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How to survive a coursebook. Part #2 Grammar

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This is the second post in the series that is a diary of a teacher trying to teach not the most exciting unit from the coursebook and sighing all the way. The first post can be found here. Today another one, this time devoted to two lessons on the passive voice. The post includes references to Gateway to English, B2 by David Spencer published by Macmillan. This is the coursebook that I am using with my group and the page numbers refer to the second edition of the coursebook.

Vocabulary practice and revision

This unit has a rather challenging content as regards vocabulary. There are the names of the natural disasters as well as a big set of nouns, adjectives and verbs used to talk about disasters, not a small thing. Hence more practice.

  • A quick test – Here I had a good time pretend play a school teacher and calling out my teens to answer a series of random questions. The teens took turns to give us a definition and an example for all of the key words from the previous lesson.
  • Visuals: I shared with my students a set of six visuals related to disasters (here) that I found on google, illustrating different aspects of a variety of natural disasters, including the damage and the beauty, too. Students were asked to work in pairs and to choose a pair of pictures for their partner to talk about and to compare them (‘Are they similar or different?’), partially inspired by the visuals tasks from the higher levels of the Cambridge exams. There was also a round-up question, ‘Which photograph was the most interesting for you?’ which is also the question that we used for the whole class feedback.

Grammar presentation and practice

From the very first moment I knew that I would try to minimise the presence of the main topic of the unit, in order to give us all a break and to be able to include some more exciting and some less dramatic topics. Because, really, how much can you take. Overall, I decided to keep all the practise exercises from the book (all of them but one using the context of the natural disasters) and to supplement them with something more fun.

  • The context I chose was My International Life. The first part was the presentation about the products that I use, the clothes I wear, the books I read and the devices I use and where they were made. I presented a series of visuals and the group were trying to guess where they were made, my computer, my socks, my coffee and my trinkets. The model sentence we were using at this point was: It was made in…They were made in…
  • Later on we dealt with the form, pronunciation and use, including the difference between the active and the passive voice.
  • The first practice activity was the students talking about themselves. The students were sent out into the breakout rooms to talk about their international life. They were instructed to talk about ten things (minimum).
  • The other practice activities in that lesson focused on the exercises in the coursebook (page 98 in the coursebook).
  • We finished the lesson with an online game, found on bamboozle.com.

Grammar presentation and practice. Part 2

I decided to divide the grammar input into two lessons because I teach a mixed ability group and, although, theoretically, the passive voice structures, in all the tenses, should be only a revision for them, it is not quite true in case of some of my students. For that reason, in lesson 1 we worked on the form in all the tenses and in lesson 2 we focused on the passive voice with two objects.

  • Practice and production: Photographs in our book: I decided to start with a freer practice activity based on the materials from the coursebook. I found different illustrations in the coursebook, namely: set 1: pages 98 and 99 depicting the aftermath of the hurricane Katrina and the typhoon damage in the Phillipines and set 2: pages 87 (a Foo Fighters concert) and page 70 (health). The students were asked to choose one of the sets and to describe the photographs using only the passive voice. We did this activity in the breakout rooms.
  • Grammar presentation #2: we used the coursebook materials to present the passive voice sentences with two objects (page 98).
  • Controlled practice was built around the exercises in the coursebook (page 98 and 99).
  • Freer practice #1 was the activity from the coursebook, too, Find someone who. I had to change the format of the activity as moving students in-between the breakout rooms would be too much hassle and I wanted them to produce a lot of language, rather than talk to different partners which they do anyway. For that reason there were asked to use the prompts from the coursebook and to find out as much as possible from the same partner.
  • Freer practice #2 and the final activity of this lesson was inspired by something that I read on Sandy Millin’s blog once. I decided to call it ‘A story of an object’. In the orignal version of the activity it was the object itself that would be retelling the story of its life and, I suppose, other structures would be the format. We changed it to the 3rd singular as it was the format more consistent with the passive voice that I was hoping that my students would be using. We started with a model and I used my (amazing) Malevich tote bag, probably The Present of the Year 2022. I presented the structure (A story of an object, 3 questions from the audience) and a set of verbs to use (created, bought, brought, seen, loved, kept, washed, worn etc). Afterwards, the students went into the breakout rooms and worked in pairs. Back in the common room, each student gave us a summary of what they found out about from their friends.
  • We finished with another bamboozle game.

