece of cardboard, with the cut out shape, a few strips of scotch taped to the back of it, sticky side up and a selection of things to decorate with: sequins, buttons, pompons. I suppose there is some potential for less professional ingredients (crayons or coloured pencils shavings, sand, scraps of coloured paper) or even food (buckwheat, seeds).
The scotch here makes it a bit more manageable (no glue!) and the card can be displayed in the window to let the sun shine through it. Or simply used to check how different sources of light change the picture. And there is an opportunity (and a need) for a health and safety training on not eating craft materials and handling small objects.
Not to mention that Mishka’s Christmas Tree has been elected the Christmas Tree of the Year.
In this post I would like to share a few activities that I came up with for my students that turned to be very effective as regards students’ involvement, the amount of language generated and the opportunities for the target language practice.
All of these are only samples, activities and materials to serve a very specific purpose with a very specific group of students. However, I do believe that they can serve as five case studies that help to create the framework for creation and adaptation of such materials.
#1 You today and you in 2017
This is the activity that we used with my teens, in a freer practice activity focused on comparatives on the B2 level, including simple comparatives, less, as…as and the comparatives quantifiers. The kids were working in pairs, they were answering the question: ‘You today and you in 2017. How different is your life?‘ and they used the wordwall cards to guide them in their discussions.
When I was planning this activity, I prepared 15 cue cards but we barely got through half of them in each pair because the students really wanted to share their experiences and, surprisingly, they did not need any follow-up questions, they were simply talking and talking and talking.
#2 The future us
This activity and the materials were intially created for a group of teens but later I adapted it to the needs of my junior group and to a group of ‘advanced’ primary kids, too in the lessons whose aim was to introduce and to practise ‘will’ and ‘might’ to talk about the future.
Intially, many years ago, when we were still in the classroom I created a handout with all the situations, one per each student in the group because I wanted to do it in the format of a gallery walk. The kids had to move around the room, read the situations and decide who will achieve what. In the end, the students picked up the cards with their names and told of us which of the predictions are most likely to happen in the real life.
Later on this activity had to be adapted to the format of the online classes and I decided to turn it into a simpler speaking activity, again with a set of wordwall cards. The students worked in groups three and they took turns to uncover the cards and to discuss who in the group is most likely to get a new haircut, start wearing glasses, write a book or win an Oscar. They had to justify their answers. During the feedback, we brought back some of their ideas and the students whose names were called out were to comment on these predictions.
Although this is one of the flexible activities (no specific ending, can be stopped at any given point), I abandoned the initially planned timing because the students got really involved into it and I allowed them to go through all the cards. We had a laugh and we produced a lot of language. It is worth mentioning, though, that this activity was done in group that had studied together for a few years and that knew each other very well. This meant that they had enough data in order to be able to make their prediction and, also, there was very little risk that someone will be offended with anyone else’s ideas. Perhaps this kind of an activity would not be a good choice for newly formed groups.
#3 Quiz: How well do we know each other?
I prepared this kind of an activity to practise the target langauge in a personalised way with my primary A1 students and the structure used in this particular game was the combination of ‘How often do you / does X do it?’ and the basic adverbs of frequency (always, often, sometimes, never).
The students were given a set of questions for homework about all the random habits of everyone in the group, such as ‘How often does Sasha play computer games?’. They were supposed to think about them and make their decisions. In class, I was asking the questions and everyone, apart from the student in question was sharing their answers. Afterwards, the student would tell us how often they do it (Sasha: I never play computer games) and sometimes provided some additional information.
#4 Personalised reading
This is a trick (or an activity:-) that I learnt in one of the training sessions about a million years ago (and I do not remember whose it was!) that a text (or a listening task) should be treated in a way that more resembles the real life reading (or listening). That means that we approach the text not to be able to answer all the comprehension questions in the coursebook but to take it very personally. The task is to go through the text, labeling the text with the marks: (+) for all the things that we agree with, (-) for all the things that we do not agree with, (!) for all the things that we find surprising or (?) for all the things that we would like to find out more about and so on and so forth. In the feedback session, students simply compare where they put all the specific marks and discuss why such were their choices. Simple and effective.
