The objective
To plan a road trip itinerary using a roadmap in a multi-lingual class
The language
First or Second Conditionals: If they go... or If they went...
Present simple: It´s...Have/has: They have...
Past simple: I went there...years ago.
Modals: They should..., They could..., They can...
Conditionals: If they visit X, they will see Y.
Adjectives: beautiful/interesting/fun/boring/etc.
The set-up
Ask learners to bring in maps of their home-countries which include large and small cities and major roads the day before class. They can print them off the internet. Or, if you are up for it, you can do it yourself. In either case, you´ll need to think how to pair off students. Here are two alternatives. You could:choose groups and ask each group to decide on just one country (a different day, another?) or, choose groups where everyone is from the same country (uneven numbers okay)
The low-down
Tell the class that you´re thinking about your plans for the next holiday and would like the class to plan a road trip for you in order to inform your decision (it doesn´t matter if you don´t actually go). First, ask them to decide what information they need to know about your trip (for example, budget, interests, time, etc.). Randomly call on groups/pairs to ask you questions (if they need to, give them time to prepare the questions beforehand). Answer the questions (make sure you´ve prepared your answers) until everyone is satisfied they have enough information to begin planning. Now ask them to plan the route, including stops and what you can do or see.
Now what?
When they´ve finished. Ask them to present their ideas to the rest of the class. Then ask the class to comment on one thing that sounded interesting to them for each presentation.
Time to teach
Ask groups to come up with a summary of different ways we (choose one or all):make suggestions make plans agree/disagree
More talk-time
What was the last road trip you took? Where did you go?Do you like taking road trips?What do you do in the car on long road trips?
Wednesday, April 6, 2011
Monday, April 4, 2011
Teaching the art of listening
"Doing" listening is perhaps one of the least dynamic activities students do in class next to grammar "exercises". Of course it´s your fault and not the recording´s if your students are yawning in class and not concentrating enough to do the activity the way you would like. Perhaps, in fact, YOU are doing all the yawning. Here then is an interesting activity that can be repeated class after class and will keep students on their toes and interested.
The objective
To improve listening skills as well as grammar
The language
It depends on the recording, doesn´t it?
The set-up
Just bring a good short recording of a monologue or dialogue, or a text you recorded yourself or plan to read aloud...and don´t forget a copy of the script for each student!
The low-down
Tell students that they are going to listening to X and that you want them to brainstorm the words they think will appear. Give them a couple of minutes. Don´t check. Now tell them to listen and write down all the key words they hear vertically down the page. So, for example, if the first sentence is "I can remember the last time I went to an amusement park like it was yesterday", they should write words like remember, last time, amusement park, like, yesterday. Make sure you stop the recording every sentence or so to give them time to write, even repeat if necessary.
Now what?
Once they have their key words, ask them to work together in pairs to reconstruct the text or dialogue. This could be written or oral. If you ask them to do it orally, then as a follow-up, ask them to write a short summary of the text. You could challenge them further by limiting the number of words or sentences for the summary. Get them to compare with each other and/or check in open class. Finally, hand out the original and compare. Discuss differences.
More talk-time
Ask personalized questions about the topic.
Get them to create their own version of whatever the text was about, either monologue or dialogue.
Saturday, March 12, 2011
Playing catch-up
This is a fun mingle activity which is perfect for large classes. It does require a bit of preparation in order to provide examples of language but I think it´s well worth it.
The objective
To make conversation. To find out what someone´s been doing since you last met. To gossip even.
The language
Present perfect: I´ve just returned from a trip.
Present perfect continuous: I´ve been working a lot.
Past simple: I saw a fantastic film last weekend.
Future (plans): I´m meeting an old friend on Friday.
Reported speech: Juan says that he´s been working too much.
Relative clauses: I´ve found out that Juan has been working too much.
The set-up
Record, or write a dialogue between two people catching up on personal news (examples provided below, which of course you can use). Print out the examples (even if you record them).
The low-down
Listen to or read the example dialogues and ask students the following.
General understanding:
What´s happening?
What is their relationship?
What news does each person give?
Specific phrases:
What questions do each speaker ask?
Why do they ask these questions?