Reflection

  • Well, in one line: I was a happy teacher last week.
  • The context of the international life worked very well. We managed to get away for a moment from the gloom of the natural disasters and immediately after the presentation the students got to use the structure to talk about themselves. It was very beneficial even though in the beginning the students were mostly using ‘was / were made’. This gave us a very good basis for the more extensive use and it was a great opportunity to personalise it straight away.
  • The lessons included a good ratio of the individual practice, disaster-focused and the pair-work, disaster-less and more productive. The bamboozle games were another way of balancing the weight of the lesson.
  • I love working with visuals and I was really very happy with how they worked in this lesson. The students were discussing the disasters and using the vocabulary but they were also able to interact with the beautiful photographs and notice the discrepancy between the beauty of the natural disasters in the photographs and the danger and suffering that this beauty is synonymous with in some cases.
  • In the same vein, I was very happy with the way we recycled the photograhps in the coursebooks. It was also interesting for the students to notice when it is and it is not natural to use the passive voice in different situations.
  • A story of an object was probably my favourite activity of these two lessons. I could share with the students the story of my Malevich tote bag but I also loved listening to the stories that my students chose to tell. Some of them decided to share their treasures with the class, such as the favourite book, the phone or the parrot (a bit of far-fetched but she managed!). Some went for the sarcastic approach as they talked about their favourite cookies, the hoover or a bottle of water, sparkling. It’s been a while since the last time I laughed so much in class.

Happy teaching!

How to survive a coursebook. B2 Case study

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Part 1 (skippable) A teacher complaining

This story started last Wednesday evening. I was getting ready for my Thursday classes, including my teens’ group. I knew that we were about to start a new unit but I hadn’t bothered to look at it, I had no idea what it was supposed to be. It was only on Wednesday that I opened the coursebook and I sighed but this feeling quickly turned to anger. Because what we have in store for the next three weeks, the next twelve academic hours and the next fourteen pages are natural disasters, casualties, destruction and damage. Even if we had lived in some more peaceful and optimistic times, that would be a lot to take. For my students and for me, the teacher, too. Especially that the whole unit is some weird collection of depressive topics and debates. Literally, asteroids, tsunamis and epidemics are destroying the planet’s population on every single page of the unit, in the vocabulary lesson, in the grammar lesson and in the every skills lesson. In one word: I hate it and I personally think that this is a rubbish unit. I don’t like it. It needs to be highlighted here that despite the fact that I do believe that the perfect coursebooks don’t exist, I like our coursebook, Gateway B2 from Macmillan and we have had a good year so far. But this unit is simply a disaster.

There are two things that I could do. Naturally, I could just skip the entire unit because I do not really feel like using my and my students’ time doing something we are all going to hate and suffer through. 12 academic hours is 540 minutes or one full working day. I was really considering that and I am sure that if I explained it all to my parents, I could just get away with it.

However, that would mean that I would have to find, create and put together enough material to fill in those 6 lessons and at this point in my life I simply do not have time for that. Then, there is of course the fact that the environment and the natural disasters are a part of the B2 curriculum (why they are there is another question) and I wouldn’t want to deprive my kids of the material that they should be covering. With a heavy heart I decided to go for the option two: try to surive the Survive unit by heavy adaptation.

Welcome to a new short series of posts. My main aim is to record the adaptation process in detail and on the go as well as to motivate myself to reflect on each of the lessons taught, hoping that someone might find it useful.