There are a few variations of this approach. Students can write their own questions to the text / the listening text and then deal with the text with the focus on these questions. In the feedback session, they share their answers and why they have chosen these particular questions or what their answers would be if the text does not include them, which, actually, is something that happens frequently.
Another way was letting the students decide for themselves which items / parts they want to read and talk about. While we were reading a text on ten different factors to take into consideration while choosing a job (based on Gateway B2, Macmillan). First, the students got only a list and they were asked to choose the five that are most important for them and compare their lists with their friends. Afterwards, they were asked to approach the text, comprising of ten short paragraphs, one per factor, and discuss these. They were instructed to go through all of the items, one by one but they could make decisions as regards the order so that the most important ones were dealt with in the beginning when everyone was at the peak of their focus and involvement. Interestingly enough, some students were choosing to read about the factors that were their priority whereas the others wanted to read more about the factors that they would never take into consideration because they were curious about the other people’s rationale.
#5 The Messy Choir for controlled grammar practice
This is a lovely activity that we are using, with my younger and older kids and sometimes with adults, too. I have already written about it and you can find the original post here.
Today, I would like to share the version of the activity with my B2 teens while we were learning / revising the narrative tenses and the Past Perfect among them. I wanted the students to start using the structure straightaway and in a familiar context. Since the class starts at 18:45, there are plenty of things that everyone would have already done and could talk about.
The boxes with the past participle were appearing one by one and everyone was invited to contribute their sentences, the teacher and the students. Some of the verbs generated more answers, some fewer but, overall, all the students participated and practised the new structured.
We used the same activity in the beginning of a few lessons later on, as a warmer / hello / revision activity.
I hope that you have found something useful here to use with your students or to inspire you to create. I also hope that this post will have its part two. And sooner rather than later!
A set of wordwall cards with the vocabulary such as Christmas words, fruit or animals or the physical cards such as those used here in the unit on farm animals.
Procedures
The teacher introduces and practices vocabulary first and make sure the kids are familiar with them.
The teacher shows the kids different variants, introduce the idea of ‘one’ and ‘many’ or ‘one’, ‘two’ and ‘many’.
In the offline classroom, the teacher shuffles the cards, looks at one of them in secret and says: ‘I can see some pens. One pen or many pens?’ with the gestures.
The kids are guessing and after a while the teacher shows everyone the card and asks the question again: ‘One pen or many pens?’. The kids answer and if the card shows ‘many’, they also count how many exactly.
If the game is played online, there is side A of every card that presents the word and side B with the actual visual with the answer. When the kids have shared their guesses, the teacher flips the card and asks the question again.
Why we like it?
It is a simple yet effective activity that helps to practice any vocabulary. We usually use it in the second or third lesson of the new unit.
It is a real game as it includes the element of luck and anyone can guess it as well as the element of logic if you try to remember which cards you have seen (there is only one of each).
The number of items can be adapted ie only a set of five words, with two (one pencil, many pencils) or with three (one pencil, two pencils, many pencils) variants for each word.
We use gestures to clarify the meaning, to support production or, even, to answer, as some kids use words and gestures when they guess. I have used the following gestures: one – the index finger up, two – the index and the middle finger together up, many – all the fingers of one hand, up and moving.
It is not competitive as we never count the points for the correct answers and its pace is so fast that the kids do not have the time to focus on the cards that they got wrong or didn’t guess which also helps them to learn to win and to lose.
It can help practise singluar and plural forms of all the nouns and structures. So far, I have used it to reinforce the knowledge of the vocabulary only, there is some potential for adding structure here, too, for example is / are.
This game can be used to practise the plural form but we have actually learnt and used the singular and plural forms through playing the game. This concept was not introduced separately before.
It works well with individual students as well as with groups as all the kids can guess at the same time before the teacher reveals the card. I have been using it with my pre-primary students but, I suppose, the younger primary would enjoy this activity, too.
The game is open-ended, it does not have any specific number of rounds that have to be played or a definite end. The teacher can stop it at any given point, before the kids get bored.
