A text written for the lower levels learners, pre-A – A1 level, preferably accompanied by some visuals. The one pictured above which was the inspiration for this kind of an activity was taken from Super Grammar 2 by Emma Szlachta, CUP, p. 38
A set of blue cards to cover some of the key words in the coursebook. It is much easier to manage if the text is displayed on the screen. The SECRET cards can be easily adjusted and moved around during the lesson.
Procedures
In the first stage, the kids look at the illustrations and describe them. If you are looking for the ideas how to use with illustrations in the EFL classroom, make sure you check out these posts, here and here. There are lots and lots of ideas. This stage will give the kids an opportunity to produce some language and also to get ready for the reading.
Kids read the text in silence, individually and, afterwards, in pairs, trying to guess what words are hidden under the cards. At this point all ideas are good ideas but the teacher should point out that there are some hints in the illustrations.
The class read out loud together, led by the teacher or the students, and each pair proposes their ideas. The teacher is revealing the real words. It is not a competitive activity so no points are awarded.
The following stage is the reading comprehension task, such as the one in the coursebook.
The follow-up productive task can be a text interpretation: the teacher covers all the secret words again. Kids work in pairs, they read a text (one text per child). In step A: they try to remember what the original words are, in step B: the kids read the text again with their own ideas for all the secret words.
Why we liked it
The activity is easy to prepare, especially with the use of the electronic devices.
The activity can be used with practically any text and it is easy to adjust the level of development by limiting or extending the number of words, by focusing on some specific words ie only colours, only verbs or only a specific grammar word ie a structure or a part of speech, depending on the level of the students.
This is one of the ways of breaking up the text and making it more manageable for the early readers.
It is also a way of making it more interesting as it changes the reading task into something resembling a guessing game.
It can be made productive and generative by the illustrations-based activities or by the creative reading (the final stage) which can also lead to a writing task ie describing your own room or your own dream room.
Here is a situation that I witnessed many times during an observed lesson with young learners: a teacher and a group of kids start playing a game, for example riddles. The teacher models, then the kids take over. One student sits in front of everyone, chooses a card for the other students to guess or to identify. Kids start shouting out words, one of them gets it and the teacher takes the flashcard and hands it over to the student who shouted the correct word. The game goes on and it takes about three rounds more for one of the students to get offended / upset / angry / sad about not winning. More often or not, someone starts crying. Oups.
It is not only about losing, although, to be honest, this is a serious problem, too. Here, however, the ‘failure‘ of some kids is clearly visualised with a flashcard. Frequently, it is also very unfair because it is the faster and louder kids that get the point and these are not necessarily the kids who really know the answer. Also, there is another dilemma in a situation when two students shout out the correct answer at exactly the same point. Will the teacher tear the card into halves? No, of course not. Sigh.
That issue, frequent as it was, was always addressed during the feedback session and I am pretty sure every session on games for VYL and YL included the commandment compressed down to ‘Don’t use flashcards as reward points’. This was the bread and butter of a trainer / VYL ados.
My real shock to the system was an invitation to volunteer at Sheredar, our rehabilitation camp for children who went through serious diseases a few years back. I had a chance to go there a few times and teaching kids was an amazing experience. However, before I went, our contact and coordinator, Ksenia, said: ‘They will be one big mixed ability group but you can choose any topic you want. Actually, do whatever, just don’t play any competitive games. These kids have fought enough’. It took me about a minute to understand that I have no games to play. All my favourite activities, those that I frequently used in my lessons, with kids, juniors and teens, all of those favourite ones were competitive. ALL OF THEM.
Should kids even be playing competitive games?
I have been looking for sources on competition in the EFL classroom and I have found…nothing. I started to look around for any texts on kids and competition and it turns out that getting engaged in competitive activities such as sports, for example, can be very beneficial for children.
competitive activities can be motivating and encourage kids to improve their skills
playing and losing and winning helps children to learn how to deal with competition and with the fear of losing
they are also an opportunity to learn how to deal with pressure and how to win and how to lose
they are good for building self-confidence
they teach kids about the existence of the rules that need to be obeyed
they can help form friendships and relationships, with peers and adults
and, also, even if they are sports, they can lead to improving academic performance in children
Although, of course, they can also have some drawbacks, such as too much pressure, negative feelings in children and for their self-esteem.
On the whole, competition is a good thing, although it is not a given that all the children take to it naturally. Some of them might struggle, which is natural, bearing in mind that not all the adults have learnt to deal with it successfully, and they should be given help and support.
EFL and competition
As regards our EFL classes, especially those with the younger learners, primary and pre-primary, it would be just reasonable not to abandon all the competitive games althogether but to keep an eye on the balance and on avoiding a situation when all the games and activities that comprise a lesson have promote competition. Apart from competition, there are the other beautiful C-words such as: cooperation, colaboration, cognitive skills development that can and should be the foundations for our classroom life.
Not to mention that everything that we do in our lessons, namely learning a language, is against the very idea of competition. All the kids learn for themselves and although they have the same linguistic aims, their overall results or results in certain areas of language learning do not depend on the results of the other participants. What is more, their progress is measured against their previous results and achievement, although, admittedly, the situation is slightly different when it comes to learning a langauge in the context of a state school where kids’ progress is graded at every step of the way.
Things to consider
The most important thing to remember seems to be the fact that we, as teachers, should not take things for granted and assume that all the kids in our group like competition and competitive activities and that all of them are equally prepared to win and lose with grace.
The other factor to take into consideration is the age of the students. The younger the students, the less likely it is that they have already had a chance to participate in those kind of activities and acquire these skills and that they have enough life experience to be mature about it. It is a combination of their age, cognitive and social development as well as life circumstances such as having a chance to attend kindergarten, playing at home with parents and relatives, having older siblings and so on.
Equally important is the bond between the students. A group of children starting to learn together in September is a completely from the same group in January or even in October, especially in the context of after school groups or afternoon language schools where children might land in a group of complete strangers with whom the only thing they have in common is the age and the level of English, not the family ties, the address or the school. The more they get to know each other, the more they bond, the easier it will be for the teacher to set up activities, including competitive games, and for the kids to handle ‘failure‘. After all, it is easier to lose and get over it when you play with friends.
What it comes down to in real life, with real children, is keeping an eye on the kids, checking how they react to different stimuli and then introducing some competitive games, carefully, step by step. However, with my youngest students, this non-competitive period may span over the entire length of the pre-school EFL. With the most recent group, we started to play only half-way through our third year together and even then it was the whole group vs the teacher (who always lost).
Every little helps
Here are some of the tricks and techniques that a teacher can use in the classroom while introducing competitive games or taming of the competitive games we often include in our lessons (tired and tested):
Playing the familiar games such as riddles or pelmanism in a less competitive way. First of all, we do not award points for the boardrush OR we award points to both teams for competing the task, not only to the team who is faster (especially that with boardrush at least it is sometimes very tricky to establish who really was the first one to touch the board). Points here can be pluses or hearts on the board or flashcards given out to the winner in a particular round. Instead, we finish the round, the praise everyone and we simply move on. The game itself (the fun of participating, the language produced or used) is the reward itself.
We do not determine the order of participation based on the successful participation, for example in riddles, when the student who guesses the word is the next one to play. Instead, all students take turns, one by one to make a riddle for the whole class, regardless of how good they are at guessing.
