#eflteacher

Wordwall activities Vol. 2

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This is the second part of the post first published in November 2021 with my Top 10 Favourite Wordwall activities. Don’t forget to check it out here! Lots of ideas there!

  • One or many?

Materials: A set of cards, specifically prepared for this game. This is the one we were using in our Christmas lessons.

Activities: You can read more about it in one of the earlier posts.

Works well with: pre-primary, online and offline, individuals and groups

  • Song follow-up exercises

Materials: As part of our Christmas lessons, we were practising the basic prepositions and singing Santa, Where are you? from Super Simple Songs. The following set of cards was used in a follow-up activity.

Activities: Teacher sings or asks the question ‘Santa, Santa, where are you?’, with every card. The kids answer, either chorally or individually, taking turns. There is also an option of extending it further, by adding how Santa is feeling or what exactly he is doing.

Works well with: pre-primary, online and offline, individual and groups

  • Story follow-up exercises

Materials: This particular set of cards was used as a follow-up activity to a video lesson with Peppa Pig in which George catches a cold. It is a great episode to practise the weather words, the emotions and some present continuous, if the kids are familiar with it. I have used the ‘rank the order’ template, with very simple sentences to describe the actions of the story. Here you can find the final version and another one with ‘answers’.

Activities: In lesson 1, the kids watch the video with the pauses, and the teacher encourages them to produce simple sentences about the story. In lesson 2, the student watch the video again and try to retell it by choosing the order of the pictures and describing them. If the kids are not ready, the teacher can support them by choosing the pictures and giving the students all the sentence starters.

Works well with: pre-primary and primary, online and offline, probably easier with individual students or with students taking turns, in a group.

  • Early reading exercises

Materials: A variety of cards for different activities. The first one was used as a part of the Christmas lessons with my ‘advanced’ pre-primary. The other two, Yes or No and Usborne rhymes were used as part of a series of lessons with Usborne’s Ted in a Red Bed and Fox on a Box.

Activities: In the first activity, the teacher is introducing the kids to the written form of the words. The teacher reads the first sound or the first syllable and asks the kids to continue. Afterwards, the card is flipped. The other two activiites use the target language and the rhymes from the two Usborne stories. The kids are encouraged to see the sentences themselves and say whether they match the illustrations (Yes or No). The other activity is a revision game for the main rhymes from both stories.

Works well with: primary and some of the older pre-primary students who are learning to read.

  • Draw it!

Materials: This particular set here was used as a follow up of the Usborne Phonics Story mentioned above, Ted in a Red Bed. We were also practising furniture and colours.

Activities: The students need a piece of paper, A4 or A5 and a set of pencils or markers. The teacher demonstrates the cards on the screen, starting from the first one (START: I can see a room, which unfortunately is not always the first one in the deck, I set it up before the lesson and then we go through all the cards anyway, to check that we have included everything). The kids take turns to read the simple sentences and to draw elements of their room. In the online lessons, it is a good idea to ask them to show the card to the camera after each step. It is a great activity that encourages the kids to read and to create. It can be made more complex for those of the students who know prepositions (The lamp is on the table). The same kind of a game was used to practise the school vocabulary, toys and colours (starting with a shelf), things in the park etc. The activity can be stopped whenever necessary, after 5 or 8 cards, depending on how focused and interested the kids are.

Works well with: primary, online or offline, I have only done it with individual students but I suppose that it could be adapted to the needs of a group of primary kids, too. I would start with cutting down on the number of pictures, during the first few games.

  • Teaching English through Art

Materials: I have found wordwall extremely useful in creating materials for my Art Explorers lessons. They can be simple flashards that use traditional photographs and paintings to introduce a new set of vocabulary for example Animals in Art. It is also easy to find beautiful materials such as these Pumpkins which we use to express opinion.

Activities: Pumpkins are displayed on the screen, one by one, with the teacher or one of the students asking ‘Do you like this pumpkin?’ and the group answering. It is also possible to include some other elements ie the colours, the basic adjectives, the numbers to encourage kids to produce even more language. I would like to encourage everyone to use paintings to introduce and practise vocabulary even if you are not teaching English through Art. And not only paintings! There is such a beautiful variety of visuals that can be used – photographs, drawings, clip art, paintings, symbols and so on. This will help develop symbolic representation and the general visual intelligence. And it is fun!

Works well with: pre-primary and primary, both online and offline, individual students and groups.

  • Pairs

Materials: We used this set in the unit devoted to weather, with the aim to extend it beyond the single words or even simple sentences, for example to talk about the things we do when it is sunny, when it is raining etc.

Activities:

Works well with: pre-primary, online or offline, individual and groups.

Only 7 new entries here but worry not! I am still working, I am still creating and I will be adding things here. I am sure. Until then!

Happy teaching!

Crumbs #46. Case studies aka My new favourite thing

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Preface

It’s been almost ten months since I took on more adult classes. I still teach my kids but the balance of adult EFL to YL EFL has definitely been tilted towards the adult classes. While I take a lot of pleasure in teaching 18+, I am hoping that this is only a temporary fixture because I miss my classroom and my carpet. At the same time, YL or not YL, I still get ideas and I want to share them. So, here we are – the first post in the Category: Adults.

Case studies in the EFL. A bite of theory

‘Case studies, a form of task based learning (TBL), allow teachers to implement the communicative approach: the central focus is on completing a task, and students use language as a tool to communicate their ideas instead of doing language exercises to practise a grammar point or lexical item’. This definition comes from Christine Roell’s 2019 article (see references) and it is a piece I’d recommend to anyone who is looking for some theoretical input and ideas on creating and using case studies in the EFL.

