Flashcards created with the illustrations from Bystry Maluszek @Zielona Sowa Publishing House
Ingredients
a set of flashcards
two pieces of cardboard stapled together on three sides
shapes cut out on the front page (cut out before stapling)
Procedures
hide the flashcards inside
show the students only a part of the card on the top, through the cut-outs, ask the kids ‘What is it?’
take out the card and proceed with the rest of them
hide the flashcards inside
show the students only a part of the card on the top, through the cut-outs, ask the kids ‘What is it?’
take out the card and proceed with the rest of them
Why welike it
this is a variation of the Through the Keyhole activity that I once saw in the I Spy coursebook. However, this original version included an A4 sheet of paper with a keyhole that the teacher needed to cut out and then move the card over the flashcard. I found this tool a very interesting one but, at the same time, a bit awkward to use as the teacher needed two hands to manipulate the cards, there was a chance that the children could still see bits of the card apart from the keyhole bit and the activity involved a lot of picking up and putting down the cards. All in all, too clumsy to handle.
to make a funky envelope you need only simple materials (A4 cardboard or simple photocopying A4 paper although it will not be as durable, white, colourful or recycled), a pair of scissors and a stapler or glue. As soon as one envelope gets destroyed, you can easily replace it with a new one.
you can have one simple cut-out shape or a selection of different shapes all over the envelope.
all the flashcards fit in nicely inside, the teacher can manipulate them more easily. I sometimes turn the envelope over, to change the cards inside and to add to the whole ritual.
I normally use when the kids are already familiar with the images on the flashcards not to make the task too challenging, in lesson two or three of the unit. However, there were also cases when I used the envelope to introduce a brand new topic and to raise the level of challenge.
This is still one of the top 5 among the most popular posts on this blog. But it was written about a year and a half ago. It looks like the high time for part 2. Here it is.
There is only one picture…
A to Z picture: teacher writes the alphabet on the board, students work in pairs or in teams, they talk about the picture by naming the word or words beginning with each letter of the alpahbet. Younger (or lower level) kids can use only single words, older students (or higher levels) can produce relevant sentences. Thank you, Polina Smirnova, for this activity.
Dice points: kids work in pairs. They describe the elements of the picture (ie one person, animal, element of their choice or assigned by their partner (Tell me about this…). They use the structures and vocabulary that they are familiar with, depending on the level. After each round, they roll the dice to find out how many points they get. They take a note of the points and add them up at the end of the game.
I spy with my little eye: teacher demonstrates the game by describing one of the elements of the picture ‘I spy with my little eye something big and red’. It works even with the youngest children as they are not even required to name the item in the picture, they only need to point at it. When the kids are ready, they take turns to describe something to the rest of the group or to their partner. The language can be made more complex by focusing on prepositions, adding more adjectives or details. It is a great speaking and listening activity.
Yes or No? Teacher makes sentences about the picture, children listen to check if these are correct. If they are, they confirm ‘Yes’ or ‘Yes, that’s true’. If they are not, they say ‘No’ or ‘No, it is not true’ and they correct the sentence. Afterwards, they can take turns and talk about the picture for the group or their team to listen. Again, this is one of the activities that I use with my pre-schoolers and it is lovely to see how they move on from one-word utterances (correcting only the key item) to full sentences. The complexity of these sentences or their number can be adjusted to the level and age of the students.
Travelling sentences: It is a version of the Yes or No activity. The teacher displays the picture for all the students to see and gives out small cards, one per student. Each student writes a true or false sentence about the picture, the teacher can support this with providing sentence starters. When the kids are ready, the sentences start travelling, with each student passing their sentence to the student on the left or on the right. They read the sentence on the card, say if it is true or false (and correct it) and the game goes on. This stage can be done in pairs or in groups of three.
Travellingquestions: the teacher prepares a set of questions about a picture. These can be reused in many different lessons so it might be a good idea to laminate them. Students work in pairs or in groups of three. Each pair picks out one of the questions, they look at the picture, read out a question and answer it. The teacher monitors and when the time is up, the students exchange the questions by passing their question to the group on the left and they continue the game. The set of questions might include: Where are the people? What are they doing? What clothes are they wearing? How are they feeling? What’s the weather like? Can you see any animals? Do you like this picture? What’s your favourite thing about this picture? What’s your least favourite thing about this picture? Is there anything strange about this picture? If it happens, that the question is not relevant to a specific illustration, this particular question can be left out or the teacher can introduce a way for the students to get out of the situation, for example: ‘I don’t know’ or ‘I don’t know. Maybe…’
Picture boardgame: It is a version of the Travelling Questions and it was created based on the same principle: there is a set of topics, themes and items that are involved in most of the illustrations that kids can talk about. The board, such as this one here (created with toolsforeducators.com) can be reused with pretty much any visual. The students play in pairs, move their checkers on the board and describe the picture according to the suggestions from the board.
Draw the picture: this is an activity that I used to use a lot with the first years of primary in order to practise reading and, obviously, with students who like drawing. We use a set of specifically prepared cards on worwall, like this one here. We get the pencils and the paper ready and I set the first card ready (‘We are in the park’). Afterwards, we read the cards, one by one, in any order (if something does not match, I skip the card to get back to it later), the students take turns to read the sentence and we all draw a picture according to these instructions. At the end, we compare our pictures and talk about some potential differences. It is a good activity to practise simple words, prepositions, colours and verbs.
Half thepicture: Students work in pairs. Each pair receives only a half (or rather a part of the picture, depending on the particular photograph or illustration). First, they describe together what they can see and, as the second step, they try to guess and predict what can be seen in the part which they cannot see. Ideally, all the kids should be working with the same visual and then, in the feedback stage, the class share and compare their ideas before the teacher reveals the missing part of the picture. The materials can be easily created by cropping visuals but it is even easier with the electronic resources when a part of the photograph (or parts) can be easily covered and uncovered on the screen.
There are two pictures (or more)
Compare these two: students compare two pictures, they talk about the similarities and differences, very much like in the PET exam or like in the FCE exam, if there is a follow-up question, only without the time limits and without any B1 or B2+ language expectations as this activity can be done also with A2 or even A1 students.