Lesson 1: Main aim: Vocabulary

  • We started the lesson with the weather vocabulary revision and upgrade. The students were divided into pairs, each student in a pair was given a link to the weather wordwall cards (set 1 and set 2), with the visuals and the key words and definitions. The students were working in pairs in the breakout rooms, calling out one of the words and discussing if they are similar or different, for example: ‘Scorching and boiling? Are they similar or different?’ or ‘Fog and rainbow? Are they similar or different?’ They were both sharing their ideas and discussing.
  • A small set of questions for the students to talk about their favourite and least favourite weather and the extreme weather conditions that they have experienced or read about.
  • The key vocabulary from the coursebook on page 96. We used exercise 1 and exercise 4 but I have also prepared an additional quiz for the kids to practise the words related to natural disasters. It can be found here.
  • As a follow-up I decided to include a debate, modelled on the B2 speaking exam task. For that used the list of the key words (ex 1a page 96) and a question that was added, namely: How damaging are these disasters? Talk about the impact on the people, the environment and the economy. Choose the most damagine one.
  • I decided to skip the text on page 97. I didn’t like it and I decided to replace it with the text on page 108 and change the direction of the lesson towards people for whom natural disasters can be an adventure.
  • We started with a discussion on whether students would like to go to a location of a natural disaster (inspired by ex 1 on page 108). Before we started the discussion, the students were shown two videos of people who research volcanic eruptions and people who like to visit the sites. I used the short clips from the following ones: Cooking pizza on a volcano, Cooking sausages on a volcano, Drone above the volcano. We talked about the reasons that make the people go there and our views.
  • As the final task we read the text to find out more about the expedition to a volcano, as featured in the coursebook, together with the comprehension task (page 108). The final summarising question was: Has this text helped you make your mind about such adventures? Has it made you change your mind?

Reflection

  • Overall, I am quite happy with how the lesson went.
  • I like to start a new unit / topic with a visual-based task but this time I decided to leave it for later. I already have an idea for a task for lesson 2 or 3 of the unit. This time round we started with the weather vocabulary speaking task and it was a good decision. First of all, the topic is related and most of the natural disasters are somehow connected to the weather conditions. Second of all, we could revise and extend our weather vocabulary – some of the words were familiar, some were new but the cards include enough information for the kids to be able to handle it and to participate. Last but definitely not least, the game we played was a great balance to the rest of the lesson, a lighter beginning, not so dramatic and / or desctructive as the rest of the input. And even though it started slowly (‘Anka, but these words are completely different’ aka ‘We can produce one sentence’), it quickly took off and the students were getting more and more creative as regards the potential similarities between pairs of words chosen randomly.
  • We will definitely need to revision and opportunities for practice not for the key vocabulary (the natural disasters) but for all the accompanying words. There were just too many verbs and nouns.
  • Quite unexpectedly, the debate on the impact of different natural disasters was a success. The students are familiar with the format (FCE speaking part 3) and I knew that this would not be a problem. I was worried, however, that they might have enough ideas or inspiration to compare the impact of a pandemic with that of an avalanche. I was wrong. All of the natural disaters are destructive but because of the angle (impact on the people, the environment and the economy), the students got involved and they were almost amused arriving at a conclusion that avalanches, in fact, are not so damaging for the economy and they are not often dangerous for people or the nature because they just happen whereas, in many ways, an epidemic such as coronovirus was even beneficial for the environment as people stayed at home and were not using their cars or flying as much…
  • Using the videos was also a good idea because it help the students understand the eruptions a bit better and it gave them some food for thought and it activated the schemata for the reading task. I have already started looking for a follow-up video, an interview with the volcano tourists that I could use in a listening task.

See you soon in part two of this series!

Happy teaching!

Material design for beginners: The aim as the source of inspiration

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The Polish shade of ‘November orange’

This is how we arrive at the last stop of this series. If you haven’t done it yet, please make sure that you check out the other three: the introduction, the materials that were created because of a certain resource and the materials that were created with an activity as a starting point.

The Turkish shade of ‘November orange’

The aim (a most random definition)

First a brief explanation of the idea behind that heading and that concept and it is rooted in the most selfish question that teachers can ask themselves upon entering the classroom and that is: ‘What do you want, teacher?‘ and it can be further extended into: Why have you come to school today? Why are you entering the classroom?

The answer to this question will largely depend on the particular Pasha, Sasha, Ania, Javier, Rita and Julia sitting at the tables in your classroom (or in front of the computers in your online classroom) and it is with them in mind that we often start to change, to abandon, to supplement or to design activities and materials. Regardless of what the curriculum says, what the pacing schedule wants, what the authors of the coursebooks intended or, sometimes, what the DOS (or the parents) would want you to do.