The physical cards can be easily produced, using the google images and clip art and copying and pasting. To make them more effective, I used to glue them on some coloured paper, in order to make them more durable and to make sure that the kids can’t see through the pictures. It is important that all the cards have the same size and that they have the same colour.
Last but not least, my students really like it and this game has become one of our Bread and Butter set. We play it in every unit, with new vocabulary)
This post will start from the summarising comments: experienced teachers (including trainers) should be observed by the less experienced teachres because both parties can benefit from that immensely.
There were countless occasions on which I was observed…
These involved the standard developmental observations done by my supervisors and mentors, follwed by a grade and a feedback on my teaching skills and my teacher training skills. Then, there were the newly qualified teachers or the teachers who were novices in a particular area who would visit pretty much every other lesson at the start of the academic year, in September and October. Then, there were also teachers who were struggling and needed support in one area or another and they were likely to pop in throughout the entire year. Then, there were also the teachers on our teacher trainining courses who had to clock in a certain number of classes observed (the IH CYLT course) or who just wanted to see a colleague and a mentor in action (the IH VYL course). Multiply that by ten and a half years of my work as an ADOS and add a number of your choice for my pre-ADOS career years and you get quite a few hours when you are not the only specialist in the room. Then, just for the sake of keeping the numbers’ right, I should throw in all the hours of the lessons recorded for the marketing department and all the times when I had a whole crowd in the classroom, observed by the parents in all the open classes…In a nutshell: I have been observed a lot. Nothing, however, has ever come close to the stress of the observations that I am yet to include here, namely: when the trainer is observed by trainees co-teaching on the course.
Co-teaching with your trainees and what to hate about it…
Normally, it was not our standard practice on the IH CYLT course that the trainers would be taking part in the teaching although I did hear that my colleagues at BKC IH Moscow did it on the CELTA courses regularly. However, there were a few occasions, over the years, when some of my trainees would get sick and we ran very intensive courses, we had very little flexibility and a quick cover had to be found. And this cover was me, the main course tutor.
Obviously, one would expect that the most experienced teacher in the group could raise up to the challenge and just step in and that it would be this particular person to do it with the minimal resources involved (creativity, preparation time, stress and so on). At least, in comparison to everyone else present.
It is all true and ‘they lived happily ever after’ in this particular story, however, I will be honest and I will tell you that throughout a large part of that experience, I was filled with resentment and stress.
Partially, it was due to the fact that I knew I would be observed by a 12-strong group of people whom I had been training, guiding and assessing for the past two weeks. I was aware that ‘my reputation’ was, to some extent, at stake. No matter how experienced you are and how confident you are as a professional, this particular prospect would be very difficult to dismiss in my opinion. There are lessons that I am not entirely happy with and, yes, they are an opportunity for reflection, development and improvement but when a group of people who are also your trainees are to be witnesses to this potential reflection, development and improvement, it is very difficult to be entirely calm about it. I know I was not, not when it happened the first time.
What is more, I was just angry that I had to do it because it all felt like some catch 22 situation. On the one hand, a good-quality lesson was expected of me and my trainees made sure that I knew that. ‘Oh, Anka, I am so happy that I will be able to see you with students’. On the other hand, my great lessons are such because I do have time to plan them and to prepare for them. Charisma is a nice thing to have but you reap what you sow and on this particular occasion, as the main course tutor with all the duties involved, admin and otherwise, there was very little time for me to get ready for ‘the show’ in front of the kids and in front of the trainees.
…and what to love about it.
To start with, it was definitely one more bridge to cross for me, as a teacher and as a trainer, an opportunity to expose myself to a different kind of stress and to develop some new levels of professional immunity. The first time was stressful but only the first one, especially for the teacher – teacher trainer.
My students enjoyed the lesson and I met my aims fully. I had a lot of fun teaching them and, to be honest, the stress and the anger and all the other unwelcome feelings died out as soon as I got up and into the front of the classroom, in front of my teens. They were simply gone. I was about to start teaching and all the irrelevant things had to give way. I was calm and focused.
Despite all the obstacles, I managed to put together a good lesson. I was to introduce comparatives and superlatives and, somehow, I found a connecting element and a way of generating a lot of lanugage from the kids in a rather clever way. Because of that, my trainees got a decent lesson to observe and, hopefully, to learn from. Another aim – fully met.