Compare the two boardgame: there is a selection of pictures from the same topic ie school, sport, hobbies. They are numbered and displayed on the screen or on the page. Students play the boardgame and whenever it is their turn, they choose two of the pictures and compare them briefly. The pictures can be used many times in different combinations and students speak for about a minute.
Choose two to compare: students are given a set of picturse, for example 4. They are asked to choose any two to compare them and to explain why they have chosen these two pictures. The most interesting part of this activity is the follow up question which can be one or more of the following: Which one is your favourite? Which one is your least favourite? Which one is the happiest / saddest / funniest / most challenging / most unpleasant / strangest? Is there a picture that nobody has chosen to discuss? Why do you think you’ve never chosen this one?
Tell me about this picture: this game requires a set of pictures whose theme and level of complexity can be easily adjusted to the age and level of students. We normally use the wordwall which we play on the big screen. The kids play in teams and they take turns to open one of the boxes. They take a minute to talk about the picture they find there and they get the number of points for that. The teacher keeps track of that and announces the winner in the end. This game can be played with the lower level kids, like this one here, with pre-primary students on the topic of animals (here we play the group vs the teacher), with the level 1 primary school students on the topic of rooms, the level 5 primary school students on the topic of souvenirs (What is it? Who would like this present?) or even with B1 teenagers on the topic of travelling (What’s this place? What can be easy or difficult about travelling to this place?)
Two versions: this one is a bit more complex in terms of preparation as it involves some searching and researching. The idea behind this picture is to compare and contrast two interpretations of the same topic. Our photographs usually focus on the photographs and it would be the teacher’s job to find the other matching (or ‘matching’) item for example a painting, a sketch, a cartoon, a poster, an advertisement, a wordcloud and so on. The students discuss the visuals, compare them and choose the visual which they prefer and which better illustrates the idea.
I have a small problem: my brain does not like dealing with written instructions and, really, any instructions whatsoever. I cannot make myself. What that means for my life is that I use devices instead of reading the manuals, I prefer to watch cooking videos rather than reading any recipes (and, indeed, no matter how exciting the food, if the instructions for cooking are longer than four or five lines, I immediately lose interest). In my teaching life, that means never reading any teachers’ books (if I can help it and most of the time I can). If I find an activity that I like, in a resource pack, for example, and I cannot figure out how to use it only from the game itself, well, I just never use it at all.
Or I make up my own rules. That’s exactly what happened with this game.
It actually makes me giggle. I have had this game for about three years (a lovely present from Chee-Way) and it was only this week that I noticed the name of the game. Apparently, it is called Snap. Oh, well.
This morning I was finally inspired enough to google how to play it and I found it easily enough, only to find out that I had never played it the right way. Oh, well.
Actually, I had some suspicious that what we were playing was inspired by another game, that I once heard about but when I bothered to find out, it turned out this morning that I couldn’t have been more wrong. Oh, well.
The Sheep Game (as we know it)
There are 12 different emotions / feelings / adjectives in the set. We started to play with those that the kids knew already and, then, we kept adding one or two with every next game. At this point, they know all of the adjectives and we play with the whole set.
There are 4 cards of each adjective but in any real game, we use only two of each. One is displayed on the floor in the middle of the circle. The other one we deal among the teams. Usually each team ends up with four cards.
The students keep their cards secret from the other teams.
We sit in a circle, students ask the questions to the team sitting on their left or on their right but the questions are always travelling in one direction.
The main question is ‘Are you happy / sad / angry?’
If the team have this one particular card, they have to answer ‘Yes, I am’ or ‘Yes, we are’ and give away the card.
If the team don’t have this particular card, they have to say ‘No, I am not’ or ‘No, we are not’ and then it is their turn to ask the team on their left / right.
The game can be played for a certain number of rounds or until one of the teams loses all their cards. Then the winner is announced and that is the team has the biggest number of the initial set left.
It is a great game to practise the key vocabulary, in a sentence and although the students play in teams, they can win the game only when they pay attention throughout the entire game, listening to all the teams and keeping track of all the cards (or words) that were mentioned and lost, too.
Variations
Blue, please – one of the first games that I normally play with my primary students, in the first weeks of the course, as soon as we feel comfortable with the basic colours or numbers, we play with flashcards that we usually hide inside of the book, to make sure that the cards remain a secret. As soon as the kids progress, we replace the simple ‘please’ with a full question ‘Can I have blue, please?‘ and we play it this way with any set of vocabulary
Do you like… – another variation of the game that we play with the beginner primary students, we normally switch into that version when we start the topic of food and drink. If the students / teams have this particular flashcard in their set, they have to answer ‘Yes,I do‘ and they have to give the card away. If not, they answer ‘No, I don’t‘ and they continue playing.
What’s the matter with your…– a version that we played with my teens while working on the health / medical vocabulary which turned this game into a mini dialogue with different yes and no answers (yes = I need to have it / them checked, no = nothing I am fine) or Excuse me, where is the check-in gate? while we were working on the travelling / airport vocabulary (yes = it is next to…, no = sorry, I don’t know).
Any other set: the vocabulary set + the structure that would be used with this set
Whole class vs groups of three? With the younger kids we normally play whole class, in small pairs because it helps them learn the rules of the game much faster and because the game is easy to set up and you need no other materials apart from the set of flashcards normally used in class. With the older students, I use words on small cards and we normally play it with the whole class only in the beginning, later on they play in groups of three.
And the winner is… Well, there are at least two options here. For a very long time we played it in such a way that the winner was the team who had the biggest number of cards left at the end. Until my kids suggested that perhaps the winner should be the team who managed to get rid of their cards first and we played it this way, too. On the one hand, it makes the game less competitive and it is not a real shame to be ‘losing’ a card but we have had a situation when a team avoided asking the right question not to help their opponents win…I suppose the game can be played as normal and it can be decided only in the end who the winner is (all the cards lost vs all the cards saved) but we haven’t really tried it in the classroom. Not yet anyway.
Leftovers. We normally deal out all the cards available but keeping a few cards away and keeping them secret adds up to the challenge. These leftovers are going to be automatically the incorrect questions and the players will have to figure out first which ones these are and secondly, which ones not to ask anymore.