What you want to establish is that some time has passed since their last meeting and so in order to learn what is new since that time, these questions are used. Make sure you put the questions on the board. Once you´re sure students understand the grammar, ask them to think in pairs of more questions they might ask someone they haven´t seen for a while. These questions could be specific or general. They should think of things like, Did you go on holiday? How was your weekend? What´s new? Have you been very busy? Etc.
Put students´ ideas on the board when they´re finished and discuss them.
Now what?
Ask students to speak to their partner for (2 minutes??) and collect as much information about them as possible since their last meeting or since the last time they spoke (outside of class). Information can be about themselves or others (family, friends, co-workers). Demonstrate with a couple of students first. At the end of the alloted time, ask them to change partners. Repeat this process a couple of times, time allowing. Finally, reorganize them into groups of three (hopefully with students they generally haven´t met with before) and ask them to report to each other everything they found out. Put the phrase "I´ve found out that..." and give a couple of examples. When they´ve finished, ask a couple of students to report something they thought was interesting and check to see if it´s really true with the student it originally came from.
More talk-time
Review any problems in speaking that you heard on the board.
Do you like to gossip?
Do you gossip much?
Is gossip always negative?
Example Dialogues
One
Jim: Hi Kate, it´s nice to see you again. How have you been?
Jim: Hi Kate, it´s nice to see you again. How have you been?
Kate: Oh, Jim! What a surprise! I didn´t expect to see you here!
Jim: Well, I´m here with some friends. They´re over there at the bar.
Kate: So how are you?
Jim: Good! And you?
Kate: Uff! Really busy lately but I can´t complain. So have you seen Eva recently?
Jim: Well, I´m here with some friends. They´re over there at the bar.
Kate: So how are you?
Jim: Good! And you?
Kate: Uff! Really busy lately but I can´t complain. So have you seen Eva recently?
Jim: No. Have you?
Kate: Yes. She´s pregnant!
Jim: Really? That´s fantastic!
Two
Montse: You´re Ted, aren´t you? From IT?
Ted: That´s right. And you´re Montse.
Montse: How are you? How´s it over there?
Ted: Same as always.
Montse: I know what you mean. I´m looking change departments, actually?
Ted: Really? Is it that bad?
Montse: No, no worse than IT, I suppose. Do you know Kate, from Accounts?
Ted: A bit. Why?
Montse: She said they´re looking for someone so I might apply.
Ted: Good for you! Hey, are you still living in the city?
Montse: Yeah, and you?
Ted: No, I just moved to a smaller town about 20 minutes away. It´s really quiet.
Montse: I´m a city-girl myself.
Ted: Well, I know a bit what you mean. I´m starting to miss all that noise!
Kate: Yes. She´s pregnant!
Jim: Really? That´s fantastic!
Two
Montse: You´re Ted, aren´t you? From IT?
Ted: That´s right. And you´re Montse.
Montse: How are you? How´s it over there?
Ted: Same as always.
Montse: I know what you mean. I´m looking change departments, actually?
Ted: Really? Is it that bad?
Montse: No, no worse than IT, I suppose. Do you know Kate, from Accounts?
Ted: A bit. Why?
Montse: She said they´re looking for someone so I might apply.
Ted: Good for you! Hey, are you still living in the city?
Montse: Yeah, and you?
Ted: No, I just moved to a smaller town about 20 minutes away. It´s really quiet.
Montse: I´m a city-girl myself.
Ted: Well, I know a bit what you mean. I´m starting to miss all that noise!
Wednesday, March 2, 2011
Go mingle
First of all, although the basic idea for this activity comes from "Business Result" Upper-Intermediate (Oxford), you don´t need a business group to do it. The focus is on mingling: introducing yourself, making contact, explaining who you are and what you do and trying to make a connection (business or otherwise). It´s a fantastic skill to work on and this activity is a fantastic opportunity to do so.
The objective
The basic idea is for students to take on the role of a small company and present their business to the rest and then decide with whom it would be useful to do business with. The original activity contained just four role-cards but I found that a bit limiting to the potential of the activity which was to exploit the idea of finding your ideal business partner by moving about the room, making contact with others (via small talk) and eventually locating the business which is a "perfect fit" to yours (without having it written on your card).
The language
Present simple: I work for...
Present continuous: We´re looking for...; We are expanding our business.
