May 28

A birthday present

This is another of the guided visualisations which I did at the InnovateELT conference a couple of weeks ago. It’s especially suitable for learners who are preparing for the Cambridge PET and works well in a group of six or more.

Here’s a rough script for the guided visualisation:

Imagine you’re going shopping. Are you in a shopping centre or the town centre?

What can you see around you? Is it busy or quiet?

What can you hear? Are there people talking? Can you hear music playing or the sounds of cars going by?

Imagine you’re going to buy a birthday present for a friend. Look around and choose which shop you’re going to go into.

Now you’re inside the shop. How does the space feel? Is it big or small? Is it crowded or empty?

Is there any music playing?

Does the shop have a particular smell?

Wander around and look at the different things you could buy your friend. Pick things up. Feel the texture. Feel the weight. Check the price.

Decide on the present you’re going to buy and when you’re ready, open your eyes and tell your partner about the present.

One thing I like about this task is that the guided visualisation takes the learners on a journey, but what we’re really interested in is the end product, so they don’t need to share the process of getting to the present, just the object they finally decided on.

As learners are sharing with their partner, use the time to monitor and collect errors or new language you’d like to share with the class. As the topic is very open, learners might have decied to buy clothes, furniture or decorative household items, plants, jewellery…so a wide variety of language can come up whilst they’re sharing.

Feedback as a group on the different items learners chose for their present. Then write a six or so of them on the board, along with the price of each. This then leads onto a PET-style discussion activity.

Say to the group:

You want to buy a birthday present for a friend. Talk together about the different things you could buy and then decide which would be best.

Learners work in pairs to do the task, whilst you monitor and collect errors.

Do some feedback on the task, asking pairs which present they chose and why.

 

 

February 15

Engaging Exam Exercises

Here are the slides from the talk I gave at the FECEI annual conference, held in Madrid last weekend. If there are any questions about any of the activities, leave a message in the comments below or feel free to email me.

Engaging Exam Exercises from verybouncyperson
***UPDATED***
Thanks to the wonderful Sandy Millin for reminding me that I was going to post links to the activities from the slides:
Spot the difference
Ask the Experts
Phrasal Verb Jeopardy
Dice Games – these can be downloaded from my Activities page
Word formation 4-in-a-row
You can find an explanation of SPRE in this blogpost  and there’s a bit about using guided visualisations in this blogpost. The idea of the final activity was to helo learners with creative writing – by doing a guided visualisation and using the SPRE format for story-writing, we can help our learners become more effective writers, especially when they’re trying to do so in the pressure of an exam
November 5

I’m not so keen on first-day shenanigans

So the start of term has come and gone and I wanted to share a lesson plan which I used with both my B1 and B2 classes to start the year.  I often find those first-day classes difficult to plan for – you don’t always know how many people will turn up, what will their level be like compared to the supposed level of the class and, in my case this year as I was teaching in a new centre, what the classroom environment will be like.  I also find that with younger learners, you can easily while away the hour on getting to know you activities and revision games; however, I think as soon as possible we should be getting into “work” and certainly adults are more interested in seeing what a real class will be like than spending too long on icebreakers.

The following lesson plan is suitable for B1 and B2 and involves a task aimed at learners preparing for the Trinity ISE exams, though paraphrasing is also a skill in the Cambridge exams.

Stage 1

Before the class, write the following on the board (adapted to yourself):

  • I’m good at being organised and getting up early.
  • I can’t stand text-speak.
  • I worry about not arriving on time.
  • This year, I’m really looking forward to going to Florida at Christmas.
  • In the future, I’d love to have my own language school.

Explain to the learners that of these five sentences about you, four are true and one is false.  Put them into pairs and give them some time to think of questions they could ask you about the sentences to discover which is false.  Monitor and help with question structures.

In WGFB, nominate learners to ask you questions and then invite learners to guess which is the false sentence.

Stage 2

Underline the structures in each sentence and ask learners to identify what comes next: infinitive (with or without to), verb+ing or a noun?  Identify which have more than one option.  Write the following phrases on the board and tell learners to identify what follows.

  • I enjoy…
  • I find it difficult to…
  • I’m keen on…
  • I’m obsessed with…
  • I prefer…
  • I like…
  • I expect…
  • I hope…
  • I miss…

Monitor and support learners during this stage.  In WGFB, you can also look at substitution, such as “I find it easy/fascinating/hard to…” or “I’m terrible/great/really bad at…”

Stage 3

As paraphrasing is an important skill for the Reading into Writing task in the ISE exams, I try to find a moment to practise it in every lesson.  There is also an element of paraphrasing in the Cambridge exams, though this is much more structured.