This is how I daydream it: my primary kids go on to take their Starters (this is an old daydream, this year they will be taking Flyers), they are describing the pictures or telling the story. The examiner asks ‘How is this boy?’ and my kids answer ‘He is confused.’ and the examiner cannot believe her/his ears but she/he is, actually, impressed.
‘Confused’ is one of the many adjectives that my primary kids have learnt thanks to the sheep game that we’ve been playing for a few years now. We started with the normal adjectives, happy, sad, angry, sleepy but the kids noticed that I’ve been hiding some cards and they got curious. And because they were curious, they started to ask questions. Since the cards were wonderfully happy and funny, and since, together with some clarification from me, they did illustrated the concept very well (after all, they were created for children), we started using the ‘confused’ card (and with them ‘chatty’, ‘in love’, ‘crazy’).
That, in hindsight, was an excellent idea because this turned out to be a very useful words because I happen to be confused and my kids happen to be confused, too. Not to mention all the characters from all the stories. ‘Confused’ might be from the B1/B2 shelf, but, we found it very very useful, at the age of seven, in something that was the pre-A1 level.
‘OK’, ‘ill’, ‘in love’, ‘creative’
The coursebook and the curriculum
A disclaimer first: my comments in this section are based only on a very un-thorough looking through the coursebooks for pre-schoolers, only a quick glance at the contents page and the units. I acknowledge that fact that I might have missed something and that a proper research might be necessary and, for that reason, I will refrain from quoting any titles here. However, having flipped through five recently published coursebooks for pre-primary learners, I did not find much as regards adjectives, apart from colours (all), some of the weather words (depending on the title) and some random happy, sad and hungry (also depending on the title). With one honourable exception that introduces quite a few emotions as well as some other opposites, either through stories or through CLIL projects. Overall, however – not good at all.
I also had a look at the primary books and here the situation is admittedly better because all of the modern publications tend to align their content with the YLE Cambridge wordlist and that, in turn, means about 50 adjectives on the pre-A1 level, including colours and possessive adjectives.
As it happens, my school is now getting ready for the YLE mock exams and I am putting together a set of materials for our teachers and kids and that made me look at the said wordlist with a great more deal of scrutiny. Starters kids (pre-A1) are supposed to know about 50 adjectives, Movers kids (A1) – additional 50 adjectives and Flyers kids (A2) – 70 more adjectives on top of that. I am aware of the fact that these lists were not created on a whim, quite the contrary – they are a result of a large-scale research and the effort of a huge team of people. But there are all these questions there, too. Why do the pre-A1 kids need to know the adjectives such as ‘double’ or ‘correct’ and ‘right’ (as correct) and ‘its’ (also an adjective) and some other ones, although not adjectives (‘coconut’, ‘pineapple’, ‘flat’ and ‘apartment’ or ‘lime’)? Why would these be more important, useful and appropriate for primary school children than ‘hot’, ‘cold’, ‘easy’, ‘difficult’ or ‘loud’ and ‘quiet’, which are only introduced at the A1 level?
I do not have the answers but I have been introducing them (or some of them) much earlier than that. And effectively so. If you are interested why and how, please continue reading.
‘crazy’
Emotions and feelings
‘Sasha, how do feel today?‘ is one of the questions that we ask in every lesson. Why? Well, I guess, first and foremost it is for socialising. This is the question that we ask when we meet someone, just to make a conversation, at least with adults.
Since our students are children, however, there is a lot more to that. Children are growing, developing their social skills and learning about a variety of emotions available and, even more importantly, learning how to deal with these emotions and learning how to recognise these emotions in others. That is why giving them tools to do that, in their L1 and, naturally, in their L2, is absolutely crucial.
Ideally, all the Sashas in the world would walk into the classroom being happy, totally over the moon, brimming with joy and ready to conquer the world with us in the next 45 minutes. But it is not possible for every Sasha to be happy every day and, as a teacher, I want to know how they really are and during the hello circle I am, literally, all ears because if Sasha is sad or sleepy or hungry, or, sometimes, angry, I would like to know that. Not only to show empathy but also to look at the lesson and what I have prepared for today from the group’s and the individuals’ point of view. Maybe a bunch of sleepy children will not be able to deal very well with the story? Maybe it will be necessary to keep an eye on Sasha and accept that today she might not be able to focus as well as usually because she is feeling a bit under the weather. Maybe it is a good idea to start with this silly game of ours (although I did promise myself to ‘never ever’) because it might distract and cheer up this little human who walks in and announces ‘I am very, very, very angry.’
Having this range of emotions vocabulary is also very handy when it comes to behaviour management, even if in the simplest of terms.
Situation type #1: an unpleasant situation: someone draws on someone else’s paper, someone takes someone else’s toy /book / marker without asking, someone jumps the queue, no casualties, only a lot of unhappiness in the room and one person is on the verge of tears. ‘Look. Sasha is very sad now‘. Naturally, it might not be the case of ‘one size only’, one solution for all occasions but it is a good start.
Situation type #2: a 5 y.o. confrontation: both parties did have a disagreement, both parties are not very happy and, definitely, way too upset to just get over it and get involved in the lesson activities. ‘Sasha, are you angry?’ ‘Yes!’ ‘It’s ok.’ Again, some cases are more complex than that, but in many situations the very fact of calling the spade a spade and showing that it is natural to feel angry (and, by default, giving the human some time out to accept and recover) is the best solution. It applies also to all the negative emtions, as long as no comes to any harm.
To be perfectly honest, sometimes (only sometimes!) it feels like this brief and contained reaction, limited by the fact that extreme language grading is necessary, is the best solution. Anything to avoid a long lecture from the adult on ‘The negative impact and the long-term consequences of….’ that children sometimes receive from their teachers, baby-sitters, nannies, parents, grandparents…
‘ill’
Riddles
This is, by far, one of our favourite games: making riddles. The game is introduced in its simplest from, with a set of flashcards and with the students guessing the secret word which the teacher or one of the children keep close to their chest. That’s just the beginning, however, once the kids are comfortable and familiar with the format, a set of simple adjectives are added, first the colours (based on the visuals in the flashcards) and big / small. Then, depending on the topic, we introduce and play with the relevant adjectives, for example fast / slow / big / small / loud / quiet while talking about transport, big / small / friendly / dangerous while talking about animals, hot and cold while talking about food and big / small / soft / hard / light / heavy while talking about the everyday objects and so on.