For that reason, this post is dedicated to some of the coolest people that I have had a chance to meet, my students and some of the materials that were created because of them. Are you ready? Let’s go!

The Turkish shade of ‘November orange’

Storytelling project

‘Project’ was what I saw in the pacing schedule for my pre-teen online class last week. And I sighed. My kids are already a lovely A2 but they are quite young and, since many of them are new in the group and have been online for only eight weeks now, they are still a bit wobbly and cannot be ‘trusted’ with a task that is all about sending the students a set of questions and asking them to prepare a presentation, with photos and all. Online.

Instead, we did a storytelling project. Here are the main stages

  • telling a typical A2 KET story, using the materials for KET A2 Writing part 2, first time together, as a group, second time, with a different set of materials, in pairs
  • vocabulary revision part 1, with the special focus on the adjectives used to describe houses and rooms. Here we used a simple Wordwall game. Recently, we have been doing these twice, first with the whole group, then, individually as a competition, during the lesson time.
  • vocabulary revision part 2, one of our favourite games: Tell me about it. We play it in teams, with teams taking turns to open the boxes and to describe the rooms and houses in the pictures and winning the points which are also hidden in each box.
  • grammar revision, with the special focus on Past Simple and Past Continous and a quiz
  • grammar revision game which was also our favourite in this unit. We called it ‘When suddenly’ and we play it in pairs. Students use the props (aka the key words, nouns and verbs) on the cards. Student A starts a mini story, creating a sentence using the Past Continous and the key word (‘I was walking in the park’) and student B finishes the story in the Past Simple tense (‘when suddenly I saw a crocodile’)
  • story preparation: students work in pairs, they look at the set of the pictures (a house, a character and an object) and choose one of the set for themselves. They work together in the breakout rooms and prepare to tell their story. The set of visuals (taken from google) can be found here.
  • story presentation, for the group. As the feedback, each pair chooses the story they liked most, apart from their own.
The Turkish shade of ‘November orange’

Easy-peasy personalisation tricks

  • adding kids’ names to the homemade wordsearches, as a bonus prize, all of the names or some of the names (remembering that every child should be included at one point)
  • replacing the names in the grammar handouts with the kids’ names
  • using kids’ names in examples (when appropriate)
  • creating quizes and game to practise grammar based on the knowledge of the group, for instance Present Simple 3rd singular (‘Anka sometimes eats fish’. Yes or no?)
  • replacing the names in the grammar handouts and examples with the names of our class heroes such as Angelina, the Hen, the Flying Cow or Pasha, the invisible student.
The Turkish shade of ‘November orange’

Kids’ ideas for games creation and adaptation

  • Hangman (aka the Monster Game): one of the students suggested that since we lose points for not guessing the letter, we should be getting points for guessing the letters
  • Stickers Online aka Google Search Capacity Check which was fully shaped by students and the format of the lesson and which we are still using.
  • ‘Go Fish’ – deciding every time on the rules of the game ie the person with the biggest number of cards wins or the person with the smallest number of cards wins
  • Choosing half of the categories for the STOP game (aka ‘scategories), some (usually content-related) are chosen by the teacher is food, drink, verbs etc, the other half – by the students, usually we end up playing something random ie computer games or football clubs
The Turkish shade of ‘November orange’

Primary kids students and more advanced grammar

This was the phenomenon of the previous academic year when we were already at the A2 level with my kids and such serious topics as Past Continous, Present Perfect and Conditionals 0 and 1 and the kids were still only 8 and 9 (and 7, in one case, too). There is a post that I wrote about it, here and you will find there some generic games for grammar practice as well as the materials to our Science lesson that gave us an opportunity to practise and to use Zero Conditional in a very natural setting.

Messy choir is a more fun and a more creative version of a drilling task that we used while practising Present Perfect with already and yet.

