11/08/2014

The Balloon Game


The Balloon Game

(suitable for children over 8, teens and adults)

Just played this game with a group of 120 adult trainers in South Africa and thought I’d share it with you all.

Have your class divided into groups and get one balloon per group. Before your lesson stuff the balloons (which is easier than it sounds if you roll the paper up first) with bits of paper, which when put together in the correct order make a word, a sentence, a question, a line of a song etc as appropriate. More on that later. Blow up the balloons and secure them. Don’t blow them up too much, as they are more difficult to burst if not fully inflated. (devious, eh?)

Ask each group to nominate a runner.

Line up the runners at the front of the class in front of the balloons.
 
On your signal they must run and grab one balloon each and take it back to their group.
 
It must then be burst without using hands or a foreign object like a pen.


(Not sure how these two thought they would burst the balloon, but what a fun strategy!)
  When they manage to burst it, they must gather up the pieces of paper and reconstruct the word or sentence per your instructions.
 
 

For younger students a word or short sentence may be challenging enough. Beware with younger students who may find the loud bursts upsetting! With older / higher level students I may put in a sentence (doesn’t have to be the same in each balloon) where they have been having problems with word order; it could be a question which they must then discuss as a group and later feedback to the whole class on e.g. before writing an essay on that topic; they may also get a line of a famous song which they must then sing to the rest of the class.  The choice is limitless.

Why the balloons? It’s a great way to energise the group. It’s fun and slightly daft. Some lessons are going to be by their nature not as exciting as others, so why not start with a laugh and some movement?

12/04/2014

Creative Writing Ideas


Creative Writing – for teens and adults

Using famous paintings




You can find images of all famous (and not so famous) paintings online

You can choose just one painting (or a few) and display them on screen or make photocopies of a wide selection of paintings, which you can pin up on the board and invite students (in pairs or threes) to choose one that appeals to them.

Ask students to work in small groups and share a piece of paper and pencil. Ask students to choose one person in the picture they have chosen (or the one you are displaying)

Give instructions one at a time allowing students to discuss and decide

·         Give them a name

·         What did they have for breakfast

·         What do they like doing in their spare time

·         Who matters most to them

·         What matters most to them

·         Which adjective best describes them

·         What hopes / dreams do they have

·         What are they most frightened of

 

You can elicit further prompts from your students

Plus:

·         What happened before the events shown in the picture

 

·         What happened after the events shown in the picture

 

After doing this they could some of the following activities:

§  Join another group and share their information about the person they chose in their picture

§  Add 2 more pieces of information they want about this person

§  Write a diary entry for this person

§  Write a facebook post for this person

§  Working with another group tweet messages or send texts between their characters

§  Write ‘a day in the life’ for this character

§  Write the character’s obituary

§  Write a lonely heart’s posting for this character

 

Or students can choose what they want to write about the character

01/04/2014

Handouts for Bulgaria - April 2014




Homework – is it a waste of time?


YES..


When students lack the support to do it well.


If we don’t plan for success, we’ll have a lot of correction to do.


When students are so overwhelmed with studies, they are too tired to do it well.


When it’s learning by rote.


memory.gif


 


When it’s just easier to copy off your friend tomorrow..


Or when mummy will do it..


When the work benefits from collaboration


When we haven’t actually planned how it links with what is done in class or considered its value.


 


NO!


When students are well prepared in class to do it on their own.


Writing a composition - Have you?


brainstormed  vocabulary


pretaught  useful vocabulary


reviewed  grammar to be used


presented ideas


discussed ideas


drawn up plans together


 


When they see a point in doing it...


e.g.


Letters to teacher


Preparing input for next lesson e.g doing research, collecting materials, rehearsing dialogues for taping


Part of an ongoing scheme of work e.g. extensive reading, a project, portfolio work


 


When the medium is appealing


When homework tasks can be chosen


When parents can help and encourage their children at home


When parents are trained/advised how to help their children


When it’s a pleasure to do


 

Checklist: does the homework:

maximize use of time?

provide pre or post lesson support

encourage independence?

allow for personalisation?

 

 


 

Teaching Exam Classes


 

Why do we learn a new language?

 

ü  To be able to express our ideas in it

ü  To be able to understand others

ü  To have access to language arts through it – songs, literature, film etc.

ü  To increase our ‘knowledge capital’

ü  To study abroad

ü  For pleasure

ü  To pass an exam in it

 

Washback effect - the extent to which a test influences teachers and learners to do things they would not otherwise necessarily do

 

Dangers of exam driven classes:

Practice tests ad nauseum

Lots of individually done exercises

No learning taking place

Rote learning

Sense of failure

Boredom

Idea of ‘finishing English’

 

WE have to:

 

 Continue to develop skills and language as well as examination techniques

Challenge and engage students

Keep students motivated – in the short and long-term

Ensure students see connections between class work and exams

Plan exam preparation lessons accordingly

 

Exam skills

 

Recognise question types

Understand rubric

Know what is required to do well

Avoid common pitfalls

Ability to study on their own

Make an ‘educated guess’

Be confident and prepared!

 

Writing – assessment criteria

Content

Organisation and cohesion

Appropriacy of register and format

Range

Accuracy

Target reader

 

Register task-

         Once upon a time……….

         I regret to inform you……………

         In conclusion, it must be stated that………….

         She grabbed the gun and pointed it at Dillon.

         The windows are large and look down onto a flower-filled garden

         All this can be yours for only $999, if you call this number…………

         Add two tablespoons of sugar and stir………

         I look forward to your prompt reply…

 

Predict – before listening

You hear a woman talking to her son.

Why is she talking to him?

A  to give him a warning

B  to give him permission

C to make a suggestion

 

 

Don’t listen

 

What feature of the cable car makes it particularly good for seeing wildlife in the rainforest?

a.    the speed at which it moves

b.    the height at which it travels

c.    the distance that it covers

 

What is the main aim of the cable car project?

a.    to educate local people

b.    to persuade people to save the rainforest

c.    to raise money for other conservation projects

 

What is the advantage of the project for the local people?

a.    They can use the land if they want

b.    They can sell forest products to visitors

c.    More work is available to them

 

 

Problems speaking in exams:

Nerves

Not used to speaking in English

Worried about making mistakes

Don’t understand examiner

Don’t have sufficient vocabulary for task

Make lots of grammar mistakes

Make one word responses

 

Students need:

English-rich environment

Speaking integrated with other skills

Speaking planned in the lesson

Regular varied speaking tasks

Lots of opportunities to speak together

Pair and group work

Focus on fluency not just accuracy

Focus on phonology

 

 

To prepare for exams effectively:

Make clear to students what skills / strategies are needed to do well

Break down and practise individual skills

Reduce the stress

Make it success-oriented

Make it fun – why not?

 

 


 

 

Face to face with the five language skills

 

Pronunciation impacts on:

Speaking:      comprehensibility & confidence

Listening:      e.g. Who hasn’t finished? / Festival …

                        overloaded by extensive listening

Writing:          sound spelling relationship e.g. I slept under a ‘shit’

Reading:        sub-vocalization leads to poor processing of input /bad memory of what is read

Robin Walker, English Teaching Professional, January 2014

 

Sound plays an important role in recalling a word from its meaning…we often have a feeling about the sound on the word… the left pre-frontal cortex is activated when subjects correctly retrieve a word

The Learning Brain, Blakemore & Frith, Blackwell

 

 

Before reading:

           

Share / brainstorm ideas (spidergrams)

Set a research task for homework

Ask students to interview each other on the topic

Show a relevant clip from youtube

Tell students something about the topic

Ask students to predict the text from title/pictures

Ask students to set own questions