The kids can either use the adjectives of their choice and affirmative sentences (It’s big, it is yellow) or they can react to teacher’s or kids’ questions (Is it big or small?).
A variation of this activity is also I spy with my little eye adopted (and limited) to the set of vocabulary that the students are familiar with, played with a set of flashcards or a poster.
Expressing opinion…
…or, rather, justifying your opinion, something that can become a part of pretty much every unit and every set of words. Not only does it create an opportunity to personalise the vocabulary by dividing it into the things we like and the things we don’t like but also to give more detail and to build a small discourse (I like it. It is beautiful) or even first complex sentences (I like it because it is beautiful).
Naturally, that will require a different set of adjectives but beautiful, ugly, easy difficult, interesting and boring to be the concepts that preschool children understand, even though the flashards and visuals will be based on some symbols.
Storytelling
Our storytelling has reached some new amazing levels since we started working extensively on adjectives, both with primary and pre-primary students. You can read more about in an earlier post on the Storytelling Campaign here and here.
‘confused’
In my classroom
In this academic year, I am working with three pre-school groups, level 1, level 2 and level 3 and I am happy to say that even my youngest level 1 students are familiar with the set of 12 different adjectives that you can see in the first photograph plus a few more that we have learnt through songs. Level 2 group have got the basic set, quantifiers ‘very’ and ‘a little’ and a few more adjectives lined up. Level 3 group have got a nice set to describe food, transport and animals (including ‘scary‘) and they have already started working on extanding that range.
The photographs that were chosen to illustrate this post all come from the set that I have created for my pre-school group.
I have decided to use paper plates because they are durable, easy to stock and they have a shape of a circle aka they are a face. In the classroom, we put them in neat rows on the carpet, in the middle of the circle, to support production. My younger students like to pick up those that are relevant and hide behind them, showing how they really feel. This makes this part of the lesson a bit more kinesthetic.
I have drawn all of them myself but before making the decision on how to represent each adjective, I like to look at different emoticons to get inspired and to find something that meets two criteria a) I can draw it and b) my students will be able to associate it with a specific concept.
In some cases, the symbol was pretty easy for students to decode (for example: an owl = clever), in some others, I had to follow up with a brief clarification (for example: lightbulbs = ideas = creative). After the first lesson, I decided to upgrade the ill flashcard by adding a real tissue for the poor sneezing person.
There is another thing that I am considering at the moment. With my preschool students we start with the adjectives that help us describe how we feel and it must have been out of sheer linguistic greed that I decided to add those adjectives that describe personal characteristics rather than emotions such as ‘strong’, ‘beautiful’ or ‘clever’. Although, to be honest, we adults know very well that there are days when we feel particularly beautiful or not and the kids responded well to it. At the moment, I am considering different ways of organising all the adjectives that we already know and building up on that, in each category.
These are not all the activities that you can do with a video, these might not be the best activities for your groups. These are just some approaches that we like. Maybe you will find them useful.
Prediction
Procedure: The teacher introduces the topic of the video and gives the students a set of key words that appear in the video. The students discuss why these words might appear in the video and why they might be important. After a whole class feedback, the class watch the video to check whether they predictions were correct. As a follow-up, the students discuss the most (or the least) surprising / unusual / weird facts they have found out about.
Example: We used this video to accompany a reading on extreme adventures and survival in which making a snow cave helped the people survive. We watched a real tutorial on making a snow cave and the key words we started with were: a candle, the letter T, the stick, a saw, the flat ceiling.
Back to the board
Procedure: The teacher divides the group into pairs, one student in each pair sits facing the TV, the other one sits with their back to the screen. the teacher plays the video, students work in pairs and they retell each other what is happening on the screen. Depending on the video, the students can watch the video with the sound on or with the sound muted. After a while, the students change seats and continue watching. Finally, they talk together and answer some questions related to the video. Usually it is a mix of questions, some of which check comprehension and some which help the students see the big picture or express opinion.
Example: We did this kind of an activity while discussing sports and unusual sports. The students watched the muted video on extreme extreme ironing, in two halves, about 60 seconds each and afterwards answered the following questions: What do you think is the name of this sport? How do you think Phil Shaw came up with the idea? What can be easy and difficult about this sport? Would you like to try? Which was the strangest place in which this sport was done? In the end, we watched it together, with the sound on and we compared ideas.
Pause and talk
Procedure: This is a great activity for the videos that consist of short blocks or include a set of examples of a certain item. The teacher writes the key question on the board, usually only one, and plays the video. The students watch a short clip. The teacher pauses the video and students discuss what they have just seen by answering the question. The biggest advantage of this approach is that the teacher is in charge as regards the duration, the activity can be stopped after only three items or the video can be played until the very end. As a follow-up, the students choose their favourite / their least favourite item and justify their choices. As in all of the other activities, there is also an option of the students changing partners and sharing their ideas with someone else in the group.
Example: While discussing food, we watched the video about school lunches around the world, we watched it bit by bit (after each item) and the students had to answer the following question ‘Would you like to try it? Why?’. Actually, this particular lesson included the video because we followed up with a video on American kids trying Russian food and we paused right after the food was introduced and we try to predict if the kids are going to like it or not.
Read my lips
Procedure: It is used with the video with a very clear narrative that can be interpreted without the audio version as the students watch it muted. The teacher can start with the title of the film and ask the students to predict what they think it is about. Afterwards, the students watch the film and try to figure out what is happening, who the characters are, how they are feeling. The teacher can ask them to take notes while they are watching. Afterwards, students compare their notes in pairs or in groups of three. The teacher can also ask them about the main events or to try to connect the clip to the title of the film. Afterwards, the students watch the video again and as a group discuss their guesses. The teacher clarifies the main points, without going into too many details. The final activity is predicting what happens next.
Example: One of my top ten for this kind of an approach is a video like this excerpt from Big Fish, or actually a set of clips from the same film, for example this one here or this one here. In this one case, we did not really talk about the title of the film. After watching the film, the students were discussing what they saw but I also asked them to think about the following questions: Who was the big man? Why did he look scruffy? Why did the boy throw a stone at him? Why did the boy reach out a hand and closed the eyes? Why did they shake hands in the end?