Tell learners to re-write the sentences below using the phrases above (including your original five statements), without changing the meaning of the sentence.

  • I hate winter.
  • I would rather travel by car than by train.
  • I find documentaries about nature very interesting.
  • I’m excited because I’ve got fun plans for the weekend.
  • Finding my way around new places is easy for me.

Learners can compare their sentences and also discuss if these statements are true for them.

Stage 4

Learners can now personalise the original task by writing five statements about themselves, four of which are true.

The original lesson plan

February 24

More questions

So, I’ve been thinking a lot about questions recently and in my adolescent B1 group yesterday the grammar point was indirect questions.  The book we’re using this year, Gold Experience, is strong on controlled practice activities (which unfortunately aren’t particularly challenging for my group) but I find that the language the book covers, both grammatical and lexical, needs much more dynamic and personalised activities to make it enjoyable and memorable.

After presenting the grammar and doing a quick controlled practice, I gave the learners small pieces of paper like this:

They had to draw themselves on the top left and a classmate on the bottom right (there was also a space to put names in case the drawings weren’t clear!).  They had to think of a question to ask each person in the class – nothing too personal or rude, but something interesting that they would like to know.  There’s a wonderful vibe in this group so I wasn’t worried about them asking anything impolite or distasteful – but it’s worth laying out the ground rules just in case.

We then put all the papers in a pile on the table and then did a mingle: each person took a card and had to approach the person drawn on the bottom right and ask the question indirectly, then write their answer in the speech bubble.

Jaime, Nacho would like to know why you only come to class once a year.

Belén, Inma wants to know what your boyfriend’s name is.

They were really enjoying the mingle and the end of the lesson crept up on us, but the next logical stage will be to do a quick review of reported speech and feedback.

 

November 30

Fortnightly Focus #7 – Kahoot and Quizlet

There’s been a lot of discussion in the British educational press recently about the benefits of gamification – I particularly enjoyed this blogpost from The Behaviour Guru, Tom Bennett.  That said, in my last fortnightly focus, I decided I wanted to create more interactive resources for my teen and adult learners.

My adolescent B1 group really enjoy both Kahoot and Quizlet – with Kahoot, they use their own devices, generally in pairs and like the competitive nature of the game.  I’ve created a couple of Kahoots with them – one focussed on question formation, whilst the other mimicked a PET writing part 1 task in which candidates have to paraphrase a sentence.  They were engaged, focussed and everyone participated – though in all fairness, they’re a wonderful group and a pleasure to teach and generally appear outwardly content whatever the task!

They also enjoy playing the Match game on Quizlet in teams – we divide the class into two teams and write up the score of the first team to see if the second group can beat it.  This is an effective activity if you have sets with quite a lot of language in them – too few words/phrases and the same words crop up in both games, putting the second team at an advantage.

So far, with the teen groups, we’ve only used the sites during class time and one of the problems which I have with many edutainment/eduresource sites is that they require learners to create an account.  Even if this is free, I dislike asking people to create accounts because I know that even if your information isn’t sold to a third party, you’re still likely to receive the odd annoying message from the site itself.  So, for my adult B2 groups, I’ve created a dummy account for Quizlet, meaning that they can go in and use the sets I’ve prepared, without needing to worry about receiving spam messages or remembering yet another log-in/password combination.  My adults seem quite taken with Quizlet – I explained that I felt it would be more engaging than me simply giving them a list of topic vocabulary and we looked in class together at how they can use the sets.

However, I’m as yet unconvinced of the educational value of Kahoot for my adults – though this could be because I’ve only used it once, it took a while for everyone to log in (which felt like wasted class time) and, again, with a very motivated and engaged group it felt a little unnecessary – yes, it was a fun activity, but it took as long (possibly even longer) than it would have done had it been done on paper and, at the end of the task, they didn’t immediately have any tangible result of it.  Though we then went through the language which had been included (collocations relating to money), I noticed that they seemed less able to recall the correct answers – probably because they had played the game at speed and so hadn’t had the time to assimilate the collocations.

I’ll give it another shot though – I think the last time I was probably a little more focussed on the edutainment factor and had created the Kahoot without really thinking about how and when I would use it in class – staging is essential when we consider any material and I lost sight of that in my eagerness to use something shiny and new.

OK, my next fortnightly focus is on phonology – I need to be more proactive in my teaching of it as I’m very able to work reactively – correcting mispronunciations and writing up the correct transcription on the board, working on intonation with my VYLs – but I know I need to become more aware of it in the planning stage.  Also, have you seen the recent lesson plan posts by Sandy Millin and Elly Setterfield?  Sandy’s image of her plan for a single lesson has shamed me into rethinking my own planning style…there might be a blogpost in there somewhere in the future!