There are many arguments for including case studies but for me, personally, the priority has to be given to the fact that they create an opportunity for the development of a variety of skills, the language itself but also critical thinking, organising information and team work (Daly, 2002). Among the disadvantages that Roell mentions, the most important one would probably be the time and the effort that needs to be invested in finding, researching and preparing a case study for the class use.

According to Roell, a case study lesson follows the following six stages: introduction of the situation (relevant information, background, the necessary vocabulary), analysis of the additional information, discussion in small teams, presentation of ideas, teacher-led feedback session and reflection, both on the case study itself and the procedures in the lesson. In the article you can also find some valuable notes regarding the creation and implementation of a case study in the lesson.

Case studies in my classes aka the notes from a beginner case study creator’s diary

  • An indispensable connection to reality as all the case studies that I write and use have been taken from the real life, either from the news or from my personal experience. On the one hand that means that the case study is realistic, based on the facts and numbers. On the other hand, that automatically introduces ‘the answer’, which is not only a reward for the students but also allows for another layer of the feedback session: not only the students’ ideas, reflections and solutions but also the opportunity to analyse their ideas against the real life developments. These ‘real’ case studies were definitely a lot more popular among my students than the made-up case studies from the few coursebooks that I have used recently.
  • A more obvious focus on the target language use which I try to create, in order to give the students a chance to practise specific structures or vocabulary. Naturally, he students have a lot of freedom, however, the case studies are introduced in the freer practice part of the lesson and they come with the Structures To Use section.
  • The bare minimum as regards the data to analyse. This, partially at least, has been due to the implications of the lesson format (online, limited lesson time, corporate clients who very rarely have time to do the homework etc). I have been choosing only the case studies that do not require any extensive reading and that can still be effective and generative even with a small number of facts and figures.
  • The element of surprise as the actual details, ie names and brands are kept secret until the very end of the activity, in order to make sure that the students focus on the situation and the processes, rather than on specific names. It is also to ensure that they are motivated to discuss and debate, rather than just look up the events online.
  • The adaptability as an added bonus. So far, as demonstrated below, it has been possible to smuggle particular case studies into different lessons, by changing the angle and the target language to use. This means that the time invested in researching and designing the case study really pays off for the teacher.
  • A wider audience. It has been suggested by Daly (2002) that the most important target customer for the EFL case studies are the advanced Business English students but this has not been my experience. If adapted and staged properly, they can be used with the low B1 students and I have used them successfully with the Business English students, with the general English students with the corporate background and in general English ‘regular’ classes, too. The reason for that is that the students had a lot of background knowledge and could relate to the situation not only as the CEO of a company but also as the film audience members or the pizza restaurant customers.

5 case studies from my classes

Most of the ideas below come from my adult EFL classes in the last two months.

Case study: Kanye West and Addidas

Source: the news and especially the two posts, here and here.

Lessons: We have used it in lessons to discuss risk and risk management, brand image and reputation and general values. The main grammar structure here was the first conditional as the students discussed from the point at which no decision has been made yet.

Case study: Domino’s Pizza

Source: Domino’s Pizza Turnaround available on youtube created with the owners and Domino’s employees and the analysis of a great, albeit risky, marketing campaign in 2009.

Lessons: We have used it in lessons to discuss marketing and advertising (EAP) as well as in the BE and general English students in lessons on: risk, brand image and reputation. As regards grammar, our main focus were modal verbs for deduction, giving advice, conditionals.

Case study: Starbucks and racism

Source: the news such as the Guardian and here

Lessons: This was the main case study we used in the lessons on brand image and reputation and, as regards the language, our main focus was the language of advice.

Case study: The Shawshank Redemption

Source: the wikipedia and the related articles such as this one

Lessons: This is a really fascinating case because, after over thirty years after its release, it is still one of the popular films ever despite the fact that, initially, it was considered to be a flop. We used it in the lesson devoted to risk management and the focus was the first conditional (‘Imagine you are the CEO of the studio. What will you do?’) and the second conditional, with the contemporary twist (‘What would they do today, in 2022?’).

Case study: Famous people

Source: The news, unsourced, google images for the photographs of some famous representatives for the following professions: a chef, a sports coach, a ballerina, a politician, a writer, a CEO. The only trick here is to choose the names that the students in your country are less likely to be familiar with and the photographs that show them in their private life. The real names and professions of all the people involved are kept secret until the very end of the activity.

Lessons: This is one of my favourite activities that I have managed to adapt to the needs of my older YL students. It got inspired by an activity that I saw in one of the Rewards Resource Pack, only the original activity did not include the element of reality. For that reason, I have decided to use my own ‘characters’. With the teens and juniors, the main language focus is the modal verbs for deduction and the vocabulary necessary to describe the character and the personality. With the adults, we extend it towards a discussion on stereotypes and the ways of overcoming them. Here is an example of the set that I have used with my adult students in Poland.

References

Peter Daly, Methodology for using case studies in the Business English classroom, The Internet TESL Journal, III / 11, 2002, available online

Lynne Hand, Using case studies in the ESL classroom, LeoNetwork, available online.

Christine Roell, Using a case study in the EFL Classroom, English Teaching Forum, 2019, available online

Happy teaching!

DIY peer observations aka Where to find videos to observe YL teachers in action

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This is part II of the series, devoted to lessons with Young Learners aka Kids aka younger primary classes aka children aged 7 – 9 years old.

First part of the series, DIY observations with pre-schoolers, can be found here.