Playing ‘Simon Says’ without excluding the losers by asking them to sit down after they make a mistake, especially that a growing number of non-participating students is very bad for the overall classroom and behaviour management. Or, in the same way, playing the Treasure Hunt without establishing who the winner is. We all look for clues around the classroom or the school, we all participate for ten minutes and in the end all check our answers, without counting the points or the number of the elements or stages completed.
With pelmanism, instead of playing 1-1, with kids uncovering two cards at a time, the whole group can do it in pairs, with two kids always participating, ideally in different combinations. As soon as a pair is found, the teacher and the kids cheer for everyone, and the cards are put aside or given back to the teacher.
Play the game in the format of the teacher vs the whole group, to create the support for the individual child. If they win or if they lose, they will do it together, with all their friends, nobody will be singled out. Ideally, in such a situation, the teacher loses and has a chance to model the mature behaviour and how ‘a failure’ can be handled, but, of course, bending the rules in order to ensure that might not always be easy to do. If you are looking for ideas, I would recommend pelmanism. It is very easy to get distracted and to forget (or ‘to forget’) where the other card from the pair is located.
Any game can be played in teams, a team vs a team, instead of individuals competing with each other. This way, again, the support, the safety net or the safety blanket is created. Enjoying the victory or handing the loss is easier with your team. Even if there is one child who does not handle ‘the failure’ very well, there will be other children in this situation, too. They will serve as role models.
Having the teacher participate, as one of the teams, can also help soften the blow of the defeat. Again, the teacher will be the one to model the langauge use, the game rules application and the player’s behaviour, too.
If possible, talk to the parents whose children struggle with controlling their emotions while losing the game. If nothing else, it would be great to find out whether there have been any factors that could have played a part, whether the child reacts this way in other situations and to simply inform them what happened in class. Perhaps parents will be willing to discuss this topic at home, to reinforce what the teacher does at school and, perhaps, to also play games at home, to help the child tame that beast.
In one of the posts (see bibliography), I found another great tip. What is necessary is a quick game that can be played a few times, in a quick succession, in the same lesson. Some of these will be won, some will be lost, but the quick pace and the repetition will make either of the results, the victory or the defeat, not so relevant anymore and easier to deal with and to even forget.
Another approach that I have been using in some of my summer camp groups was the Points Poster that we used throughout the entire camp. It was very simple, only an A3 piece of paper, with the team’s name, displayed on the wall. Every time we played a competitive game, there were points, for example two or three stickers for the winners, a star for everyone else. All the kids took very well to it because winning the stickers was great but the joy lasted a brief moment only and very quickly the stickers won today would quickly get lost among all the other stickers won on all the other days. The defeat, on the other hand, was perhaps not the most pleasant thing in the world but it didn’t matter much because the students knew that they would be another game on the same or on the following day. What is more, because I was using some leftover stickers, of all kinds, sometimes it was more fun to choose one huge sticker for your team rather then three little ones…
Finishing each game with the teacher and the kids thanking each other for the game, with a simple handshake and ‘Good game‘, just like all the football or volleyball players do at the end of the match.
Any activity that can work towards bonding and building a community is also welcome
If there is the students who struggle with dealing with their own emotions while playing games, I have so far tried two things. One of them was pairing this student up with myself, in 1-1 games, in order to be better able to model, to monitor and to help the child control their emotions during the game. I have also experimented with pairing up with this child in the games that we played in teams because, again, losing (or winning) in one team with the teacher was easier to deal with.
Non-competitive EFL games
First, an anecdote. The heading of this paragraph is what I put into my google. Would you like to guess what the amazing Uncle Google came up with? Nothing.
‘Fun games’ – yes, ‘no prep games’ – yes, ‘exciting games’ – yes, sure. There was one post from the British Council (see bibliography) but not many of them are appropriate for kids and not many are actual games. And one article about an activity that still has winners and losers…Nada, nada, nada.
Here are some suggestions from the non-competitive games that I have played
Musical flashcards: a simple movement game, an adaptation of the musical chairs game, only without any kids dropping out. The teacher puts out all the relevant flashcards on the floor, kids move around with some music playing. When it stops, every child picks up a card and makes a sentence for example: I like bananas (topic: food), I haven’t got a cat (topic: food), I am wearing a blue t-shirt (topic: clothes) etc. Afterwards, the flashcards go back onto the floor, the teacher puts the music on for another round of the game.
All the logical games such as Find the difference (for example those that we have in the YLE Movers and Flyers) or Odd one out (for example YLE Movers) that can be easily adapted to any topic. A similar activity will be also based on the silly picture scenes that I described in an earlier post here.
I Spy: a variation of the game with a set of visuals such as a poster or an illustration from the coursebook. Kids work together as a group (in the early stages) or in pairs, they describe something in the picture, with the relevant sentences, depending on the age and level (I spy with my little eye something. It is big, it is green. It is next to the cat. etc). The student or the students who listen find the relevant object. This game is not competitive because there are no winners / losers and the game goes on until the child / children guess. As the game proceeds, the kids can offer more information and support to help their partner, for example the first letter / sound, the gestures etc.
Riddles: the same principle and procedure as above but it can be played with flashcards or a set of word cards or a set of words prepared by the kids.
Back to the board: it is a very popular game that can easily be played in a non-competitive way and this way it can go help build and develop a sense of community and give the whole group a chance to work together. One of the students sits on a chair in the centre, facing the group. The teacher writes a word or a simple sentence on the board and signals how many words it includes. The group work together to help the one student guess and recreate the word on the board. With the lower level kids, flashcards can be used instead of words although using simple sentences works wonders for the students to learn and to work better with the grammar, the sentence structure and, progressively, with the meta language.
Monster game aka Hangman aka Let’s save the little human: I love playing Monster Game with the lower levels because it helps the students work with literacy, spelling and blending and we always play it as a whole group with all the students contributing and working together to guess the letters and the words and to help the little human who is slowly losing parts of the ladder, the boat or the hotair balloon. To make the game less cruel, the element of getting points can be added (i.e. when the kids guess a part of the word or when they guess the most common letter or when they get all the vowels etc) and with my summer camp group the game finished with the kids drawing some food for the hungry monster because they developed empathy for someone hungry, even though it was a monster.
Telephone: this game is a variation of something known as ‘Whispers’, with the whole group sitting together and passing a word or a simple phrase, from the end to the beginning of the chain. This is not a very generative game or a very communicative one but it helps the kids work together towards one goal and it is easy enough even for the youngest kids.
Stations in the classroom: this is not really an activity but a format of completing tasks with kids. The teacher sets up a few stations in the classrom, for example in the four corners of the room. Kids move from one station to the other and complete the task such as unscrambling words, completing a simple handout, matching words and pictures, playing a round of pelmanims and many more. Kids complete a few tasks during the lesson and their job is done when they complete a full circle but they do not compete with everyone else in the group. It is up to the teacher to decide when then task is done and they can move on and in this way, even the ‘weaker’ students can play and participate without any pressure from the group.
Community building games: on of the 30 Creative Team Building Activities. I haven’t tried these yet but these definitely caught my eye: Cross the Line (22), Paper Chain Race (30), Shrinking Classroom (18), Building a tower (6 and 10). Or 22 Fun Team Building Games and Activities for Kids. Here I really liked: Forehead Dots (4), Some of them have the ‘choose the best / fastest team’ element which works to some extent as it helps the kids to bond within their team but I would still skip this element altogether.