Disaster TV was a lesson inspired by the materials from Superminds 5 coursebook by Cambridge University Press, only instead of ‘finding out about a disaster’ and ‘presenting it to your classmates’ (unit 1 page 20), I decided to go for a lighter take. The topic of Pompeii (although very interesting) was a bit too heavy for a group of young kids who had just gone out of a pandemic and a lockdown and I myself could not face reading about the destruction of New Orleans during the hurricane Katrina so we just didn’t. Instead we went for a project called ‘Disaster TV’ in which kids: chose their own disaster, real or made-up, discussed the details, wrote the questions and rehearsed them. Finally, we recorded a series of interviews with survivors of different disasters and we laughed a lot watching them later. It was absolutely necessary that we have some positive element in all the gloom surrounding the story of the Pompeii. If you are interested, you can find the handout for that project here. I wish I could share the videos, too because they are absolutely precious but we made them only for our personal use and this is what the parents agreed to.

If you still have some energy, please browse through this blog. This is what it is about: my kids and all I wanted to do in class.

Happy teaching!

Material design for beginners: The activity as the source of inspiration

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From the series: Try something new today!

Welcome back to this autumn’s series and, before you go on reading this post, I would like to invite to have a look at the introduction and to the first part, the materials that were designed and came to be only because I found a new resource that I really (really) wanted to use in class.

The episode here is going to focus on the well-known activities that were too good not to be smuggled into the EFL lessons, with kids but also with adults.

Noughts and crosses

This is one of my personal favourites. Admittedly, it is used more frequently in the offline or in my 1-1 or small groups with the online groups and that is due to the way it was adapted, with the option of the points each box, revealed only at the end of the round. We also use noughts and crosses to tell stories and there is a post, too.

MadLibs

MadLibs is a great party game and if you are lucky you can find some ready made ones, appropriate for young learners (or just kids) or related to one specific topic to match the theme of the lesson or the unit. However, pretty much any text can become a MadLib (or a MadLib in reverse) since what you need is a) a text and b) some missing words which we guess and then the world really is your oyster. We use the approach with my exam preparation classes, especially with the tasks such as FCE Listening part 3 in which the exam paper is a ready-made MadLib and which you play to predict the potential answers. We use it also with my Flyers kids as a preparation for the story reading in Reading and Writing part 5. The same idea can be used with any sample writing although here the teacher has to remove some words first and then think of a category for them.

Pelmanism

First and foremost, this is probably my favourite tool to develop the early literacy skills in my primary and pre-primary kids, both online and offline. The main idea: find the two pictures that constitute a pair. With the pre-primary kids, we play to find the two identical card and to call out the word or to produce a full sentence or, similarly, in the flashcard – word card pairs.

The range is much wider and the tool much easier to prepare for the literate students as the pairs may constitute, from the easiest to the most complex: a picture and a picture, a picture and the first letter of the word, a picture and a word, a word in a simple structure and a word in a simple structure, a word in an affirmative structure and a word in a negative structure, a set of questions with various structures and a set of answers and, finally, halves of sentences. See the sample here for ideas.

The activity can be used with the older and the more advanced students and it can be made a lot more generative by asking students, for example, to find the phrasal verb with the definition and the question in which it is used, which they later answer ie take up (start a hobby) and ‘Why do people take up different hobbies? Where do they find the inspiration to do that?’ or a phrasal verb and its definition with the question that they have to create themselves.

In the online classes, the cards on wordwall can be used (we add numbers using the zoom notes or we simply count the cards for the teacher to open) and recently this option has been added to the upgraded bamboozle. This game is also very easy to create on the Miro board or even in a simple powerpoint (in the design mode, without the presentation).

Go fish

This is the most ridiculous case because, up to this day, I really have no idea how to play it. I do remember reading about it, in one of the methodology books, but the instructions were a page long and I gave up after a few lines only. The only recollection that stayed was the following: you have a set of cards, you keep them secret and you have to ask for these cards. Today, we play it as ‘Can I have?’ or, with my younger kids as ‘The Sheep’.

Riddles

If we had a different set of categories, that would definitely be mine ‘something old’ that recently I have had a chance to rediscover with two amazing people and the most recent post on that topic is here.

And there are many, many more and I am going to include the links here, just in case if you are looking for ideas: General Kutuzov, a lazy role-play and our fruit salad.

Now, off to writing the final part of the series: things that started from the most important people in the process: the kids. Soon in cinemas near you!

Happy teaching!