A few tips from the trainer

  • Choose the focus for the observation: classroom management, behaviour, staging, storytellings, songs, chants, literacy, working with big groups, students’ production, spontaneous production, interaction patterns, routine, variety, gestures, classroom management, timing and many many more.
  • Think of yourself as an observer, look for the strong points and the areas to improve. There is always something!
  • Be a kind observer! Remember that no matter what you are watching, the teacher WAS on tenterhooks because the lesson was filmed and that the whole filming adventure might have affected the teacher’s and the kids’ behaviour.
  • But don’t forget about your standards. I would not want to imply that all of these are great lessons that would get Above Standard if the lesson was assessed. They are not. In some cases, I have highlighted some of the strong points that got me especially interested. Everything else is up to you.
  • More than anything else, please remember that whatever was filmed, it is only a part of a lesson and we have no chance of finding out what happened before and after.
  • Think about your particular context (your institution, your group, your classroom, your country and your culture), would this activity and this approach work? Why? Why not? Can it be adapted?
  • If possible, watch the video again, after some time has passed or after you have had a chance to use some of the activities or approaches in practice. Are your impressions the same?
  • If possible, watch it with some other teachers, too! It is fun to find out what others think about it and sometimes we learn more from people that we disagree with!
  • I have tried to include a variety of contexts and countries of origin and I am hoping to be adding to this list when I find some more videos.

The videos

  1. A lesson from a Polish primary school in Gosciejow, year I, 24 minutes, about 20 kids. It looks like a typical lesson for year 1 beginners. It includes hello, revision, some movement, new vocabulary presentation and practice, and a focused task. The teacher provided a lot of exposure and controlled practice of the target language in this lesson.
  2. A lesson from a Polish school in Dabrowka, year II (recorded in September at the start of the academic year), 34 minutes. It looks like a typical lesson with that group, with their own routine. About 20 kids. It seems to be an open lesson, there are some parents in the classroom. There is some evidence of the class routine (hello, table time, movement, storytelling).
  3. A lesson from a Polish school in Tarnowo, year III (presumably), 34 minutes, about 20 kids. It is a revision lesson, with some favourite activities that the kids are already familiar with which can be used with different sets of vocabulary.
  4. A year 1 lesson from Almaty, Kazakhstan, 15 kids, 27 minutes. The lesson includes the following stages: Hello song, new vocabulary introduction and practice, reading and writing, , a video story, coursebook work, evaluation, feedback and the theatre based on the story, the final song. The video finishes with the commentary from the teacher, very interesting but in Russian only. According to the teacher, the main aim was to reinforce the new vocabulary, skills development and teaching values (work and play).
  5. A year 1 lesson from Nanjing, China, 36 minutes, over 20 kids. It is great to see how the teacher is using the gestures to praise, to instruct, to model, to teach vocabulary and grammar. He is also trying to introduce the vocabulary and immediately do something with it, although I am not quite sure if it is the kids’ very first lesson. The teacher is using some Chinese, alongside gestures and the presentation to clarify the concepts and ideas and the class rules. The lesson includes the following stages: hello, rules, warm up, alphabet, song, new vocabulary and structure, practice, goodbye. The video includes some subtitles to help clarify what is going on in class.
  6. A year 1 lesson from Kaluga, Russia, 38 minutes, about 10 students. The stages of the lesson: hello, introducing the lesson topic, pronunciation practice, hello role play (pairwork!),r revision, song, new vocabulary presentation and practice (vocabulary and vocabulary used with structures), a video, practice, song, literacy, literacy craft, writing, stickers and goodbye. It is great to see that the teacher always prepares the kids for the activity (ie the kids revise and drill the numbers before the song). I also found it interesting to see how much L1 is used by the teacher and what the purpose of it is, for example a short poem / riddle to help the kids remember the words in English. The teacher also explained a lot in Russian, presumably to help the kids feel more comfortable with the activities ie the pronunciation practice.
  7. A year 2 from Moscow, Russia, 41 minutes, 5 students. It is some kind of an open lesson. The stages of the lesson in the video: the lesson plan, tongue twisters, reading (cartoon), vocabulary revision, movement, literacy, riddles, homework. It is good to see that the teacher encourages using the vocabulary and structures and that they try different interaction patterns (whole class, individual, whole class vs one student).
  8. A year 1 lesson from Vietnam, only 20 minutes, about 20 kids in the room. It is a shortened version of the lesson (colour and fruit), but we can still observe the main stages: hello, hello song, new vocabulary introduction, practice and literacy, song, new vocabulary part 2, practice games, song. The group is quite big but the kids are using boards + chalk and they put up for the teacher to see their answers. It is also good to see that the teacher is using the new words individually and in sentences and that the abstract topic such as colours has been combined with something more real as fruit.

Happy teaching!

A square, a circle and some scotch OR three amazing Christmas crafts. And a lion.

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Dedicated to Mishka and Mum @_mad_alen_

These three activities were brought about by the calendar, this title by the title of a wonderful Christmas (?) book by C.S. Lewis. The lion just found itself.

A square aka ‘The Winter Wonderland’

This is a lovely activity that was found on Instagram by one of my colleagues, Larisa. The original, created by @kardasti.saz was a lot more intricate and a lot more complex, too complex in fact for my online classes.

The activity starts with a square of regular A4 photocopying paper. It is folded diagonally, to create a triangle, twice and opened. The kids are asked to trace one of the lines, from one corner to the other. We then draw the pictures above the line: the trees, the snowman, the presents and, finally, the snowflakes. It is very important to stage the drawing carefully, element by element, modeling and pausing for the kids to follow. This way, even the younger kids will be able to create such drawings.

We trace the line along the fold, from the centre of the square to the corner, on the bottom part of the square. We cut along this line, until we reach the centre point. We put the glue on the top of one of these newly-created triangles and we put the triangles on top of each other and press.

We have done this activity online so I had to limit the materials to the simplest and basic ones but in the classroom or if the kids have it, there is more potential for the cotton snow or 3-D figures in the little yard.