Last but not least, among the things that has been on my wishlist of the things to try out in the classroom is the parachute and all the parachute games. Some ideas can be found here.
Coda
But, perhaps, the situation is a little bit better than it seems. While working on this post, I asked my audience on the social media about their opinion and I was very happy to find that those who responded use a mix of competitive and non-competitive games. At the same time, the teachers admitted that they have to deal with the competition-related stress in the EFL classroom, although not all the time and ‘some games, some days, some kids’ was the most popular answer.
What about you, dear reader? Do you play any non-competitive games with your YL students?
I would like to know a tiny little bit more about my readers. There are so many of you, popping in here, again and again, and the numbers of visitors and visits are going up and make my heart sweel with joy. But I realised I don’t know anything about my readers and I would love to know, a tiny little bit more.
This is the week of the summer teacher training and may it be the first of many. I love being a trainer for many reasons and one of them is the fact that just as many ideas come are born in the classroom, in the presence of kids, in the same way, many are born in the classroom in the presence of trainees. Being, talking, observing and reflecting and, ta-dam, you find yourself talking and making mental notes for all the posts to add to this blog.
Here is the first post dedicated to my summer trainees from the June 2023 group.
Lesson planning process in three easy steps
Check the coursebook content, choose the lesson aims and the main activity
Plan the whole lesson (in the way you prefer to do it, with taking notes, without taking notes, with colours like I love to do or just on a set of post-it notes, like my teacher-friend Irina likes to do.
Once it is all done and ready, take another look at it and assess it, analysing it from the point of view of variety. If something is missing and/or is in excess, adapt the lesson plan
Here comes the variety…
Settlers and stirrers
This is probably the one that I would recommend starting. First of all, because it is quite straighforward and easy to spot, even for a newly qualified teacher. Young learners accumulate energy fast and they need to be given an opportunity to release it in order to be able to concentrate on those tasks that require focus. If they don’t, they will become distracted and wriggling in their chairs. In such a situation no teaching or learning is taking place.
Second of all, it is a good one to start with because it is just very easy to deal with and to fix, without any major effort. Most of the time, what it takes is to shift stages around the lesson. If a lesson is too active, a stage in which students work on their own on a task can be added. If, on the contrary, the lesson is too calm, too still, too book-bound, all you need is a song or, even better, a few songs, to punctuate the whole lesson and to give it a proper rhythm.
Materials
This one is quite easy to take care of as there will always be the board and the markers, the coursebook and the workbook, all the flashcards and a set of markers or pencils. Throw in a puppet, a soft ball, a few die, perhaps a few storybooks and some magnets and a blob of blutack and your basic set is ready. Then, to make all the dreams come true, I would add a beautiful multifunctional box, some coloured paper, a few pairs of kids scissorss and a few gluesticks, some trinkets to be the checkers, a bag of stickers, painter’s scotch and a homemade magic wand.
The computer and the screen, with the Internet access and the cornucopia of goods available online is already in the classroom.
The only thing is to make combine all the elements in a clever way and make sure that the set changes a bit, from lesson from lesson, and that some occasional pretty pieces such as playdough, watercolours or food.
Learning styles
On the one hand, ‘learning styles’ is one of the terms that features in many (if not all books) on teaching young learners. On the other hand, it is one of the most frequently mocked concepts at many (if not all) conferences, workshops and lectures on teaching English.
But, as I have been telling my trainees over the years, those who say anything about learning styles with the tiniest even traces of derision are, quite likely, the people who have never worked with children. If they had, they would have embraced any movement, action, songs, music, chants, colourful flashcards, realia, blocks and posters, not because they would lend themselves to be neatly labelled as kinesthetic, auditory and visual but because variety of learning channels means less boredom in the YL classroom and, even if only for that one reason, better results.
And it’s not that the song in the classroom is only going to be sung only by those kids who actually like singing. Quite the contrary, the song is there for all of the kids to participate only some will enjoy it more than the others. So will the flashcards, posters and realia or boardgames.
I got to this paragraph in the post and I smiled. And it’s because, as soon as we get to this point in our coversations with teachers or trainees, there is always somebody who raises up a hand to say that ‘Primary school children don’t know to work in pairs’. I smile.
It is true, that on entering a classroom with a bunch of primary school kids, you cannot just assume that you will be able to go ‘Together, together, together. Work in pairs. Here is the handout’ and it will just happen. It will not but it is not because the kids, developmentally, are unable to work in pairs. It is because it is a new environment, a new teacher, a new group of peers, a new classroom and, in our case, a new language.
Pairwork is possible in primary. Pairwork is absolutely necessary in primary and it can be done. It can be done even with much younger students and here you can read about how to go about it. For that reason, and taking full responsibility for my words, I can say that in a lesson with primary students, as a trainer, an observer, a mentor, an educator and an ados, I would expect to see some whole class work, some indivdual work, some teamwork AND some pairwork.
Practical notes
I like to colour-code different areas to better see the balance or the lack of it.
I sometimes use it as a reflection task before teaching the lesson, sometimes it is a post-teaching entertainment.
Most of the time, I use it in my everyday lesson planning, and then I only focus on one or two areas here and that is usually when the lesson plan just ‘doesn’t feel right‘ and I am trying to identify why I am not happy with it.
This is also a technique that I have used in teacher training, with evaluating the lesson plans of my trainees, while preparing an observation report and, naturally, also during the lesson planning sessions of all kinds. Because of that, the main objective would be different, either to identify the weaker areas and to create the connection between the lesson planning process and the lesson itself or while lesson planning to problem shoot and to ensure that the lesson is balanced, at least on paper.
This was my first reaction to the context I had a chance to teach in last week. To be honest, I am still sighing because an experience like that does not wear off too easily. Yes, it was not a positive experience.
Now, even being just dead inside and very very angry (not a contradiction) at the time it was taking place, I was still a devoted teacher and, even more importantly from the point of view of this post, I was a trainer, reflecting and assessing. So here we are. For you, what not to do and why.
What happened
Last week I had a chance to teach an extremely mixed ability group. I am an experienced teacher and an experienced trainer and, over the years, I have had an opportunity to work in a variety of contexts with different students and mixed ability groups in all shapes and forms and types of a mixture. Last Wednesday I reached a new level.
There were nine kids in the classroom. Three of them – real beginners who should be learning colours and their first hellos. Seven of them – pre-literate students who would require an alternative set of materials. Two kids – of a higher than ‘just pre-A1’ who should be in a more advanced group. One child, aged 5 (according to the information from the admin) and aged 4 (according to what he told me) – a pre-schooler who should not be spending in the classroom more than 30 minutes. Three kids, aged 10 – who should be in a completely different group where they are given a task on a higher cognitive level of challenge than just a picture to colour. And yet, there we were, myself and all nine kids (all of them called Sasha, traditionally), in the same classroom, for 4 academic hours of a lesson.
We all survived. Here are some notes from this memorable day.
The youngest Sasha…
The youngest Sasha was completely out of place. He did not understand what we were doing and the only reason why he even stayed in the classroom was that his older sister was present and involved. He was trying to join in, though, and the result of it was a little boy babbling in some kind of a newspeak, that was neither pidgin, nor Sasha’s L1 and not any langauge known to mankind. Albeit, to be honest, it to someone who did not know English, it might have sounded like English, from afar. My heart was literally aching at his efforts.