After we finished watching and discussing, we also looked at the quote from the clip ‘You are a big man. You should be in a big city.’ and we talked about what it might mean and whether it is true.
Categorise
Procedure: The students are given a list of all the items that are shown in the video ie some extreme sports, some unusual holiday destinations, exotic animals etc. The students watch the video and they take notes about all the items, ie putting (+) and (-) next to those that they like or grading them from 1 – 5, depending on how interesting they are. After watching the video, they make their own list, organising all the items from the most to the least interesting one or dividing them into categories (like – don’t like, useful – not useful, interesting – boring) and so on. They work in pairs or small teams and compare and explain their decisions.
Example: This video was used in a lesson on technology as it presents the list of 10 Coolest Gadges. Some of the gadgets in the video have unusual names so we started with looking at these, trying to figure out what these might be. We actually divided the video into two and we discussed the first five gadgets and then, after the second half, the other five and then all ten, to round up. The students were choosing the most interesting gadgets that they might want to buy and those that they would not really even consider. In the end, we choose the most and the least popular gadget as a group.
None of the videos I use as examples were graded or created with the EFL /ESL learners so they can be considered authentic materials. I found all of them on youtube while looking for videos that would match the topic we were working on. I did not introduce any vocabulary, focusing rather on listening (or watching) for gist and general understanding, rather than on any specific details. Unless, of course, the students had any questions.
If you want to find out more about using authentic materials, have a look at some of the many resources online such as these post here: how to choose and adapt them, here from the Britsh Council, and here.
I have also found out a few posts on using video in class. If you are interested, you can find them here and here and this one here, although it has a wider scope and does not really focus on videos in the EFL/ESL classroom.
I am happy to inform you that, inspired by your article, I have decided to follow your example and to start experimenting in the area of scaffolding…
Oh, how I wish I could write a letter of that kind. Since I first read the article by Bruner, Woods and Ross on the original research and how the term ‘scaffolding’ started to mean what it does to us, teachers and educators, it has become a kind of a life mission to spread the word about it among my teachers and trainees, conference attendees and, of course, the readers of my blog. This is also the area that I choose to invesitage in my first classroom research project as part of my MA programme.
Of course, the most important things keep happening in the classroom, in the everyday when you observe and adapt your instructions, gestures, voice and actions to better suit the young or very young learners as regards demonstration, marking critical features, reduction in degrees of freedom, recruitment, direction maintenance and frustration control (the six orignal features outlined in the article).
This time, the starting point was the lazy teacher…
I started to plan the final lesson with my three pre-school groups that also happened to be our Christmas lesson. And it was out of this tiredness and the madness of the end of the year that made me wake up one day and decide: ‘I am going to repeat the lesson!’
Three lessons in a row, three different levels, three different age groups and the same lesson plan. Well, to a point, of course. We would all study the same vocabulary set and sing the same songs, but the activities would vary, depending on what the children are capable of.
Topic, vocabulary and structure
There were eight words in the set (Santa, a reindeer, a stocking, a Christmas tree, a present, a start, a snowflake, a snowman) and I wanted to combine them with the question that we all had been practising before: ‘What is it?’ ‘It’s a…’.
The level 1 kids (and the youngest group) have got as far recognising the words and pointing at the right flashcards and participating in the ‘What’s missing?’ game although most of the time they would guess the missing word in Russian and they actively produced only some of them in English, such as ‘a star’, ‘a snowman’ and Santa. We also watched the ‘Guess the word video‘ and it was a chance for us to drill the vocabulary in a different way. We also introduced ‘What do you want for Christmas‘ and it was a nice opportunity for us to revise toys which we covered in the previous unit. But only that. In the end of the lesson we also had time for storytelling and we used Rod Campbell ‘My presents’, again as a way of revising the key vocabulary.
With the level 2 kids, we did pretty much the same but the kids were able to remember and to reproduce all eight words really quickly. We played the same game (What’s missing) but they were all actively involved and producing. We watched the video and guessed the words, pretty much just the way the younger group did, although it was interesting that I did not need to encourage them to repeat the words and, as soon as the full picture and the correct answer was revealed, the kids said the word without any cues from me. It seems that due to their age and to the fact that they have been in class for longer, they are much better used to that kind of reaction to the content. We seem to have developed that habit already.
As for the song, we even managed to personalise the song and talk about whether each of the presents featuring in the song are a good idea (or not? ‘Not’, according to some students:-) and we sang a verse for each of the kids:
‘What do you want for Christmas, Christmas, Christmas? What do you want for Christmas? Santa is on his way…’
‘I want a…’
I did not use the storybook with the older children. I had planned it only for the little ones. For the older ones, we had a back-up of an episode of Christmas Peppa, but, in the end, there was no time for that.
The oldest group, level 3 kids, need only a quick revision of all the words and then we could play a variety of games. We did not even play ‘What’s missing?’ as they are too ‘adult’ and this particular game is not challeging for them anymore. Instead, we played a team game, ‘Tell me about it’, in which the players choose a box, open it and say something about the picture hidden in the box. And they collect the points.
We did use the video mentioned above but in this lesson it was not just a simple guessing game, we also managed to talk about whether each round is going to be easy or difficult and then to comment on what it really was. And, of course, the song was also personalised and followed-up by a proper chat. There was also another song, ‘Who took the cookie from the cookie jar?‘, in its life acquatic version (nothing to do with Christmas, but the kids were curious and this is the game we are playing right now). This group are already quite good at personalising songs (aka ‘The original version is good but let’s see what we can do with it and how can we make it better?’) so it was the kids to suggest that we start singing it when we pick up our surprise at the end of the lesson from the reception. If I rememeber correctly, the final version of it (as shaped up by the kids) went along the lines of: ‘Who took the surprise from the surprise jar?‘
I was teaching, having fun and keeping my eyes and ears open and trying to remember what was happening. It was already very interesting but I was really waiting for the most important part, the cherry on the cake.
The cherry on the cake
Surprisingly enough, this time round, it did take a long while to choose the craft activity but finally I settled on the snowman. I found something that I liked among the 25 Easy Snowman Crafts For Kids on countryliving.com. I planned the lesson, spent an hour cutting out the circles, the noses, the hats, the arms and the Christmas trees and orgnising the room. And then we took off.