A circle aka the Rocking Santa

Circle is the best shape ever and this activity has be yet another piece of evidence to prove this. I have found it online, on the Noreva Project channel but, again, because we did it online, the instructions and procedures were simplified – only the regular A4 paper, white, which, in case of the triangle, was simply coloured red in class. The parents helped with preparing the materials (a circle and a triangle) but, again, we did everything ourselves and because we went slowly, step by step and line by line, the students could follow and create their own Santa. All the instructions are in the video.

We combined this craft with the song from Super Simple Songs, Santa, where are you? and we used to practise the prepositions (in, on, under) in a guessing game in which students hide Santa somewhere in the room and we keep guessing where it is (Is it on the table? etc).

Some scotch aka the Coolest Christmas Tree There Is

This piece was a present that my niece, Mishka made for me with her mum @_mad_alen_ and I can’t repeat it enough: it is simply amazing. It would be too much to try to pull off in the online classes but it is perfectly feasible with the offline groups. I have certainly done craft that involved the same level of pre-lesson prep work.

What you need is a piece of cardboard, with the cut out shape, a few strips of scotch taped to the back of it, sticky side up and a selection of things to decorate with: sequins, buttons, pompons. I suppose there is some potential for less professional ingredients (crayons or coloured pencils shavings, sand, scraps of coloured paper) or even food (buckwheat, seeds).

The scotch here makes it a bit more manageable (no glue!) and the card can be displayed in the window to let the sun shine through it. Or simply used to check how different sources of light change the picture. And there is an opportunity (and a need) for a health and safety training on not eating craft materials and handling small objects.

Not to mention that Mishka’s Christmas Tree has been elected the Christmas Tree of the Year.

Happy teaching! Merry Christmas! Happy holidays!

Crumbs #45 Five ways of personalising content

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In this post I would like to share a few activities that I came up with for my students that turned to be very effective as regards students’ involvement, the amount of language generated and the opportunities for the target language practice.

All of these are only samples, activities and materials to serve a very specific purpose with a very specific group of students. However, I do believe that they can serve as five case studies that help to create the framework for creation and adaptation of such materials.

#1 You today and you in 2017

This is the activity that we used with my teens, in a freer practice activity focused on comparatives on the B2 level, including simple comparatives, less, as…as and the comparatives quantifiers. The kids were working in pairs, they were answering the question: ‘You today and you in 2017. How different is your life?‘ and they used the wordwall cards to guide them in their discussions.

When I was planning this activity, I prepared 15 cue cards but we barely got through half of them in each pair because the students really wanted to share their experiences and, surprisingly, they did not need any follow-up questions, they were simply talking and talking and talking.

#2 The future us

This activity and the materials were intially created for a group of teens but later I adapted it to the needs of my junior group and to a group of ‘advanced’ primary kids, too in the lessons whose aim was to introduce and to practise ‘will’ and ‘might’ to talk about the future.

Intially, many years ago, when we were still in the classroom I created a handout with all the situations, one per each student in the group because I wanted to do it in the format of a gallery walk. The kids had to move around the room, read the situations and decide who will achieve what. In the end, the students picked up the cards with their names and told of us which of the predictions are most likely to happen in the real life.

Later on this activity had to be adapted to the format of the online classes and I decided to turn it into a simpler speaking activity, again with a set of wordwall cards. The students worked in groups three and they took turns to uncover the cards and to discuss who in the group is most likely to get a new haircut, start wearing glasses, write a book or win an Oscar. They had to justify their answers. During the feedback, we brought back some of their ideas and the students whose names were called out were to comment on these predictions.

Although this is one of the flexible activities (no specific ending, can be stopped at any given point), I abandoned the initially planned timing because the students got really involved into it and I allowed them to go through all the cards. We had a laugh and we produced a lot of language. It is worth mentioning, though, that this activity was done in group that had studied together for a few years and that knew each other very well. This meant that they had enough data in order to be able to make their prediction and, also, there was very little risk that someone will be offended with anyone else’s ideas. Perhaps this kind of an activity would not be a good choice for newly formed groups.

#3 Quiz: How well do we know each other?

I prepared this kind of an activity to practise the target langauge in a personalised way with my primary A1 students and the structure used in this particular game was the combination of ‘How often do you / does X do it?’ and the basic adverbs of frequency (always, often, sometimes, never).

The students were given a set of questions for homework about all the random habits of everyone in the group, such as ‘How often does Sasha play computer games?’. They were supposed to think about them and make their decisions. In class, I was asking the questions and everyone, apart from the student in question was sharing their answers. Afterwards, the student would tell us how often they do it (Sasha: I never play computer games) and sometimes provided some additional information.

#4 Personalised reading

This is a trick (or an activity:-) that I learnt in one of the training sessions about a million years ago (and I do not remember whose it was!) that a text (or a listening task) should be treated in a way that more resembles the real life reading (or listening). That means that we approach the text not to be able to answer all the comprehension questions in the coursebook but to take it very personally. The task is to go through the text, labeling the text with the marks: (+) for all the things that we agree with, (-) for all the things that we do not agree with, (!) for all the things that we find surprising or (?) for all the things that we would like to find out more about and so on and so forth. In the feedback session, students simply compare where they put all the specific marks and discuss why such were their choices. Simple and effective.

There are a few variations of this approach. Students can write their own questions to the text / the listening text and then deal with the text with the focus on these questions. In the feedback session, they share their answers and why they have chosen these particular questions or what their answers would be if the text does not include them, which, actually, is something that happens frequently.