The youngest Sasha had no idea of the way you interact in the classroom. On countless of occasions, he would get up, come to the board, pick up markers to draw on the board (since the classroom was not baby-proof, I did not expect a pre-schooler), to try to nick a few post-it notes. He did not understand why he did not get a set of mini-cards (and some kids did, the leaders of all the small teams) and when he got a small heart for the other activity, he did not want to give it back. Because why would he? At one point, I felt like being on the playground and ‘fighting’ over toys.
It was beyond the little Sasha’s understanding why we would even dictate the colours for each other to use in a colouring dictation. ‘But I want to colour it blue and green!’, he said, already on the verge of tears and, later on, naturally, he was thoroughly confused that his picture was different from the teacher’s, his sister’s, all the other kids’ and he kept asking if he did a good job and if he completed the task well.
The Sashas in the middle…
Generally, these Sashas were under control. After all, they are the kids who have spent the longest period of time in the classroom and they are the kids who have had a chance to experience and to benefit from the routine of the previous two weeks. High five to the teacher who made an effort to build this routine. It was worth it. These are also the children who constitue the biggest group and the activities were generally designed for them and graded to their linguistic, cognitive and social skills. They did participate, they did produce, they did work well in pairs and, unknowingly, they were the kids that the teacher was looking at and sighing with relief. ‘Not all is lost’, thought the teacher. ‘I have not run in vain’, thought the teacher, quoting her favourite quote from the Bible, albeit a very un-religious one.
But, still, the atmosphere of the lesson, chaotic and messy, unravelling and tense (my bad, I know that) also took its toll even on them. My amazing twins were on the edge and, at one point, a heated debate broke out because one of them wanted to play a simple gussing game (as intented and as they were instructed to) whereas the other wanted some hints and suggestions (because that is how we played in the previous weeks). ‘Why aren’t you miming? Why aren’t you telling me if it is big or small and if you like it?’, he was asking. They ended up getting upset with each other and breaking up for a minute. The other pair, Sasha girls were sleepy and tired and on the verge of tears and even though they did play, they also spent a moment discussing whether they should just divide the cards into two piles or take them from the same pile and how much time is necessary to make a decision which word you want to use to talk about (Answer: not too much, the sooner, the better).
The day is quite long and the kids like to ask how much time is left. We have established a routine that when they want to know, they should ask (‘What time is it?’) and the teacher checks the watch and writes how many minutes are left until the nearest break. I don’t quite like it but they are quite young, they cannot tell the time using the clock and, still, they need something to understand and to manage the lesson time. We have drilled the question, it is always on the board and, although it is slightly annoying to hear the same question over and over again, it gives me an idea of how involved the group are. The more frequent the questions, the more ‘trouble’ we are in. Unsurprisingly, in that particular lesson, this question was popping up again and again and again.
The oldest Sashas…
The oldest Sashas finished the task way too quickly for teacher’s liking and we all had to wrap up a bit faster, although, indeed, they got convinced into taking part in some kind of an extension and it did buy the rest of us some time.
The oldest Sashas, because there were more than one, spent the lesson being on the brink of getting involved in some alternative, mostly illicit activities. In the end, they did not, with an experienced teacher present, but, oh Lord, there was so much potential for it. If there had been only one older Sasha, they would have been more easily contained. With two or three, at times, they could bounce their exciting ideas off each other, fueling the behaviour that were not quite welcome.
It was almost a miracle that the older Sashas enjoy colouring and that they got midly interested in completing the task. They were most engaged than I would have expected from children of their age. I can safely say that, yes, I did get away with it.
In an ideal world, these Sashas would be getting a much closer monitoring from the teacher to ensure that they are using the same material but producing a lot more langauge than the average student. Unfortunately, with the kind of mix that I actually had to deal with, it was not possible. Apart from the storybird activity that involved a 1-1 interaction with the teacher, closely supervised. Overall, the teacher was not happy at all.
I have also noticed that one of my older Sashas has got a very strong inclination for bullying. Nothing happened but I do not like the vibe and the way he behaves around the younger children (aka all the other children in the group). He is naturally a leader without any skill to be one and he has absolutely no one to look up to and to be inspired by. He would benefit more from being in a group of older children in order to develop his social skills and to learn from the other kids.
If I could think of a metaphor for that day…
A sweater that is fraying uncontrollably, at three different ends.
Washing the windows in a flat ont the top floor, in a blocks of flats. Standing on the chair and reaching out to this little piece in the corner, thinking that this may all end up in a very, very bad place.
A flooded kitchen, with you trying to make decisions quickly and to save something, to wipe the floor and not to let the flood spread to the neighbours below you.
A three-course dinner for ten, prepared by one relatively skilled chef, on one hob, with a pot and a pan.
A herd of cows that your grandma asked you to bring back from the pasture, walking them on the main village road, with all the tractors and all the combine harvester coming back from the fields and using the same road AND all the neighbours and villagers standing by the fences of their houses, watching the god-damn show because a city teenager trying to manage a task she had no preparation or knowledge of. Speaking from experience, in case you are wondering.
Any of the experiences that you spend hating every second of and yet you go on and you survive. Exhausted. And then you just sigh and vent in a post on your blog.
Coda
There is not much to say here apart from this one thing: all these kids should not be learning English together. There are too many factors that come into the picture that make it an almost impossible task for the teacher. It is true that English language groups are rarely homogenous and it is especially true in case of young learners groups and, especially especially, in case of primary school students. Teachers are simply obliged to deal with that issue on daily basis. Managing a group of kids who are on the same level of English but who are of different ages – it is possible. Managing a group of kids who are of the same age but have different levels of English – it is manageable. However, this kind of a mix, different age groups, different levels of English, different levels of literacy skills, cognitive skills and social skills development with such a number of kids is simply not a good idea. If you have a choice, please, DO NOT DO IT.
Here is a most random post of a kind that I have never tried to get involved in: one long, constantly updated, written-throughout-the-entire-summer post, with all the fun things I did in class. A kind of a Summer 2023 Diary.
A little bit of a background: this summer I am teaching at a non-residential summer camp, for primary school children that has a special curriculum and a set of materials that were prepared by the educational management team at my school. Naturally, we, the teachers, are allowed to adapt and supplement these and, naturally, I am doing a lot of that. Here are my favourite bits so far.
I really like to swim
This is a small case study in the theme of ‘How to use a song effectively to teach vocabulary and to practise a grammar structure’ and I am very happy to share it here. Here is to hoping that the framework and the pattern can be adapted and re-used with other songs.
The song that we used was the amazing Milo and ‘I like you’ from Super Simple Songs. I love this song not only because of Milo but also because it includes a long beautiful list of verbs (hobbies and activities) that, as a result of the song, become a part of the kids’ vocabulary.
We started with the vocabulay introduction, with the teacher and kids miming, drilling the verbs and the structure (I like to read books) and playing Mime&Guess, with the teacher leading the game. I didn’t have flashcards to represent all the verbs that feature in the song so I prepared a set of my own mini-flashcards. Afterwards, we worked in pairs and the kids were miming the verbs for their partner to guess, each pair with their own set of cards. This way, the kids got a chance to get ready for the song itself. We listened to it and watched the video. At this point, I was singing but I didn’t push the kids to do so. I wanted them just to watch it and to enjoy it.