It so does happen that although my children are divided into groups by the level and by the age, there are exceptions and special cases in all three groups.
The actitivity, the materials, the staging and the instructions were exactly the same in all three groups but the outcomes (visible in the photographs below) and the scaffolding necessary (not visible in the photographs:-) heavily depended on the age of the students.
The youngest students produced these beauties:
This was interesting, especially because this lesson came first and after a very short moment, I realised that, while preparing and planning, I gauged myself for a slightly older audience and I had to adapt on the go, especially for the almost 3 y.o. girl for whom it was the trial lesson and the first 45 minutes in our classroom.
It turned out pretty quickly that it is quite a challenge to glue the ribbon, to turn the circle over and to tie it and that the orange ‘carrot’ nose is actually very small. But we managed, with the pace really, really slow and the teacher keeping an eye and demonstrating everything twice. Plus, yes, the teacher had no other choice but to help with the ribbon.
The age of the students shows most obviously in the way that all the small parts were glued and how the eyes, the smile and the buttons were drawn, with a different level of accuracy and precision. Almost where they should be:-)
And it was because it took longer to produce the snowman that I decided to skip the little sticky arms. They were too thin, too fiddly and too risky. And the snowmen still look pretty without them.
The snowman created by the 5 y.o. hands looks like that
First of all, the five-year-old snowmen did not take as much time to produce and the little fingers were much more agile and ready. As a result, the teacher did not need to help with the ribbons, the noses were handles with much more efficiency and we did have time to add the arms.
It is interesting to see that at this age, the students did observe the teacher (the mentor / the expert) to do exactly what she was doing but they were observing to figure out what had to be done and to interpret it in their own way. Some snowmen were happy but not all. Some had the scarf tied on the neck aka above the arms and the others had it more where their snowman-y waist would be. Some had the buttons and some did not. Some snowman mouths were a string of dots, some were drawn with a line. Some of the Christmas trees were glued on the snowman’s chest (like in the teacher’s model) but then again, some were holding them in their hands (although this obviously involves even a higher level of precision).
The 6 y.o. snowmen look like that:
The older snowmen are even ‘neater’ (in inverted commas here because I adore all of these snowmen, even the ones that look as if they were created by Pablo Picasso) and the evidence of precision and accuracy as well as even a more detailed and a more personalised version, which were the students’ own additions as they were not modelled by the teacher such as the eyebrows, the hat decorations (not featured in the photos) or a bigger number of buttons.
And the oldest of them all, the almost 7 y.o.
This snowman was made by our oldest student, a girl who is actually in school but who is finishing the level with us. As regards the level of English, the development of the literacy skills, she is like the other students in the group, but her motor skills are more developed and for that reason she usually is the fast-finisher. That is not an issue and while she is waiting for the group to finish, she usually continues working on her craft or handout, adding details and decorations.
This time round, she decided that her snowman is going to be a snowgirl, with her and a bow, which was her own original idea.
Reflections of a small scale Jerome Bruner…
This was an absolutely fascinating experience and I would really recommend it to teachers who work with different levels within the same age group, especially within primary and pre-primary where scaffolding seems to be one of the most important factors deciding about the task completion and success.
It can be a great source of information, about the students’ skills and abilities…
…as well as an opportunity to trial something new, be it a song, a video, a game or a craft activity and to learn more about this type of a task.
It is a chance for the teacher to practise and to develp their scaffolding brain…
…and a great opportunity for a freer practice in the area of differentiated learning, not only within the group of learners (something that happens in every class) but on the level of different age groups and levels
Like in the original experiment, the design or the choice of the task and the material is crucial but the holiday lessons, not really closely connected to the coursebook curriculum, seem to be a perfect way out.
What else? Not much? Some curiosity on the part of the teacher, some willingness to experiment and some flexibility in order to be able to adapt on the go. Plus, the eyes wide open to notice all the little changes and proceedings.
These two, in the photo below, are my own interpretation of the original craft and a more complex version of it, here in the form of a card, made by an adult (myself). Perhaps this is what I am going to make with my oldest primary group in our Christmas lesson. If we do, I will let you know how it goes. That would be, indeed, a nice follow-up and an extension of our experiments. We’ll see. In the meantime:
I am a trainer and an assistant director of studies. I spend a relatively large part of my professional life sitting in the back of classrooms, observing. I love it.
Not that anyone asked (hahaha, here is one clumsy blogger, at your service. After all, one should start with ‘Many of you have been asking me…’ or ‘I’ve received many questions about…’ I DID NOT) but if I were to give one piece of advice to all the YL and VYL teachers (or maybe not only to them), it would be this: BREATHE.
If I were given a chance to use more words, I would say:
‘Breathe! Pause! Calm down! We care about the efficient use of the lesson time but nobody is in a hurry, nobody is rushing to catch a train. There is time. You will be doing a great service to yourself and to your kids. I promise. Inhale. Exhale. Repeat!’
What do I mean? Here are five ideas.
Instructions
Going slow is absolutely crucial while giving instructions.
Not always but frequently enough our primary and pre-primary students will be doing something in class for the first time in their lives, without any metaphors whatsoever. It is quite likely that we, the teachers are the first ones to introduce a boardgame to them, a role-play, a game with a dice, a pair-work activity, a mingle, the game of pelmanism or a project. Our students might behave like they have never done it before because, very often, they really haven’t. Or they haven’t done it in a foreign language to practise vocabulary or grammar. It really IS their first time! Our classroom IS full of Gagarins, Columbuses or Cabrals (or whoever is your favourite First-Timer Metaphor).
That is why the instructions we give have to be not only graded and accompanied by gestures and (ideally) by modelling but also paced. With the teacher taking baby steps, pausing (and breathing) for all the students to catch up. Before anyone is allowed to take the next step forward.
Taking this one breath in-between the sentences will really make a huge difference. Let’s breathe then!
A listening task, as in: anylistening task
Listening tasks for young learners are another example how pausing can make the world go round and in the right way, too. This tiny (and, really, the most insignificant) movement of the teacher’s finger pressing PAUSE on the CD player / the telephone / the computer can be the factor that decides about the activity becoming a success or a failure. Something that amazes me every single time I see it in action.