Another way was letting the students decide for themselves which items / parts they want to read and talk about. While we were reading a text on ten different factors to take into consideration while choosing a job (based on Gateway B2, Macmillan). First, the students got only a list and they were asked to choose the five that are most important for them and compare their lists with their friends. Afterwards, they were asked to approach the text, comprising of ten short paragraphs, one per factor, and discuss these. They were instructed to go through all of the items, one by one but they could make decisions as regards the order so that the most important ones were dealt with in the beginning when everyone was at the peak of their focus and involvement. Interestingly enough, some students were choosing to read about the factors that were their priority whereas the others wanted to read more about the factors that they would never take into consideration because they were curious about the other people’s rationale.

#5 The Messy Choir for controlled grammar practice

This is a lovely activity that we are using, with my younger and older kids and sometimes with adults, too. I have already written about it and you can find the original post here.

Today, I would like to share the version of the activity with my B2 teens while we were learning / revising the narrative tenses and the Past Perfect among them. I wanted the students to start using the structure straightaway and in a familiar context. Since the class starts at 18:45, there are plenty of things that everyone would have already done and could talk about.

The boxes with the past participle were appearing one by one and everyone was invited to contribute their sentences, the teacher and the students. Some of the verbs generated more answers, some fewer but, overall, all the students participated and practised the new structured.

We used the same activity in the beginning of a few lessons later on, as a warmer / hello / revision activity.

I hope that you have found something useful here to use with your students or to inspire you to create. I also hope that this post will have its part two. And sooner rather than later!

Happy teaching!

Crumbs # 44. One or many? A vocabulary game for preschoolers.

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Ingredients

  • A set of wordwall cards with the vocabulary such as Christmas words, fruit or animals or the physical cards such as those used here in the unit on farm animals.

Procedures

  • The teacher introduces and practices vocabulary first and make sure the kids are familiar with them.
  • The teacher shows the kids different variants, introduce the idea of ‘one’ and ‘many’ or ‘one’, ‘two’ and ‘many’.
  • In the offline classroom, the teacher shuffles the cards, looks at one of them in secret and says: ‘I can see some pens. One pen or many pens?’ with the gestures.
  • The kids are guessing and after a while the teacher shows everyone the card and asks the question again: ‘One pen or many pens?’. The kids answer and if the card shows ‘many’, they also count how many exactly.
  • If the game is played online, there is side A of every card that presents the word and side B with the actual visual with the answer. When the kids have shared their guesses, the teacher flips the card and asks the question again.

Why we like it?

  • It is a simple yet effective activity that helps to practice any vocabulary. We usually use it in the second or third lesson of the new unit.
  • It is a real game as it includes the element of luck and anyone can guess it as well as the element of logic if you try to remember which cards you have seen (there is only one of each).
  • The number of items can be adapted ie only a set of five words, with two (one pencil, many pencils) or with three (one pencil, two pencils, many pencils) variants for each word.
  • We use gestures to clarify the meaning, to support production or, even, to answer, as some kids use words and gestures when they guess. I have used the following gestures: one – the index finger up, two – the index and the middle finger together up, many – all the fingers of one hand, up and moving.
  • It is not competitive as we never count the points for the correct answers and its pace is so fast that the kids do not have the time to focus on the cards that they got wrong or didn’t guess which also helps them to learn to win and to lose.
  • It can help practise singluar and plural forms of all the nouns and structures. So far, I have used it to reinforce the knowledge of the vocabulary only, there is some potential for adding structure here, too, for example is / are.
  • This game can be used to practise the plural form but we have actually learnt and used the singular and plural forms through playing the game. This concept was not introduced separately before.
  • It works well with individual students as well as with groups as all the kids can guess at the same time before the teacher reveals the card. I have been using it with my pre-primary students but, I suppose, the younger primary would enjoy this activity, too.
  • The game is open-ended, it does not have any specific number of rounds that have to be played or a definite end. The teacher can stop it at any given point, before the kids get bored.
  • The physical cards can be easily produced, using the google images and clip art and copying and pasting. To make them more effective, I used to glue them on some coloured paper, in order to make them more durable and to make sure that the kids can’t see through the pictures. It is important that all the cards have the same size and that they have the same colour.
  • Last but not least, my students really like it and this game has become one of our Bread and Butter set. We play it in every unit, with new vocabulary)

Happy teaching!

When the trainer is observed by the trainees. A very special kind of stress

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This post will start from the summarising comments: experienced teachers (including trainers) should be observed by the less experienced teachres because both parties can benefit from that immensely.

There were countless occasions on which I was observed…

These involved the standard developmental observations done by my supervisors and mentors, follwed by a grade and a feedback on my teaching skills and my teacher training skills. Then, there were the newly qualified teachers or the teachers who were novices in a particular area who would visit pretty much every other lesson at the start of the academic year, in September and October. Then, there were also teachers who were struggling and needed support in one area or another and they were likely to pop in throughout the entire year. Then, there were also the teachers on our teacher trainining courses who had to clock in a certain number of classes observed (the IH CYLT course) or who just wanted to see a colleague and a mentor in action (the IH VYL course). Multiply that by ten and a half years of my work as an ADOS and add a number of your choice for my pre-ADOS career years and you get quite a few hours when you are not the only specialist in the room. Then, just for the sake of keeping the numbers’ right, I should throw in all the hours of the lessons recorded for the marketing department and all the times when I had a whole crowd in the classroom, observed by the parents in all the open classes…In a nutshell: I have been observed a lot. Nothing, however, has ever come close to the stress of the observations that I am yet to include here, namely: when the trainer is observed by trainees co-teaching on the course.

Co-teaching with your trainees and what to hate about it…

Normally, it was not our standard practice on the IH CYLT course that the trainers would be taking part in the teaching although I did hear that my colleagues at BKC IH Moscow did it on the CELTA courses regularly. However, there were a few occasions, over the years, when some of my trainees would get sick and we ran very intensive courses, we had very little flexibility and a quick cover had to be found. And this cover was me, the main course tutor.