The following step was a proper pairwork. Each student got their copy of the handout and they were instructed to mark the activities they liked and didn’t like with pluses and minues. When this step was ready, we paired up, compared our lists and reacted (Student A: ‘I like to count stars’, Student B: ‘Me, too / I don’t’). This was something that we had already done in our lessons so it all went quite smoothly, including re-grouping. With six kids in that group, every student had a chance to talk to three different students.
At the very end of the lesson, we played the song again and, this time, I tried to encourage the kids to sing. Today, when I am writing this post, we have had only one lesson with this song and I am convinced the next time we meet in class, the response to this song will be even more active and productive.
Elephant
This is not a new idea. I have created this activity for my English and Art classes, again, with my pre-school students. However, the interaction of salt, water and paint is interesting in itself and it has a lot of potential for the older kids, as a science experiment and it was a part of a lesson with three experiments (together with the other two mentioned here, static electricity and the rainbow Skittles / M&Ms).
We went on with the drawing just like we did with the younger students, but the version for the older students included the following: learning the names of all the ingredients involved, trying to predict what we will do and what will happen (‘We will…’, ‘It will…’), describing the experiment while it was happening (Present Continous) and assessing it afterwards and grading it on a scale from 1 – 10.
Sugar Rainbow
No matter how old they are, the kids and the adults are simply in awe when they see the rainbow in a plate. Even if they have done this experiment before. Even if they are teachers. Speaking from experience here.
This is a very well-known experiment and you can find all the details here. I have used it so far in a lesson with my super advanced primary school kids to introduce and to practise the zero conditional. This time, since it is camp, we used it as a proper science experiment. The younger levels focused on the colours, the older and the more advanced ones could predict and assess and talk about the sugar dissolving fast and slow in the hot and cold water.
My little monster
I really love the folding surprise drawings and I have used them a few times in class already, although so far it has been done mostly with pre-schoolers and the follow-up activities involved a simple presentation, saying hello and a few Q&A, depending on the structure that we were practising at the time. It was an interesting experience to try to bring into the classroom with the older and the more advanced kids.
First of all, I decided to make it more creative and instead of a drawing dictation, with all the kids following the teacher and ending up with the same puppy or kitten, we all went our ways and created the monsters we wanted. One group used the collage technique using old newspapers and markers, the other opted for creating their own drawings and, indeed, in a short period of time they were actually able to draw their own beautiful monsters.
Second of all, I wanted a lot of language to come out of it. For that reason, as soon as the monsters were were, we sat in pairs and talked about them. The lower level group focused on describing the monster using the same structure (‘My monster has got…’), in a few rounds with different partners. The more advanced group had a set of questions starters (‘Has your monster got…?’, ‘Is your monster…?’, ‘Can your monster….?’ and ‘Does your monster like….?’) and they were able to keep up the conversation for a while themselves. The only requirement from the teacher, apart from the sentence starters, was to ask 20 questions.
Storybird
Storybird is a wonderful tool to develop kids’ imagination and the love for telling stories. You have to subscribe to be able to use it extensively but if you do, you get the access to a multitude of stories written by other users and their students and, even better, the access to a multitude of illustrations by budding artists which you can use in your stories. There is also an option of the trial period so you can start playing with everything that the website has to offer without investing and then you can make a decision whether you really like it or not. As for me, I haven’t even managed to go over everything that it has to offer but I am going to tell you about the one feature that I have used many times in my classes and why I love it.
We use Storybird to encourage the kids to express themselves more freely, in writing, without the hassle of actually having to write or type, during this delicate period when the students already have something to say but they do not yet have the fluency in writing, holding the pen, typing up or, in case of some my students, they do not write in English at all because they are still in pre-school. With the use of Storybird, I select the pictures and then kids talk and the teacher (yours truly here) is their secretary with quite a reasonable WPM (word per minute) numbers.
So far, I have used it in four different formats
The oldest learners, in a group of 1-1s: a set of thematic pictures, with the same characters, that we look at, figure out the story, order and then tell the story, slide by slide. This can be done at any point during the course.
Any group of learners: a set of any pictures, as the Year Book, at the end of the academic year, with the students choosing a picture to represent themselves and they can include anything they want about themselves, as they would in a year book.
The younger learners in a group: a set of thematic pictures for example toys or animals in which a student chooses one for themselves and then talks about it, using a set of structures, depending on their levels and skills. Students take turns to talk to the teacher and there is also a need for a task that all the kids will be doing alongside such as a colouring page or a wordsearch
The younger learners 1-1: a set of thematic pictures, for example toys or animals, with a student choosing 5 or 6 or how many of their favourite and they talk about every single one of them while the teacher is typing up.
Kids talk, either producing a discourse or a narrative with dialogues, the teacher types it all up, we publish it privately, we read it together, with either the students or the teacher reading the text and then, and this is definitely the best part, the book can be pdf-ed and downloaded and shared with everyone. There are even two modes for that: a simple e-book or a craft-version, for the kids to print it and assemble it into a real book which they can later read together with their parents.
The only thing that I have a love-hate relationship with on Storybird is that since it was not created for the EFL teachers per se, it has a huge range of illustrations sets but in a rather random order. It gives me a lot of joy to be going over them and admiring the artword BUT it is time-consuming and you can use only the illustrations of one author in a book, without the options to collate different pictures. On the plus side, there are so many different styles and approaches represented that it can be used to teach Art, too. And, once you have found your favourite bits, you can reuse them with different groups.
Apparently, the best transport in the world…
The best transport in the world
This type of a speaking activity can be adapted to any set of vocabulary. We did it with transport because that was the theme of the day but I have already tried it with animals (‘The best animal in the world’), professions (‘The best job in the world’) and cities and countries (‘The best place in the world’), with different age groups and levels. This week’s camp group were kids aged 8 and 9 who are somewhere in the A1 level, mixed ability.
Before we started the game, I introduced the question (‘Which one is better?’) and a few comparatives to use while describing different means of transport (faster, slower, louder, quieter, more beautiful, more interesting, more expensive, more dangerous) and it is important to highlight that the students already knew all of these adjectives as we used them in some of the previous lessons of the course.
There is only one resource necessary and that is either a set of flashcards in a pile, a set of word cards or even a set of the electronic flashcards such as these, anything that guarantees that the words will be coming up at random.
The teacher or the students taking turns pick up two random cards and compare them, i.e. a boat a nd a bike, answering the question ‘Which one is better?’, they justify their answers and choose the one. Then we proceed to another random pair and so on, until we go through all the cards. The ‘winners’ or ‘the better ones’ in each pair are kept separately as they have qualified for round 2. The activity continues until there is one winner, the best transport in the world.
There are a few variations to the activity, for example, with bigger classes, the students can be divided into smaller groups and they can do the whole activity on their own, choosing their best trainsport. As the whole class feedback, the groups present their results or they can have the final of the finals. Another solution is diving the cards among the groups and having them run the qualifiers for the whole class debate to choose the winner. For the classes where the students don’t know each other very well or when they do not quite get on with the group, to avoid any kind of competition or peer pressure, the final stage can be replaced with choosing your Top Three, individually. Last but not least, there is the option of extending the activity into choosing the worst of the worst from among ‘the losers’. That is also a lot of fun.
I am pretty sure I have already described this activity somewhere here because I have been using it successfully for ages but this summer I am revisiting it and with a lot of joy, too.