The set-up
Print out the role-cards (provided below) and cut them up. Make sure you know which goes with which and why (I´ll let you figure that one out yourself). Feel free to make any changes (make the connections easier to see or "dumb down" the language).
The low-down
Ask students if they know what a business networking conference is. (optional: bring a small text which describes one) Explain to the class what it means, why and how it works. Then tell them that they are going to attend one in X hotel for a lunch conference in X (city). Each student (or pair) will have a role-card. The objective is to move around the room introducing themselves and making conversation to decide if they could do business together. If not, they should speak with someone else. Very important: Demonstrate this with a couple of students. Hand out the cards (mixed up) and ask students to stand up and move to the center of the room. Monitor and help them with any hiccups in conversation. Also, referee to make sure they found the intended partner.
Now what?
When students have found their intended business partner, they should sit down and discuss details of their future relationship. Ask them to make a basic plan of what their relationship will be and how they will conduct it. When they finish, ask some pairs to present to the class.
More talk-time
Do you think networking conferences are a good way to meet new clients?
What other ways can a company meet new clients?
What´s (would be) the most difficult thing about gaining a new client, in your opinion?
What´s more difficult, in your opinion, getting new clients or maintaining present ones?
What makes a good salesperson?
The objective
The basic idea is for students to take on the role of a small company and present their business to the rest and then decide with whom it would be useful to do business with. The original activity contained just four role-cards but I found that a bit limiting to the potential of the activity which was to exploit the idea of finding your ideal business partner by moving about the room, making contact with others (via small talk) and eventually locating the business which is a "perfect fit" to yours (without having it written on your card).
The language
Present simple: I work for...
Present continuous: We´re looking for...; We are expanding our business.
The set-up
Print out the role-cards (provided below) and cut them up. Make sure you know which goes with which and why (I´ll let you figure that one out yourself). Feel free to make any changes (make the connections easier to see or "dumb down" the language).
The low-down
Ask students if they know what a business networking conference is. (optional: bring a small text which describes one) Explain to the class what it means, why and how it works. Then tell them that they are going to attend one in X hotel for a lunch conference in X (city). Each student (or pair) will have a role-card. The objective is to move around the room introducing themselves and making conversation to decide if they could do business together. If not, they should speak with someone else. Very important: Demonstrate this with a couple of students. Hand out the cards (mixed up) and ask students to stand up and move to the center of the room. Monitor and help them with any hiccups in conversation. Also, referee to make sure they found the intended partner.
Now what?
When students have found their intended business partner, they should sit down and discuss details of their future relationship. Ask them to make a basic plan of what their relationship will be and how they will conduct it. When they finish, ask some pairs to present to the class.
More talk-time
Do you think networking conferences are a good way to meet new clients?
What other ways can a company meet new clients?
What´s (would be) the most difficult thing about gaining a new client, in your opinion?
What´s more difficult, in your opinion, getting new clients or maintaining present ones?
What makes a good salesperson?
| Name: Tesla | Name: EmCom also make speaker systems high quality, luxury design | Name: Luxa Insurance |
| Name: Exotic Travel | Name: CMI Bank | Name: Sony |
| Name: J. Blue Clothing | Name: DotCom WebDev | Name: Passport |
| Name: Taylor and Taylor | Name: LC Logistics | Name: Tongue Tied |
Thursday, February 24, 2011
Is This Thing On?
One tool I've come to rely on more and more is the "record" button on my mobile phone.
Nowadays I should think all phones have a memo recorder and since most teachers should have a mobile phone, anyone should be able to make use of this powerful little tool in one-to-one or small group classes.
Why use it?
Essentially, it brings in a level of objectiveness that is difficult to achieve when you're with students. Maybe you can understand them despite some errors here and there which you may or may not always correct, but when you listen to a recording, you hear things you normally wouldn't, and if you manage to transcribe them, they are there for both you and the students to see and analyze in black and white. Another important use it has is allowing students to "self correct". Noticing their own errors is the surest path towards mastery. Finally, it gives the teacher an opportunity to correct overall phrasing which is nearly impossible to do when correction on a word-level. Types of errors could include: unnecessary repetition, word choice, syntax, L1 interference, organization, coherence (understandability), cohesion (ideas/phrases connected grammatically with pronouns, connectors, etc?), use of connected speech, pronunciation and generally ways of sounding more "natural".