Obviously, one would expect that the most experienced teacher in the group could raise up to the challenge and just step in and that it would be this particular person to do it with the minimal resources involved (creativity, preparation time, stress and so on). At least, in comparison to everyone else present.

It is all true and ‘they lived happily ever after’ in this particular story, however, I will be honest and I will tell you that throughout a large part of that experience, I was filled with resentment and stress.

Partially, it was due to the fact that I knew I would be observed by a 12-strong group of people whom I had been training, guiding and assessing for the past two weeks. I was aware that ‘my reputation’ was, to some extent, at stake. No matter how experienced you are and how confident you are as a professional, this particular prospect would be very difficult to dismiss in my opinion. There are lessons that I am not entirely happy with and, yes, they are an opportunity for reflection, development and improvement but when a group of people who are also your trainees are to be witnesses to this potential reflection, development and improvement, it is very difficult to be entirely calm about it. I know I was not, not when it happened the first time.

What is more, I was just angry that I had to do it because it all felt like some catch 22 situation. On the one hand, a good-quality lesson was expected of me and my trainees made sure that I knew that. ‘Oh, Anka, I am so happy that I will be able to see you with students’. On the other hand, my great lessons are such because I do have time to plan them and to prepare for them. Charisma is a nice thing to have but you reap what you sow and on this particular occasion, as the main course tutor with all the duties involved, admin and otherwise, there was very little time for me to get ready for ‘the show’ in front of the kids and in front of the trainees.

…and what to love about it.

To start with, it was definitely one more bridge to cross for me, as a teacher and as a trainer, an opportunity to expose myself to a different kind of stress and to develop some new levels of professional immunity. The first time was stressful but only the first one, especially for the teacher – teacher trainer.

My students enjoyed the lesson and I met my aims fully. I had a lot of fun teaching them and, to be honest, the stress and the anger and all the other unwelcome feelings died out as soon as I got up and into the front of the classroom, in front of my teens. They were simply gone. I was about to start teaching and all the irrelevant things had to give way. I was calm and focused.

Despite all the obstacles, I managed to put together a good lesson. I was to introduce comparatives and superlatives and, somehow, I found a connecting element and a way of generating a lot of lanugage from the kids in a rather clever way. Because of that, my trainees got a decent lesson to observe and, hopefully, to learn from. Another aim – fully met.

As a trainer, I did appreciate all the feedback that I received in the feedback session, although, I had to be careful not to forget to bring back all the areas that could be further improved because my teachers were more likely to focus on the positives and perhaps did not have enough confidence in their own beliefs to confront me about the weaknesses of the lesson or the activities. From that angle, it was also an interesting experience for me as I had to step back and try to see my lesson from a distance.

The most precious comment that was made came from Vika, who, apart from being my trainee, was, at the time, also a mother of one of my students and she had many opportunities to observe me in our open lessons. She told me that on that day she watched me, surprised, having seen me many times in a classroom with pre-primary and primary kids as a mum of one of them and she was expecting to see that same in a teenage lesson. What she was a completely different teaching persona and attitude.

Co-teaching with your trainees. The most beneficial experience so far

There is always more and that is the case here, too because two years ago we decided to include trainer teaching as a permanent element. The first teaching day on the course is always the day when everyone is teaching in order to break the ice with the students and with the situation, to feel the class and to get at least some of the stress out of the way. The lessons are always short, limited to pretty much one activity and it is an unassessed teaching practice. When we were running the course in the summer 2021, we had a small group of teachers and a long, three academic hour lesson. Esentially, there were some time slots left and we did not want to single out and to overload anyone and I took these free slots in both groups, with the teens and with the juniors.

It was a positive experience for me because

  • As a teacher, I had more time to plan
  • I had more flexibility and influence on the content because it was always the first lesson and the unassessed one and even though my mini-lesson had to combine with all the other ones in the day for the benefit of the students, there was a lot less pressure althogether. I knew that in the worst case scenario, even if I did not meet my aims at all, I would not be messing up my trainees’ lessons.
  • For the trainer, it was a unique bonding activity, because, despite the experience and the status (even now I cannot but giggle here, being serious about my status and being proud of my achievements are two different things, for me, as they have always been), I was one of them for a day and we all had to go through the stress of facing a new group of unknown students and we all had to prepare a plan B or C for all the possible scenarios
  • I was able to share some of my ‘first lesson tricks’ and ‘the uncharted territory tricks’ and ‘flexibility tricks’ with them and I hope that because that, perhaps, they were better prepared for these first lessons on the course as well as for the other first lessons in the future. I would like to think that it even added to my credibility as an expert because I was in a situation when I would have to do exactly what I preached. Which is not to say that without this option, the tutor’s credibilty would suffer in any way or that it needed to be enhanced in the first place. It did feel different, though, better.

It was a positive experience for my trainees because

  • For this one lesson, they had the trainer (aka the master and commander, giggles ensue) completely on their side and not only because that is what a good trainer would do but, because, literally, we were all in the same boat.
  • The trainer was, for a day, playing two roles: this of a mentor but also this of a more experienced peer, actively participating in the lesson planning session and sharing what she was planning to include in her mini-lesson and why.
  • Then, in the feedback session, the same teacher was able to look at how the lesson went, to reflect on that and to evaluate her own performance. The teachers were very much involved in that process, from the beginning until the very end.
  • There were two lessons of that kind and two cycles and the second one, a slightly more challenging and a slightly more imperfect (due to a bigger discrepancy between the group we were planning for and the actual group in the classroom) was even more beneficial for the trainees, not only because of the mistakes that we could learn from but, most importantly, I want to believe, from this very attitude to a lesson that was not quite up to our expectations and standards. We make mistakes to learn after all and I hope that I could model that attitude, too, on that course.
  • Even during the lesson planning, which we did as a group, I could see the positive influence of the experienced teacher that I was. Or the easy-going or even the reckless teacher that I was (and I am). I coud see that my attitude had a calming effect on them. ‘There is no need to overplan here, we do not know the kids and, hence, we do not know what is up to their level, what is going to be overchallenging or underchallenging. We can relax’. Naturally, they wanted to do their best, on the first day and throughout the course, but, at this point, back then, this perfectionism and the inducing stress were simply not necessary.