Preparing the activity is very simple as you need only a picture to colour with a copy for each student and a few sets of pencils, crayons or markers, one per pair. As for pictures, I usually use the YLE Cambridge Starters, Movers and Flyers listening materials (without the audio) or, even better, the black and white clip art. Googling ‘toys’ or ‘zoo animals’ or ‘clothes’ will give you a nice set of pictures. If there are some more complicated and less common words, I create my own pictures, also with the black and white clip art.
The more important aspect here is the setting up of the activity as its success (maximising production) will depend on it. I start with putting the students into pairs and assigning roles (‘a teacher’ and ‘a student’). Afterwards, I give out the copy and the pencils but only to the students as they will be the ones working hard.
The next step is modelling. In an ideal world the real teacher can do it with one of the stronger students, at the board: The teacher says ‘The rocket is green’ and the student colours the rocket green, then they continue with the other toys. ‘The teacher’ is the one making all the decisions, the student is listening and colouring. That’s the ideal world. I have had classes in which it was necessary to have a round of the teacher starting the activity in all the pairs, one by one and only later monitoring. It is not the most efficient as some pairs will be just waiting (and only possibly obsesrving) but it has been the most effective way of setting it up with new groups and students who have never worked in pairs before (yes, they do exist).
The students continue speaking, listening and colouring for some time and then they swap roles. They can continue colouring the same picture or the teacher can give out another set of copies. It is important to note that not all the items have to be coloured in. The roles swap can take place after 5 minutes, for example, depending on the group and the remaining items, toys, animals or clothes, can be coloured in later on. The kids can finish the picture in any way they want, without their partner’s instructions.
The best thing about this activity is that it can be done with even the lowest levels as the structure used is pretty simple but it gives everyone a chance to practise the key vocabulary and to listen and to speak. There is another way of extending it, in the feedback stage. Since all the kids will have a different picture, with different colours, they can share what they have either in a whole class feedback (Teacher: My giraffe is green and yellow. S1: My giraffe is pink. S2: My giraffe is yellow. etc) or, with another partner after they have been regrouped. A lot of production:-))
This is the lesson that I designed while trying to come up with an activity that could become a fun project lesson, something else than just a poster or a role-play. It is not my original idea, I have come across these online but I needed something that would be feasible with a group of primary beginners.
The main idea of the project is a kind of a role-play in which one student interviews the other in the format of a test. Our days was space-themed and that is why the kids were taking a test for an astronaut, answering the questions about themselves and about their skills (‘Can you…?’) because this was our target language on the day. However, this can be adapted to many topics such as a test for a traveller / explorer, a test for an athlete, a test for a student of English and so on.
I was considering a few different set-ups for this activity but since my group was a mixed ability group, my two strongest students did a lot of interviewing, with the kids taking turns to come up to the table to answer the questions and to demonstrate their skills. In the end, they also interviewed each other. All the kids who completed the test, were getting their passports with a stamp and they could sit down to decorate and to colour them. In the end, we had a small awards ceremony, with the appropriate music and applause.
I was happy because everyone really did practise the language and the kids were very excited about completing the tests successfully. So excited, in fact, that during the follwing lessons, on seeing some templates in my hands, they would ask again and again whether we would be doing the passports again. If you are planning a similar lesson, you can find my template here.
Going shopping
There is a separate post describing this activity and the resources necessary. You can find it here.
Making instruments and making music
This activity and this lesson has also become a post. You can find it here
Monster bookmarks
Again, there is a separate post devoted to these beauties. You can find it here.
The EFL classroom, just like the Mary Poppins’ bag, is full of the little pieces that to other people might be just random junk but to the teachers of young learners, they are the true gems and the amazing, life-saving fireworks. This post today includes only 5 of them, something old, something blue, something borrowed, something blue or, in the EFL words, something for production, something for games, something for classroom management…Because sharing is caring.
One: paper hearts
You need: a set of small colourful cardboard cards, which stand for ‘I like’ (the colour side) and ‘I don’t like’ (the side with a small cross).
You will need these to encourage the kids to start expressing opinions. The hearts are used as a symbolic representation of the structure when it is introduced, they are used in all the handouts, even with the youngest kids, but they really start working when the students can physically hold them and use them to react to express opinions by showing the appropriate side of the heart, depending on their opinion. First come the gestures and the symbols, then the language itself and then the hearts become unnecessary because the kids are ready to just talk about the things they like and those that they don’t. It works amazingly well with small groups and it works even better with the bigger groups because all the kids can talk at the same time and the teacher gets the immediate group feedback with all the hearts up into the air.
Two: Little random word cards
You need: a set of regular small cards with the key vocabulary from the unit. They can be handwritten or printed. For the younger kids these are replaced with a set of mini-flashcards, with the images and the text or only the images.
You can: use them in a variety of games to practise vocabulary such as: riddles (make a definition to guess the word), questions (ask a question with the word for your partner to answer), similar or different (taking two words at a time to look for similarities between them), categories (with students grouping the words in any way they want), random stories (telling stories with the words taken out of the pile in a random order) or testing each other (to check the meaning or spelling of certain words) or pelmanism if there are two sets of words per group or pair. Anything for more vocabulary practice and use.
Three: Faces
You need: a set of cardboard circles with emoticons for them. The disposable paper plates work amazingly well here, too.
You can use them during the hello circle to help the kids answer the question ‘How are you today?’ as they are allowed to manipulate the cards while talking to the teacher. We also use them all the time while telling stories to help illustrate all the emotions involved and while working with any visuals that accompany listening or reading activities in the coursebook. The emotion flashcards can also come in handy with different behaviour issues. Knowing the words such as ‘angry’, ‘sad’ or ‘ill’ can really come in handy in many class situations.
Four: Stars
You need: a set of cardboard stars, cut out of regular or, if you are really fancy, out of some colourful cardboard paper, and some blutack or magnets. In a super upgraded version these cardboard stars can have a piece of magnetic sheet glued to them (aka this is how we recycle the merch magnets given out at out local pizza place, cut them up and glue them to things we want to use on the board).
Why? These have become my go-to, clutching-at-straws solution to motivate my kids to speak more English in class at the point when my sweet primary kids grew up and became more talkative and they were more likely to choose their first language to chat away. The stars, given out demonstratively with an excited ‘Oh, what beautiful English!’ worked in two ways. On the one hand, they made them focused on using the target language, on the other hand, somehow, magically almost, it got them to use the target langaguage from the higher shelf. Once they got into the habit of communicating mostly in English, we could stop using the stars in every lesson.
Five: Names Cards
You need: a set of small cardboard rectangles, with each of the students’ names on them, one per card, possibly laminated, to make them year-long-lasting.
You can: use them for any pairwork or group forming activity without getting personal. The cards can be kept in a box or a bag and drawn out by the teacher to organise the kids in a fun way. Even more so, the students can be involved in the draft. This way the grouping and pairing will be the most impersonal, the most random and the most genuine ever. It might also make it easier for the students to accept the outcome, even if they end up working with the classmates whom they might not like very much. After all, it will be due to luck, good or bad, not due to some very arbitrary decision of the teacher.
This is my number 1 storybook illustration ever. Marvin Wanted More by Joseph Theobald
This post came about as a result of conversations with some of my trainees and colleagues, most recently with Vera, and it inspired me to reflect on not necessarily on my favourite storybooks as this list would be much, much longer but on the list that I would start a storybook library from and the titles that I would buy first.
Making this list was not entirely pleasant because as soon as I got to number 10, I started to revise it as I was being flooded by the titles and the characters that also wanted to make it. It is quite likely that this list will be modified in the future.