So how do we do this?
Tell students why you would like to record a couple of minutes of conversation. Then during a speaking activity or just in the midst of a conversation, push "record". You shouldn´t need to get more than a few minutes of speech to get what you need. Then before the next class, transcribe what they said (this shouldn´t take more than 10 minutes and you shouldn´t need to spend any more time then with planning of the class). The first few times, I copy and paste their transcribed speech onto another sheet and edit it to a more "natural" sounding speech. How much you change depends on the level of the student and what it takes to fix their errors. Then I ask them to compare the two versions and we discuss the differences and if necessary, this will lead into various grammar, vocabulary, pronunciation mini-lessons. Plus it´s great reading (aloud) practice!
The best thing about it.
What´s also great about this is that it works really well for those pesky "conversation" classes where students don´t want to use a book. It´s a great way to prove to them they need grammar, vocabulary or whatever and it gives you A LOT of material to work with and eliminates so much need for scouring for class topics on the internet (though you still should now and again).
So give it a try a couple of times and let me know how it went!
Nowadays I should think all phones have a memo recorder and since most teachers should have a mobile phone, anyone should be able to make use of this powerful little tool in one-to-one or small group classes.
Why use it?
Essentially, it brings in a level of objectiveness that is difficult to achieve when you're with students. Maybe you can understand them despite some errors here and there which you may or may not always correct, but when you listen to a recording, you hear things you normally wouldn't, and if you manage to transcribe them, they are there for both you and the students to see and analyze in black and white. Another important use it has is allowing students to "self correct". Noticing their own errors is the surest path towards mastery. Finally, it gives the teacher an opportunity to correct overall phrasing which is nearly impossible to do when correction on a word-level. Types of errors could include: unnecessary repetition, word choice, syntax, L1 interference, organization, coherence (understandability), cohesion (ideas/phrases connected grammatically with pronouns, connectors, etc?), use of connected speech, pronunciation and generally ways of sounding more "natural".
So how do we do this?
Tell students why you would like to record a couple of minutes of conversation. Then during a speaking activity or just in the midst of a conversation, push "record". You shouldn´t need to get more than a few minutes of speech to get what you need. Then before the next class, transcribe what they said (this shouldn´t take more than 10 minutes and you shouldn´t need to spend any more time then with planning of the class). The first few times, I copy and paste their transcribed speech onto another sheet and edit it to a more "natural" sounding speech. How much you change depends on the level of the student and what it takes to fix their errors. Then I ask them to compare the two versions and we discuss the differences and if necessary, this will lead into various grammar, vocabulary, pronunciation mini-lessons. Plus it´s great reading (aloud) practice!
The best thing about it.
What´s also great about this is that it works really well for those pesky "conversation" classes where students don´t want to use a book. It´s a great way to prove to them they need grammar, vocabulary or whatever and it gives you A LOT of material to work with and eliminates so much need for scouring for class topics on the internet (though you still should now and again).
So give it a try a couple of times and let me know how it went!
Tuesday, February 22, 2011
First Day of Class
I'm sure every teacher has their favorite "first class" procedure, whether it's going around the room asking students to introduce themselves, doing a needs analysis, playing game(s) or simply going right to page one of the coursebook (which often has typical "first class" activities).
Honestly, I've done all the above and none of the above but I've generally never felt like I quite "nailed it" as they say. Then, quite by accident, I sort of improvised a class which embraces TBL ideas and procedures while at the same time fulfilling several important objectives: giving students control, making the first class as conversational as possible, obtaining students needs (ie needs analysis), and allowing students to get to know each other.
And while they probably didn´t have as much fun as they might have had had they played games for an hour, nor got to know much personal information about each other (which I know will happen over time anyway), I know they left the class feeling they did something useful and productive and most important, they made their needs and desires known.
Now, in many cases allowing students to "design" the course may not be possible, for many reasons. However, even classes with predetermined syllabuses can be adapted to students´ expressed needs. For example, if students place more emphasis on fluency, then the teacher can adapt, add or expand on activities from coursebooks or syllabuses. And even if what students decide isn´t appropriate or best for them from the teacher´s point of view, this can be discussed, explained and negotiated with the outcome of at least providing students with transparency--that is, how and why things will be as they will.