Overall, as I have already mentioned, this has been a very positive experience and, if I have a chance to choose which way to play the game, I will be choosing teaching with and for my trainees.

Happy teaching! Happy training!

An experienced teacher, bored. A professional gloom manual

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The background

This post starts with a post that I found to be discussed with my adult B2+ students.

Well, first of all, that very sentence, just as it is. Yes, they exist, these adult students. After ten years I am back in the classroom with a group of adults who are not my trainees.

The other contributing factor is one of the articles that we used as the basis for one of the lessons. My students work in the area of IT and they are top notch experts, great at what they do. It was very interesting to listen to their comments and to compare their attitude to CPD with what we do in our EFL world. This is how this article came together.

All of the ideas presented there have been divided into the usual that are the staple of our EFL lives (at least in my opinion) and the less common but interesting solutions and, later on, I added some of the things that I have tested on myself.

Our bread and butter

The most interesting thing is that, compared with the other professions, teachers do LOADS to develop professionally on daily basis and, regardless of where we are, as regards our professional expertise and the number of years in the classroom, CPD aka continual professional development, is one of the buzz words. Throughout our careers. We talk about it, we think of ways of getting better at what we do, we push ourselves and, sometimes, too, we purposefully neglect it, too. But we are all aware of it. It was somewhat a shock to the system (albeit a mild one!) to find out that not everyone does and that for some professionals the idea of, say, an appraisal meeting with a supervisor, might be of the ‘absolutely out of the question’ kind.

Some of the techniques and recommendations are indeed our typical everyday. Reading, networking and becoming a part of the teaching community, participating in conferences or just having your best teaching friend (hugs, Vita!) and your best teacher training friend (hello, Vika!) is something that we do regularly. Not to mention reflection which is a part of the everyday teaching life, day after day, lesson after lesson. Sometimes it seems that in the classroom I am like this huge searchlight, keeping an eye out for anthything that does not go to plan and that needs to be adapted.

In the same vein, although this might be more typical of the institutional teaching and less of freelancing, goes for feedback and appraisal. Presumably, it is not the easiest thing to do to accept that being an expert and an adult, you are being put in the position of a student or a child, who is being looked at and assessed and, possibly, given a grade. This might not be the easiest and the most light-hearted experience especially that this grade or the feedback might not always be a positive one.

The road less travelled

  • Journalling. This is a great one. I have been working on those with my students for some time and I have experimented with journaling in teacher training, with my trainees and as a trainer. I have kept journals and self-reflection notebooks for all of my YL groups, too and this, probably, was the most enjoyable and the most rewarding one for me as I could track my students’ progress better from week to week in all the chosen areas. It was a wonderful exercise for my brain as I managed to train it to be better able to focus not only on the lesson itself but also on reflection and on noticing things that I could put in my notes later on.
  • Getting a mentor. I have decided to put it here, in the road less travelled section, because, as I have discovered in some of my research, it is not a given that a teacher always has a mentor. Nowadays, so many of us work independently, as freelancers and so many of us work in context where there is no chance of getting a mentor or a mentor that could actually lead us somewhere in our professional field. Personally, for the past few months I have been a homeless (aka independent) teacher but I have reached out to experts to talk about the areas that I would like to venture into. Irina Malinina was helping me with writing for a journal and Sandy Millin with self-publishing. Or Olga Connolly and Heather Belgorodtseva that have been my guardian angels for years.
  • Doing your job better. Isn’t something that we should all intend to do, almost naturally? Maybe not. I have decided to keep it on the list, regardless, and I would like to treat it as the call for improvement, for continual work on getting better. Even though it is not for an assessed lesson practice or for a course with a trainer watching closely over you. Or a boss reading through your observation reports.
  • Let your mentees observe you and give you feedback. Way too often the newly qualified teachers or the trainees only pop in and out, without giving the observed teacher any feedback, based probably on the assumption that their comments would not be valuable or welcome due to the fact that they have less classroom experience. However, they are the second pair of eyes and, as such, their feedback is precious. To those who want to listen. In my case, sometimes, it would take a form of a conversation and sometimes I would actually ask them to fill in a form that we use for all the lessons.