Here we go then. The Very Personal List Of My Favourite Storybooks To Be Used In the EFL Classroom with some very short rationale and some interesting links.
Very Hungry Caterpillarby Eric Carle: It is a true classic and it is quite likely that your students, no matter how young, have already read it in their L1. It has a great character that we can relate to (I know I can) and it can be used to teach food, emotions (‘I am hungry’, ‘I am not feeling very well’), the life cycle of butterfly and, potentially, the seasons and weather, too. It can be combined with a treasure hunt in the garden and in the park and with a craft lesson.
Dear Zoo by Rod Campbell: This is a storybook that I know it by heart and I did use it in class a few times with only a box and a set of flashcards. It is a great resource to teach and to practise all the animal vocabulary but it is a great starting point to teaching adjectives, too. I used it to introduce the idea of a riddle which we later extended to make our own. It has been
Marvin Gets Angry by Joseph Theobald: I have a special place in my heart for Marvin and his antics. This book can help you to teach the basic emotions (happy, sad, agry, tired) and it is great in the first lessons, while establishing class routines and teaching kids how to behave but it also helps to accept that we all get angry sometimes and we need to find ways of dealing with. Other than stamping on the flowers, frightening the hens and biting the cow’s tail. It works for body parts, too.
Brown Bear by Bill Martin Jr and Eric Carl: It is a wonderful book for the first lessons with year 1 students because it has a repetitive text and it works very well with colours. It can be also used to teach ‘What can you see?’ ‘I can see / I see’ which is a good first functional phrase that will be used throughout the course.
Barry And the Scary Hairy Monster by Sue Hendra: It is not the first book of the series, but it is the first one I used and I fell in love with. It has a great plot with a fantastic surprise at the end and I normally use it in the beginning of the year 1 course, to practise emotions, colours and some simple questions such as ‘Where are you?’, ‘Who are you?’. It is great for involving kids through miming and counting. It also normalises the fact that we are all afraid and it helps the kids to deal with the fear.
Three Billy Goats Gruff (traditional): This is my favourite traditional story to be used in the EFL classes although the reasons for that are rather random. I started using it with my students only because I found it lying around and came up with ways of dealing with it. We use it to talk about emotions and food because all the goats offer some random food items to the troll trying to bail themselves out. At least they do in my rendition.
Where Is My Baby? by Julie Ashworth: Here is another book that I am very attached to emotionally. We have a history, you could say. Naturally, I know this one by heart, too. It has some repetitive language, it can be easily turned into a role-play with the whole class and it is a perfect resource for teaching and practising body parts and adjectives. I love the ending, too because it helps to teach the idea of tolerance. It can be combined with a craft lesson.
Zog by Julia Donaldson: I love Zog because it works well in the EFL classroom to teach body parts, health problems (‘What’s the matter?’) and ‘I can’, ‘I can’t’. Apart from that, it also has a great story that includes an underdog hero, a princess that does not care about castles and honours and who wants to do something real and a prince that learns that it is not necessary to fight with dragons, all the great ideas that can help teach kids develop and believe in themselves.
Don’t Eat the Teacher by Nick Ward: This books made it to my top ten because it includes aquatic animals and a shark as the main character and a lot of school vocabulary. It has got a funny plot and can be used to teach imperatives and the rules of classroom behaviour. It is one more book that I like to use in the beginning of the year. It can be used in the unit on animals or, specifically, on life aquatic and it can be combined with the Baby Shark song and craft, too.
Rhinos Don’t Eat Pancakes by Anna Kemp: This storybook might be a bit too challening for the youngest of students, in terms of concepts or vocabulary, but it is still an amazing resource. It has some potential to be used in lessons on colours, emotions, house vocabulary, animals, verbs and adjectives. It is a fantastic resource to start a conversation on the power of imagination and the relationship between the kids and the parents. I am also planning it to use it in my Art and English classes. This is also the storybook that I used with all the ages of students: from pre-school to my advanced teachers.
Those that almost made the list: Elmer by David McKee, Marvin Wanted More by Joseph Theobald, Pete the Cat by Eric Litwin, James Dean and Kimberly Dean, Hugless Douglass by David Melling, Dinosaurs in the supermarket by Timothy Knapman and Sarah Warburton, Perfectly Norman by Tom Percival, The Colour Monster by Anna Llenas, The Day the Crayons Quit by Drew Daywalk and Oliver Jeffers, Lost and Found by Oliver Jeffers and many many more…
The most important thing is a set of words to represent each letter / sound of the alphabet. Some teachers like to use the set from a song to make it possible to use and reuse the same set of words and to help the students memorise and practise them in an easy way, in class and outside of class. One of these more popular songs is this one from Kids TV 123, Phonics Song 2. I use the song, too, although I created a different set of words for myself and for our teachers with b is boy, g is for girl etc. What is more, in our exercises we use a wider range, too, as an opportunity to revise all the words that the kids already know. Sometimes b is for boy and sometimes b is for banana, ball, blue or black.
The other thing that is necessary is a place to display the words. It can be a whiteboard, a noticeboard, a powerpoint or, as in the case of my online classes, a miro board. All the photos presented here are the screenshots from my miro board from the past two weeks.
Depending on the type of display, a different set of resources will be necessary. In the classroom, I simply draw and write on the whiteboard. As regards miro, I duplicate pictures and post-it notes. It would be possible to do the same using a set of specific flashcards and letter cards. In this case, the words could even be displayed on the carpet or on the table.
Procedures
The teacher chooses the word(s) for the lesson and prepares the visuals to represent them.
The pictures are drawn on the board or arranged on the miro board.
In class, the students, aided by the teacher, sound out all the pictures (‘What’s this?’ ‘Apple’ ‘Ok. Apple starts with …aaa or ooo’ ‘A’).
The teacher writes the letters as the kids call them out.
When all the letters of the words are on the board, the students try to read them as one word, supported by the teacher.
Why we like it
This game is introduced as a part of every lesson, as a starter or as a final game and normally two or three words are used.
We start playing the game only when the kids are familiar with all the letters / sounds of the alphabet and alongside the traditional phonics and sight words work, not instead of it. It is a way of encouraging kids to read the familiar words that might not and do not fall into all the patterns of the phonics system and which are not going to be as frequently used as the sight words.
In a way, it is a decoding activity that is made fun and achievable with the use of the familiar visuals and it has worked well as a transition from sounds to letters through an intermediary of the carefully chosen images, before we are ready to decode words using only letters.
Kids enjoy this activity and they quickly improve their skills. In our lesson yesterday, my student Sasha started to call out the sounds in the sequence of the pictures so fast that I could not catch up with typing the letters. Recently, we made even more progress. She just looked at a series of pictures and called out the hidden word out loud, not even bothering to wait for me. I guess that means that we are ready for the next step.
The next step and the development of the activity will be decoding secret words with a mix of letters and visuals before we finally move to reading only letters.
The choice of words used is up to the teacher. It makes sense to start with the easy, short words, the students’ names, the familiar cvc words or the frequently used words such as sight words or the functional words (‘Hello’, ‘Bye’, ‘Thank you’ etc). The decisions made here are in no connection with the phonics or the sight words that we currently work on. Most frequently, these represent some of the target vocabulary or the words that are interesting for the student (hence all the Frozen characters here).