PAUSE and the kids have a chance to hear what they are supposed to hear, circle what they are supposed to circle and get ready for the next bit. PAUSE and the teacher has a real chance to monitor while in-task. PAUSE and if there have been any glitches, now is the time to fix things and to save the rest of the activity.
DON’T and they miss the first example because they are still not quite sure what they are doing. Then they miss the second example because the breaks between the pieces of the recording are too short and there are no numbers or beeps to help their focus. DON’T and, inevitably, they miss the third one, too, because they missed the previous two and everything becomes just a mesh of sounds. DON’T and you have no chance to monitor or to give feedback, Although, really, it is NOT a mini-test that the kids should pass. It is only an opportunity to develop their listening comprehension skills. It is ok to help, to support and to guide. Unless it is a real test.
So maybe it is a good idea, to pause and to breathe?
Questions and answers
Here is a question: Do you know how long is the average ‘wait time’ aka the time that elapses between the moment a teacher asks a question and the moment a student is expected to answer it?
Well, fasten your seatbelts because it is quite likely that what I am about to tell you will be a bit of a shock.
Apparently, we, teachers wait as long as long as 1.5 seconds at maximum and most of the time even less than that. One second and a half. Which means that we don’t really wait at all. Either student A knows that answer that we want to get and they provide it or they don’t (more likely) and we move on to student B or C until we find what we want or we just answer the question ourselves.
Extending that wait time can have a huge impact on students’ learning, engagement and, possibly, also on their confidence because they will be given a chance and time to rise and shine. And don’t worry. By extending here I mean ‘waiting three (3) seconds‘, not the whole eternity. 3 seconds aka one inhale – exhale set. Breathe!
Just look at the picture first
This particular issue is going to make an entry here for one and very specific reason: our coursebooks and all the materials for YL are full of great visual material which, sadly, is not given all the attention it deserves.
The first question that I often I ask my trainees during the post-observation feedback session while discussing visuals, photographs, cartoons and drawings is: Why not spend more time on talking about the picture? There are so many things that you can do with a picture! (If you are not sure what these are, have a look at the earlier posts, here and here).
Once we establish that these do indeed have a lot of potential that needs to be tapped into, the question arises of how to do it. And this is how we get back to breathing.
Whenever students are shown a new picture, one that they have never seen before, they need to be given time to take it in, with its narration and all the details. It is more important for the younger learners, since their cognitive skills are still developing but it can be beneficial for the learners of all age groups and levels. If you are in doubt, just have a look at how visuals are dealt with during the speaking part of different Cambridge exams, from Movers, through PET to CAE, although with the higher levels it is hidden under the lengthy instructions from the interlocutor during which the candidates are allowed to look at the photographs they are to describe.
Step 1: instructions, Step 2: one deep breath while the kids are getting ready. Thinking time is precious and it extends on all the activities, picture-related or not.
Classroom management
Last but not least, the main destroyer of the peaceful flow of a VYL and YL lesson makes an appearance, too – the unwanted behaviour, in all its shapes and sizes.
The option of ‘doing nothing’ is out of the question, it is the teacher’s job to react but perhaps it is worth considering whether the immediate reaction is the best solution. After all, there might be some situations in which everyone would benefit from the teacher taking a deep breath and using this second or two to calm down, to consider the options and to see the situation from the little people’s point of view? Maybe the situation was not that serious? Maybe it was just a silly joke? Maybe just an unfortunate mistake? Maybe the reaction does not need to involve the headmaster, the parents and the armoured infantry? At least in some cases. This tiny little pause might help establish that. The thinking time for the teacher. And then – back to action!
Forgive the grand name, I must have been in the mood for something like that, now I feel like the general Kutuzov himself.
Initially, I was planning to write a post on all the reasons of using stories in class and perhaps I am going to get down to it, eventually but I want to reasearch it properly so bear with me. It will take some time.
If you have not worked with stories much you can have a look at this post here, to look at the basics of using storybooks in the EFL classroom and here at one of the ways of building a lesson around a coursebook story.
Today, however, I would like to tell you about the behind the scenes work – everything that takes place in my VYL and YL classes to ensure that my kids are ready to tell stories.
makebeliefscomix.com
Why bother?
To take my students from the receptive skills of storytelling towards the productive storytelling skills and in a more extensive way than just listening to the stories we read and which they help to retell
To give them the appropriate tools to enable production (We Want More! (remember?)
To unleash their imagination and creativity, step by step, even in pre-school.
makebeliefscomix.com
Step 1: Teaching adjectives
I wouldn’t want to say that the curriculum and the coursebooks we use with VYL or YL do not contain any adjectives at all. Yes, some of them are included but, in my opinion, there is a lot more potential than just the basic ‘happy, sad, angry’ and ‘big and small’. If you think about it, many coursebooks introduce adjectives only when they deal with comparatives and superlatives and, in my humble opionion, even the very young kids understand at least some of the opposites and they can use them to describe things.
For that very reason, the curriculum can be upgraded by adding:
more emotions: happy, sad, angry, hungry, thirsty, tired, sleepy, not so good, great, good, OK.
more adjectives to describe characters: brave, strong, clever, beautiful, ugly, scared and not scared, fast, slow.
adjectives to describe objects and animals: funny, scary, long, short, old, new, clean and dirty.
It is true that it might not always be easy to depict these accurately but we can easily use the children’s growing ability to deal with symbols and all these concepts can be associated and explained with carefully chosen images.
Here you can find some of the vocabulary sets that I use with my pre-school and primary strudents. A very important note: children are not necessarily expected to memorise all of these and to be able to remember both the word and its written form. We stick to the curriculum as regards the tests and assessment but in our classes we use a lot wider vocabulary range than the coursebook suggests.
Step 2: Teaching verbs and teaching Present Continous
That is another topic or area which, in my opinion, can significantly contribute to the development of our little students’ storytelling skills but, at the same time, the area that has not really been reflected in the coursebooks. Fair enough, the Present Simple might not be the most essential structure to know. It not introduced explicitly in the pre-school coursebooks (to the best of my knowledge) and in primary it is a structure on the YLE Starters list but in the classroom, this one is introduced in year 2 of primary.