As a trainer, I did appreciate all the feedback that I received in the feedback session, although, I had to be careful not to forget to bring back all the areas that could be further improved because my teachers were more likely to focus on the positives and perhaps did not have enough confidence in their own beliefs to confront me about the weaknesses of the lesson or the activities. From that angle, it was also an interesting experience for me as I had to step back and try to see my lesson from a distance.
The most precious comment that was made came from Vika, who, apart from being my trainee, was, at the time, also a mother of one of my students and she had many opportunities to observe me in our open lessons. She told me that on that day she watched me, surprised, having seen me many times in a classroom with pre-primary and primary kids as a mum of one of them and she was expecting to see that same in a teenage lesson. What she was a completely different teaching persona and attitude.
Co-teaching with your trainees. The most beneficial experienceso far
There is always more and that is the case here, too because two years ago we decided to include trainer teaching as a permanent element. The first teaching day on the course is always the day when everyone is teaching in order to break the ice with the students and with the situation, to feel the class and to get at least some of the stress out of the way. The lessons are always short, limited to pretty much one activity and it is an unassessed teaching practice. When we were running the course in the summer 2021, we had a small group of teachers and a long, three academic hour lesson. Esentially, there were some time slots left and we did not want to single out and to overload anyone and I took these free slots in both groups, with the teens and with the juniors.
It was a positive experience for me because
As a teacher, I had more time to plan
I had more flexibility and influence on the content because it was always the first lesson and the unassessed one and even though my mini-lesson had to combine with all the other ones in the day for the benefit of the students, there was a lot less pressure althogether. I knew that in the worst case scenario, even if I did not meet my aims at all, I would not be messing up my trainees’ lessons.
For the trainer, it was a unique bonding activity, because, despite the experience and the status (even now I cannot but giggle here, being serious about my status and being proud of my achievements are two different things, for me, as they have always been), I was one of them for a day and we all had to go through the stress of facing a new group of unknown students and we all had to prepare a plan B or C for all the possible scenarios
I was able to share some of my ‘first lesson tricks’ and ‘the uncharted territory tricks’ and ‘flexibility tricks’ with them and I hope that because that, perhaps, they were better prepared for these first lessons on the course as well as for the other first lessons in the future. I would like to think that it even added to my credibility as an expert because I was in a situation when I would have to do exactly what I preached. Which is not to say that without this option, the tutor’s credibilty would suffer in any way or that it needed to be enhanced in the first place. It did feel different, though, better.
It was a positive experience for my trainees because
For this one lesson, they had the trainer (aka the master and commander, giggles ensue) completely on their side and not only because that is what a good trainer would do but, because, literally, we were all in the same boat.
The trainer was, for a day, playing two roles: this of a mentor but also this of a more experienced peer, actively participating in the lesson planning session and sharing what she was planning to include in her mini-lesson and why.
Then, in the feedback session, the same teacher was able to look at how the lesson went, to reflect on that and to evaluate her own performance. The teachers were very much involved in that process, from the beginning until the very end.
There were two lessons of that kind and two cycles and the second one, a slightly more challenging and a slightly more imperfect (due to a bigger discrepancy between the group we were planning for and the actual group in the classroom) was even more beneficial for the trainees, not only because of the mistakes that we could learn from but, most importantly, I want to believe, from this very attitude to a lesson that was not quite up to our expectations and standards. We make mistakes to learn after all and I hope that I could model that attitude, too, on that course.
Even during the lesson planning, which we did as a group, I could see the positive influence of the experienced teacher that I was. Or the easy-going or even the reckless teacher that I was (and I am). I coud see that my attitude had a calming effect on them. ‘There is no need to overplan here, we do not know the kids and, hence, we do not know what is up to their level, what is going to be overchallenging or underchallenging. We can relax’. Naturally, they wanted to do their best, on the first day and throughout the course, but, at this point, back then, this perfectionism and the inducing stress were simply not necessary.
Overall, as I have already mentioned, this has been a very positive experience and, if I have a chance to choose which way to play the game, I will be choosing teaching with and for my trainees.