This is an unusual situation for me and for my course designer experience. This time the artist is not one person but a whole bunch and they are only connected by the theme of their paintings and this is water.
In class, I introduced a whole set of all the water words, in photograhps and in paintings, such as Turner, Hokusai, Monet and Levitan. We mimed all the words, we drank the water because when the picture of the bottle came up, we all realised that we were thirsty and we mimed all the words. We also started to talk a little bit about all the pictures i.e. I like it / I don’t like it. It is big and quiet, stormy, beautiful etc. There is definitely more to come here.
The language
There were two language aims in this lesson and, because there two, I am planning on the kids to be able to use them with ease after a series of lessons only.
The more important set were the ocean animals. I am planning to study ocean animals and then take it towards verbs movement and ‘I can’, ‘I can’t’ and ‘it can’, ‘it can’t’. We practised the names of the ocean animals and played different vocabulary games, such as One, Two or Many. We also sang ‘Baby Shark’, how else? We also categorised the animals into big and small on the Miro board.
The other set, for now on the back burner, are all the words related to water, which I described above.
The craft
It had to be a jellyfish, as the first of many life aquatic craft activities and the reason for that was the generally low level of challenge. Plus I have done this kind of craft before because it is easy and a great opportunity for the practise of colours and it can be done even with the youngest of students. Frequently, this has been the first craft in many of my year 1 pre-school classes. This is what it looks like.
This is a lovely jellyfish but I was worried whether it would be appealing enough for my already craft-advanced kids. I needed something to spice things up although without any fireworks because my lessons are online at the moment and I could not ask my online parents to buy something extremely fancy. I have to admit that I spent the whole morning last Monday, teaching my C1 English and my financial English classes, fully devoted to the lesson in progress minus the 10% of the brain that was trying to come up with ways of making the jellyfish more exciting. Effectively, because I remembered the tinfoil in my drawer. Bingo.
This part of the lesson started with us going over the list of all the materials ready for the activity (white paper, glue, scissors, tinfoil, markers) by showing them to the camera.
First step was to draw a big circle on the A4 paper. I modelled, of course, but the kids were supposed to do it themselves, without any stencil. It can be done this way because even if the circle is not quite perfect, the jellyfish is going to be a success. Afterwards, we cut the circle. Afterwards we fold the circle in half and we draw a line on the fold. In the end, we cut the circle in half, along the line.
The next step was to draw the jellyfish face on one of the halves. We drew the eyes and the smile and then the kids decorated their in any way they wanted. Some jellyfish ended up being princesses. I made sure we put them away, on the side, to make sure that we don’t glue anything on it until it’s time.
Next, we took the roll of the tinfoil and we tore off a sheet. Afterwards I demonstrated how to tear it into strips. It can be done with scissors but I tried before the lesson and it didn’t work very well, actually. Tearing strips off is more fun and, more or less naturally, kids choose how thin or how thick the strips are.
We take the additional half-circle and put the glue all over the half and then arrange the strips along the edge. In the end, we put more glue on the back of the jellyfish princess’s face and we put one on top of the other. Stick and press.
The jellyfish can be hung in the window or anywhere in the sun to let it reflect the sunrays or in the doorway to let it float in the air. If you can permanent markers, the tentacles can be decorated (inspired by Our Beautifully Messy House). My friend Michael also had a nice idea for an adaptation (being in need of a jellyfish carft but with not tinfoil in sight). He prepared a very simple template of a jellyfish (imagine not a half-circle but a half-oval) that the kids can cut out and simply cut the bottom part into strips this way practising their scissors skills.
Finally, and traditionally, we talked a bit as our jellyfish and we sang the final song.
It was interesting this time. The spring came and I really wanted to a related theme. It is true that at the time the snow was still lying around or still falling but I just wanted bees, butterflies and flowers. And caterpillars, of course. Only later did I start to look for an artist who could help us with it. Believe or not, dear reader, I found one! Just to prove that with this Art and English, if only you try hard enough, you can connect any two dots, even the most random ones.
I have heard about Damien Hirst before. He is, after all, one of the leading British artists and his name pops up here and there. But only now was I able to see his art in all its beauty, the dots that I had seen in so many places without realising what they were and the butterflies!
As usual, we introduced the artist, the photogragraph, the country and his two favourite things and we looked at his butterflies. And our Miro board was just perfect for it. We looked at the circles first (‘Can you see the circle?’, ‘Can you see the butterflies?’) and then we zoomed in (‘Can you see the circle?’, ‘Can you see the butterflies?’) as the circle disappeared and a multitude of butterflies emerged. Almost like magic).
Afterwards, I showed them my mini-graph and moved it around to illustrate how Damien turned butterflies into a circle and how we are going to turn circles into butterflies.
The language
This whole unit and the lesson revolved around spring, gardens and all the garden creatures, insects and not only. We have practised our vocabulary, we were describing gardens (‘I can see’), we practised numbers 1 – 20 and we sang a song about gardens, too.
We watched and tried to retell the cartoon about Six Hungry Caterpillars from Playway to English and a series of lessons we made a garden (see the photo below) and our own caterpillars which you can find out about in this post here. We also looked at different gardens in art and we talked about those that we like and don’t like.
The craft
My main inspiration for our butterflies was the video from World of Art and Craft because it is supereasy and very effective. However, because our classes take part online everything has to be made achieveable for the kids to do on their own and on the other side of the screen. For that reason I gave up on the stapler and experimented first with paper and glue. It worked.
As usual we went through the list of all the resources (‘Have you got the glue?’ ‘I’ve got the glue’ with showing it to the camera) to make sure that all the parents prepared what I asked for in a message before the lesson.
We started with choosing the two colours of the coloured paper, drawing the circles (‘not very small, not very big’) and cutting them out. I was a little worried about that bit but the thing is that even if the circles are not very regular and even the butterflies will be pretty. I was using the craft paper (one sided, the white inside), the kids were using some double-sided coloured paper, thinner and thicker, everything worked.
Afterwards we drew a line across each circle (to make sure that we don’t spread the glue all over the circle) and put some glue on the line. We closed folded the circles in half, and pressed in the middle. Afterwards, we fluffed up the sides a little bit. After both parts were ready, we put some glue in the middled and pressed the two halves together.
In the end we cut out a thin strip of paper, folded it in half and glued it as the butterfly’s antennas.
And then the second version of the butterfly appeared. I could not reuse the 3-D butterfly because while making the caterpillar, we had some problems with the glue and the paper which was just too thick and so another butterfly had to appear.
This one started with us going over the resources and choosing two colours of the coloured paper. We drew a circle on each, again, not too small, not too big and we cut them out. Afterwards, we drew the line across each circle, on the B side, and we folded each circle into half. The next step was to cut off a slice of the folded circle (‘Look, it is like cutting off a slice of cake’), to create the edge to shape the wings. Afterwards we drew the body of the butterfly on a piece of A4 paper, and we glued the wings on. We made only one butterfly in class but, of course, depending on the skills of the children, there is definitely a potential for more.
In the photo, you can see the intended butterfly and what happened in the classroom because students started to play with the materials and experiment how you can turn them into a butterfly.
Footnotes
It is only now that I have found out about the many surprises that Damien Hirst has up his sleeve. It turns out that his mandalas are made out of dry butterfly wings from real butterflies and that he himself is the biggest importer of butterflies in the UK. And I have to admit, I feel a little bit less enthusiastic about it all.