One last point, I´m sure that those of you who do discuss the course with students, while conducting a needs analysis feel that you´re accomplishing the same aim. But I wonder. As I´ve mentioned, I usually did a needs analysis questionnaire the first day but what I went home with was often more questions than answers. I wasn´t able to really decide how the course would go during that first class. Rather, students filled out a questionnaire with some basic information which I could never really reconcile into one unified set of needs. Yet I felt required to say something about the content of the course. Yet how could I if I hadn´t even read their questionnaires?
I hope that the next time you begin a new course, you give the following a try. Then let me know how it went.
The First Class
Honestly, I've done all the above and none of the above but I've generally never felt like I quite "nailed it" as they say. Then, quite by accident, I sort of improvised a class which embraces TBL ideas and procedures while at the same time fulfilling several important objectives: giving students control, making the first class as conversational as possible, obtaining students needs (ie needs analysis), and allowing students to get to know each other.
And while they probably didn´t have as much fun as they might have had had they played games for an hour, nor got to know much personal information about each other (which I know will happen over time anyway), I know they left the class feeling they did something useful and productive and most important, they made their needs and desires known.
Now, in many cases allowing students to "design" the course may not be possible, for many reasons. However, even classes with predetermined syllabuses can be adapted to students´ expressed needs. For example, if students place more emphasis on fluency, then the teacher can adapt, add or expand on activities from coursebooks or syllabuses. And even if what students decide isn´t appropriate or best for them from the teacher´s point of view, this can be discussed, explained and negotiated with the outcome of at least providing students with transparency--that is, how and why things will be as they will.
One last point, I´m sure that those of you who do discuss the course with students, while conducting a needs analysis feel that you´re accomplishing the same aim. But I wonder. As I´ve mentioned, I usually did a needs analysis questionnaire the first day but what I went home with was often more questions than answers. I wasn´t able to really decide how the course would go during that first class. Rather, students filled out a questionnaire with some basic information which I could never really reconcile into one unified set of needs. Yet I felt required to say something about the content of the course. Yet how could I if I hadn´t even read their questionnaires?
I hope that the next time you begin a new course, you give the following a try. Then let me know how it went.
The First Class
The objective
To give students an opportunity to discuss and share their needs and give input on content and format of the course
The language
Simple tenses
Personal opinion phrases: I think..., I would like to..., I like...
The set-up
If you have to use a coursebook, get to know it. Be ready to hand out books in class.
The low-down
Start by asking students to think about past courses (if applicable) and write down what they enjoyed and didn´t enjoy about those courses (this could be activity-types, skills, pair-work, etc.). Then write down 5 skills horizontally on the board and ask them to put in order from most important to least. In pairs, they should discuss their answers. Get some open-class feedback. (make notes for your own future reference)
Now ask students to work in pairs and write down under each skill what they want to learn during the course. Elicit examples (e.g. Reading: news articles, stories...Listening: songs...Writing: letters, e-mails). Monitor and make sure they are as specific as possible. Get open-class feedback and write down everything on the board. (copy this for your own future reference)
Now it´s time to hand out the new books (if applicable). Ask students to look through them and find in the table of contents, the back reference and throughout as many of the topics listed on the board for each category. Tell them to shout out the page numbers. Note them on the board (and in your notes). Ask students their opinion of the book based on their findings. Discuss in open class.
Now what?
Now comes the part that seems to be the most fun for students. Tell them that as there are X number of minutes each class (or each week), in pairs/groups, they should decide exactly how to use that time (ie. make a timetable). Put a list of the times on the board on the left side of the board fifteen minutes apart. How long for grammar? How long for vocabulary study? How long for speaking? On the top of the board write A, B, C, D, etc to represent each group/pair. When they finish ask a representative from each pair/group to choose a letter and write their time table vertically below. This way, each group´s timetable should be side-by-side and comparable. How do they compare? Are they similar? How are they different? Ask them to discuss in open class and come to some general consensus. If you agree, tell them so. If not, explain your changes and why.
More talk-time
Do you think coursebooks are the best way to learn a language?
What are the advantages and disadvantages of coursebooks?
What seems most interesting to you about this coursebook?
What seems least interesting to you about this coursebook?
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