Things I have tried recently

  • Mentoring someone, No matter how busy you are, there are always people whom you can support on their professional way. It might be formal (if this is the policy of your school) or informal (either through the buddy system or through a community) but it is fun, because you are getting someone else’s perspective and getting involved in helping them out.
  • Start teaching a new level or a new area to teach. This is one of the easiest way of broadening your professional horizons. It is also one of the most flexible. It can start with taking on a student or a new group, permanent or temporary and getting involved in everything that can help you become a better teacher i.e. reading, research, getting to know the coursebooks, observing a more experienced colleague, joining a group on the social media etc. It is fascinating to observe and to reflect on how your teaching self uses and adapts the experience gained so far to a brand new context.
  • Revisit an old area. This is almost as exciting as you get a chance to set into the same river twice and to boost and refresh your skills and to see how you have changed and developed as a teacher.
  • Write an article – There is one big disclaimer here, of course. You must enjoy writing, first and foremost. If you do, there are lots and lots of opportunities.
  • Write for a blog – This has been my joy for the past two years. I do not write all the time. I do not have an agenda, although I try to post once a week. There are the lazy weeks, either the holiday weeks or just proper ‘doing nothing’ weeks. But, overall, this blog has been the source of so much fun and entertainemt and it has been truly rewarding.
  • Share ideas – If you are a member of a community, it will happen regardless. Perhaps you might not feel like your ideas matter (but they do!) or that people will not react (but in my experience there are more readers than actual reactions).
  • Experimenting with the format, going online, going offline or going hybrid. This switch will create opportunities for you to transfer all your teaching skills into a new framework and to find ways of making the most of what you know already in the new environment and to develop brand new skills making the most of what this new envirnment offers. There is some unpleasantness to deal with which is related to the fact that, quite frequently, such transitions are generated by factors that we have no control of such as the pandemic and they might feel like an imposition. As a result, more time will be necessary for you to see the blessing in disguise and to appreciate and to fully embrace it. If you want to read about my personal adventures while moving from the offline into the online classroom, here you can find a few posts: what I thought after a few months and after two years of that experience and another one based on the feedback from my preschoolers’ parents.
  • Becoming a freelancer as a way of freeing yourself. Admittedly, it might be too early for me to offer any advice or to even reflect on that since I have been a freelancer for only two months now but it might be a direction worth taking. In my case it was a combination of different factors such as the change of circumstances, the necessity to look for a new job, the expertise and the level of experience and what the potential employers required me to do and what they were able to offer me. That was ‘not much’ and so I became a freelancer. More on that later)

Is there anything else that should be on this list? Anything else, out of the ordinary, perhaps that you have tried and that has been very beneficial for your continual professional development? Please, pretty please, share with the rest of us!

Happy teaching! Happy developing!

Crumbs #43 Tractors and trains. Riddles for VYL

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Ingredients

  • A Miro board or a powerpoint in the editing mode.
  • A beautiful train with carriages or a tractor with trailers, with one animal on each trailer.
  • A set of colourful cards, with a set of riddles following the same framework and the set of structures in each riddle.

Procedures

  • Students take turns to choose the colour of the card.
  • Teacher reads the description of the animal. Kids listen and guess the animal. Teacher uncovers the picture to check the answers.

Why we like it

  • First and foremost, this kind of an activity helps to develop listening skills in very young beginner students and focus as they need the information from all the sentences in order to guess the name of the animal.
  • At the same time, since all the riddles use the same framwork and the same structures, this game is an opportunity to practise all the key structures. The set of these will depend on what the students are familiar with and can be simplified or extended.
  • We use this kind of a game to prepare the students to produce the language, too and after playing the game for a few lessons in this very format, with the teacher reading and the kids guessing, we move on to the following stage with the students producing a set of sentences to describe an animal.
  • Last but not least, with time and with the development of the literacy skills, this kind of an activity can also help develop reading skills.
  • The game is pretty and colourful, made with colourful cards, beautiful visuals from google. The students are usually curious to find out which animals are hidding on the trailers. The format of the presentation can be adapted, too. In the past we played with huge present box (partially inspired by Rod Campbell’s Dear Zoo) and with houses in which the animals were hiding and the miraculously appearing thanks to the funcion of ‘bring to the front’ or ‘move to the back’ on Miro or any powerpoint.
  • It can be used with animals or with any other topic with the appropriate adaptation of the phrases ie toys (It is big. It is red, with the assumption that we refer to the visuals that the students are familiar with) or transport (It is big, it is fast, it is quiet) etc.
  • If you are interested in riddles, please have a look at this post, too, where I write more about riddles for the older and more advanced students.

Happy teaching!

Crumbs #42 One-minute essays

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November raspberries

Ingredients

  • A set of topics. We have used a set of wordwall cards. You can find them here.
  • A timer, more or less formal and strict, depending on the group.
  • Students divided into pairs.
  • A list of the linking words typical for an essay, more or less extensive, depending on the group

Procedures

  • Teacher presents the framework of the one minute spoken essay and the four stages: introduction, arguments to support one side, arguments to support the other side, conclusion as well as the introductory phrases. The basic set of these included: Nowadays, On the one hand, On the other hand, All in all
  • Teacher models the activity: chosing the topic, expressing opinion following the framework and using the key structures. Students time the teacher and signal when 1 minute is up. Afterwords they react with their opinion.
  • Students go into the breakout rooms and continue in the same way.

Why we like it

  • I used this activity first with my teens, as part of the preparation for the essay writing, the first serious essay ever. I wanted them to practise expressing their opinion in a certain format and I wanted to encourage them to use a variety of appropriate cohesive devices which were introduced in the coursebook. It was a much more extensive list than the one provided here.
  • Later on, I used it also with my adult groups as a an opportunity and a tool to work on shaping the discourse, at this point – without the follow-up of the written essay.
  • The activity is generative as student A has a chance to produce a mini discourse and communicative as student B also has a chance to react and to provide additional arguments to support their partner’s ideas or disagree with them.
  • The main aim of the activity is the development of the speaking skills but the students are also required to listen, in order to be able to contribute their arguments in the follow-up stage. I am hoping that, in the long run, it will lead to students managing their spoken contributions much more effectively.
  • It is a very flexible activity. It can be used as a warmer or as an end-of-class activity. It can be also extended into a proper activity. The length of each discourse can be kept at one minute or it can be extended to two or three minutes. The topics can be varied, as in the set above, or they can be associated with one specific topic and it can be used as an opportunity to generate ideas for the essay that the students will be writing later on.

Here you can find one of similar discourse development tricks.

Happy teaching!