At the same time, this is the structure that can be easily introduced and clarified with gestures, a structure that can be used in the classroom, to clarify instructions or to manage the group and a structure that is very (very, very) useful while describing pictures and, later on, describing pictures which form a story, like in the YLE Movers and Flyers.
As for the content, these are some of the verbs that can be added to the curriculum
everyday verbs: get up, eat, drink, brush your teeth, wash your face, get dressed, go to school, go to sleep, play, cook, watch TV, sleep.
hobbies and free-time activities: dance, sing, draw, read, write, ride a bike, listen to music, jump, run, swim.
makebeliefscomix.com
Step 3: Teaching the basic linking words
This is probably the most challenging step as it is the most abstract one and cannot be easily represented with flashcards. At the same time, the three basic linking words: and, but and because can be taught in the context.
These are the ideas that I tend to use with my students
and: introduced as a follow-up of ‘I like / I don’t like’ to talk about our preferences ie ‘I like apples and bananas and cookies’ and it can be used with quite a few sets of vocabulary such as colours, toys, food, animals, pets, etc.
because: introduced when we talk about how we feel. We start with a simple ‘I’m good’, ‘I’m happy’ and then we slowly introduce the linking word ‘I’m happy because it is sunny’. The same applies to all the pictures and photographs we discuss.
In all three cases, the introduction starts with the children being exposed to complex sentences linked with three words and getting used to hearing them. Production comes later on, when they are ready.
makebeliefscomix.com
This is the first part of the post.
In part two I am going to share some of the activites we use in class. It’s half-ready)))
All photos dedicated to the city. Happy Birthday, Moscow!
Everyone gets to answer the question, at one point in one’s life, at least once. ‘What do you want to be when you grow up?’ On my personal wishlist, over the years, there were the following: a ballerina, a doctor, a woman (the first one), a plumber (that is the latest, my plan for the retirement years) and…a teacher. No idea if that means ‘no ambition whatsoever’ or ‘achievable aims’ but nevermind that. I am a teacher. Yay to these dreams that come true, tick!
I have been planning to write this post for a while but I’ve been struggling and what I ended up with was either a lot of sentimental waffle or some lofty speeches worthy of an educational Thomas Moore. No, thank you. Instead, I am going to hide behind a few stories, hoping that they will collectively illustrate why one might want to become a teacher.
There is a boy in this story, a local troublemaker, who actively spent his school time making his teachers’ life ‘interesting‘ for three years straight. There is always one of these in every class and someone has to be their teacher. The teacher and everyone else survived.
The same boy, fifteen years on (15!), meets the teacher’s brother at some kind of a social do in the hometown. ‘I was a nightmare at school‘, says the boy, already an adult, ‘Say hello to your sister and pass on my apologies‘.
There is another student, a girl this time, that the same brother meets at another do in the hometown. This student, years on, also asks the brother to pass her regards. ‘I don’t remember many teachers from the school.’, she says, ‘I do remember her. She was cool.’
There is an adult student, Olga, who gets in touch via Instagram and it turns out that she is also a teacher now and that seems to be inspired to become a teacher of English in the teacher’s classroom, about ten years earlier. And it nothing short of touching…
There is the first student ever, her own cousin, Magda, and the lessons which were based on pure enthusiasm and on intuition because the teacher was more of an ugly duckling and not yet a real professional. Now, imagine this teacher’s emotions when, a few years later, she was sitting in the hallways of the university, waiting for Magda to pass her final exams and to be awarded an MA in English and Translation.
There is a teenager, only a year ago, at the summer camp. This teenager fills in an anonymous feedback form and in her commentaries on the English lessons writes ‘I’m not scared anymore‘. To be honest, that reduces the teacher to tears because, really, although the lessons were good, she thinks ‘Ihave not done anything special‘, and yet, that seems to have made a difference.
There is the little girl, Sasha. After one of the lessons, this little girl comes up to her teacher, looks at her with a very serious face and says: ‘Anka, thank you very much for preparing such interesting activities for us‘.
It’s been a good few years already but the teacher still hasn’t recovered from the happy shock that this conversation was. The little people hardly ever do that. They will go for it, they will take part and leave the classroom happy. Sometimes, they might bring you a dead ladybird or donate the only balloon they have. Sometimes they may actually confess ‘Я Вас люблю‘.
Very often, though, as soon as they leave the group or change the school, they simply forget. Just forget. I like to think that they make room for new memories and new information. Out of sight, out of heart, without any metaphors. And no honourable mentions on the social media. But that’s ok, that’s simply how it is and it doesn’t matter. The teacher knows anyway that maybe she will not be remembered, but she did make a tiny little bit of a difference.
But there is more than just the blast from the past, more than just memories. There are the kids in the classroom, here and now. It is a good feeling to be looking at their progress test results. It feels great when they come back in September and proudly show the certificates they got from Cambridge.
It is even more beautiful when during the most regular lesson, you realise that the shiest and the quietest teenager in the world now leads the debate and presents winning arguments, with the confidence that could move the mountains. Or, that the student who entered the classroom five years ago to learn her first words, now is telling everyone about something that happened at school that morning, a hilarious story from the cafeteria, with the narration and the dialogue, with only a few grammar hiccups which are still to be expected since it is only A1 and she is only 9.
So, for a moment like one of these, the teacher is still a teacher.
And, now, as a reward, since you have lasted until the end of this post, here are all the articles that might come in handy in September.
Good news: I am working on a proper article at the moment and having lots of fun with that.
Bad news: This one article is a priority at the moment and all the creative energy needs to be going towards that. Or I will never ever finish.
Good news: I have an article that I commited for the IH Journal in spring 2019, in which I am sharing some of the ways of using dice in the EFL classroom. Two years on, dice are still one of my favourite tools, so here you are, if you are looking for ideas.
PS And as a bonus, here are the two posts from Naomi Epstein, my blogger friend.
This one here, the introduction to using different types of dice. The other one, here, about D.G., the angry dice. I really liked the story of D.G. and I am planning to use it in a revision game with my students as soon as they get back from their holidays. Something along the lines of ‘Roll. Give me 7 examples of…’ or ‘Tell me about. You have to use…(roll) 5 sentences’. Or something like that. We will definitely get back to it:-)
