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.
Before I get into the previous fortnight’s focus, here’s my focus for the next two weeks. I’m struggling a little with a loud group of six-year-olds so I’m going to look into ways that I can control their energy levels a little better without simply resorting to more heads-down activities.
So, routines for higher levels and older learners. Well, to be honest, I haven’t had many classes with my adult learners as yet as with one group we did start-of-the-year evaluations (this blogpost is partly a moment of procrastination as I don’t want to get back to marking their written tasks yet!) and another group only started on Tuesday so we’ve only had a couple of lessons. However, I have put some routines in place with my PET group which I’ll adapt for the older learners too.
Weekly video – this is an activity which I successfuly used last year with my B2 adults and it’s working well so far with my B1 teens this year. Each Thursday, one of the learners brings a YouTube video for the class to watch and prepares three comprehension questions about it. The thing I like about this activity is that it allows the learners to share videos which interest them and can spark a lot of conversation as well
Quizlet – my colleague, Amy, introduced me to Quizlet last year and so this year I’ve started using it with the teens group. I like the Scatter game, in which two teams compete to see who can match the vocab to the definitions more quickly
New vocab wall – I only introduced this to the B1 group yesterday, but with the promise of chocolate for participating, they seemed quite keen! I stuck up a big piece of card to the board and made it look like a brickwall. Learners can add new words or phrases to the wall (kind of graffiti-ing it)
Also, as I have two Cambridge preparation groups (B1 and B2), I want to work on the speaking exam more frequently, particularly the picture description and interactive tasks as I feel these are the two tasks which candidates struggle most with, but which they can easily do well in with a little training
And, speaking of exam preparation, I also have an ISE II group and with them I’d like to focus on using the different grammatical structures confidently when asking and answering questions, as one of the key points which has been raised in previous exam feedback is that candidates were often more than capable of showing understanding of different structures, but struggled more to produce them (either through a lack of accuracy or through offering more natural responses to the examiner’s questions)
We’re starting to look into blended learning at Active Language and whilst chatting about it the other day, I remembered a colleague, John, mentioning EDpuzzle. This site allows you to add questions and comments to YouTube videos (and perhaps does other things though I haven’t explored it fully yet!). Here’s my first attempt at using it – unfortunately you do need to sign up to use it, although you can log in with your Google account. In fact, part of the reason for embedding it here was to see if it could be accessed by the class without needing to create an account – I don’t like obliging people to sign up to things.
I recently attended a talk on writing, given by Chris Johnson who’s currently based at St. James in Sevilla. He gave some excellent tips on better preparing learners for writing and I decided to use some ideas from his talk in my B1 lesson today. Here’s the plan:
As most learners are familiar with Little Red Riding Hood, I used that story as a starting point, as Chris did in his talk, and asked the group to work in pairs and tell each other what they could remember from the story. We then briefly analysed the story using Hoey’s SPRE formula:
Situation – the where and when, setting the scene and introducing the main character
Ending (originally this is Evaluation, but I felt for the purpose of this activity it would be better to use Ending)
We discussed how this formula can be useful when writing texts and compared other stories in which it has been used.
Learners then looked at two sample answers from the PET handbook in which the candidates had written stories with the title A Lucky Escape and linked each SPRE stage to the text. We discussed how the SPRE formula is a good basis for writing a plan before producing a text and talked about what notes the candidates could have made against each stage to help them construct their texts.
The production stage has been set for homework and learners took away some linking devices to further help them organise their texts.