Well, as the longest vacation of career comes to a close, I thought I would try to get back in the groove of things by sharing another poem. This one gives students a chance to have some fun with the language and the topic of animals. It gives teachers a fun way to introduce tons of adjectives and everyday activities. To be clear, I have never used this in an elementary classroom, but I have used in teacher training courses. Teachers seem to like it. We’ll see just how much they like after they try to use it. Anyway, it’s always fun to come up with these silly little things. And as always, drawings are done by my wife. Enjoy and have a good April!
As mentioned in the previous post on the good and the bad in the lessons I taught, I wanted to share some of the materials that teachers were interested in during the semester. Most teachers that come through our training program are very keen on improving their material development skills. Below are the PowerPoint template that teachers were most interested in learning (or just getting from me) and a list of fonts that I used throughout the semester in different documents and classroom materials.
Most popular PowerPoint
Here is a quick YouTube video of the slideshow. The file is a bit too large to share here. So if anyone is interested in getting this, comment or find me on Twitter (@esltasks).
This specific slideshow was created to lead a discussion in using poems and chants in the classroom. There are also several examples of how to use poems and chants as well as activities for participants. But in the video, I just recorded a few slides so people could see the primary feature that made this template popular.
Well, hello there strangers. I took this semester (actually not over until next week for me) off from the blog to focus on a couple other things. To make up for lost time, I will share a few bits and pieces from the previous semester over a couple of weeks. I tried to be objective about these and look at everything from my own perspective and the students’ perspectives. Hopefully they will be fairly useful for the few people that still visit my blog. My students are public school teachers in Korea.
I will just kick this off with the typical semester-end reflection, the good and bad of lessons.
The Most Well-Received Lesson
This was a simple reflection activity that we did when talking about how public school teachers in Korea can adjust task-based teaching (TBT) to their own situations. We had covered the main points for the 3 general stages of task-based lessons along with examples, but I have found that teachers often are less familiar with TBT or have a preconceived notion, pessimistic or optimistic, of TBT. So here is the simple procedure we followed:
Class period #1
- In groups of 6, teachers discuss aspects of TBT that they are still unsure of or want to know more about.
- Based on this discussion, each teacher chooses one question to write on their Reflection Question slip (above pic). They write only their name and question. They do not write the answers.
- 2 groups exchange their questions. They discuss the other group’s questions and try to jot down the best answers they can create to the questions.
- Groups return the questions to the group that wrote them. Groups read over the answers they received from the other group and discuss them..
- As a class discuss their answers and what is still unclear or unanswered.
Class period #2
This just takes lots of prep on the trainers part, especially if the classes are back-to-back days, but it is usually worth it. I simply read through the questions and answers. I sorted them by topic and then created a (Halloween-themed) PowerPoint (PPT) to review and add my own explanations where I thought it was necessary. I provided information from previous class periods that we had covered, information from sources we did not use in the past, and examples of concepts.
I conducted the class as a informal workshop encouraging teachers to interrupt and ask questions and discuss. At the end of the class, the class basically agreed that is was the most helpful class we had together in terms of teaching concepts and ideas.
* This PPT has more words in it than I typically would use, but I felt like it was needed for this day.
The Couldn’t-have-ended-soon-enough Lesson
We all have these lessons from time to time. Hopefully they are far and few between. And sometimes it’s a case of a lesson that has worked really well in the past, but bombs in another class. And this is the case here. FYI, all the steps are written in the PowerPoint as well.
- Display the metaphors from the above video before watching them. Ask the students to guess their meanings. (PowerPoint)
- Watch the video. After watching the video, complete the word chart with different words. It is probably best to do this as a whole-class activity.
- Show the ‘equations’ for creating metaphors. Do one or two using words from the class-created chart as well.
- In groups, students chose words from each category and write them on the respective colored note card.
- Collect the cards keeping the colors separated. Make a stack for each color. Each group randomly selects a card or each color. They use those words to create a metaphor and explain the meaning. be sure to leave the ‘equations’ displayed while they are doing this.
What were the problems?
I attribute the lack of success to a few things. But the primary culprit was how I presented the task. It went so well the previous time I used it that I thought I could coast this time as the teachers worked through everything on their own. But that was not the case. I should have been more involved in the chart task in step 2 and providing sample metaphors to get them started with clear goals.
The I-wish-it-didn’t-have-to-end lesson plan
This one I got from a book called Grammar Games by Mario Rinvolucri. In the original activity, students write one sentence about an event from their lives on 10 different post-its or cards. They include the month and year on the card as well. In the following class, correct any errors in their sentences. Then put the students in groups of 3. They create a game board by placing their life events in chronological order. From there, it is just a regular roll-the-dice game. Students take turns rolling the dice and moving along the life-event path. For each event that a player game piece stops on, the student who wrote the sentence explains the event in a bit more detail. You can set a time limit of 1 minute for life-event descriptions. That way all the groups are moving along together.
I tried to squeeze all this into a 50-minute class. Mistake. I would have carried it over to the next class, but the next class was 3 days away. The steam would have gone out of the sails by that point and we were crunched for time due to other things going on with the program. So 2 class periods really is the best way to go with this. I would also spend a bit more time helping students design their game board, the layout and decorations. Nonetheless, it was fun for them and fun to listen to their stories.
- Most Popular PowerPoint Template
- Most Asked About Fonts
This is not a review of the iTDi course, but simply sharing the final task we had to complete for the certificate.
I have been wanting to add more song and chant sessions to the in-service teacher training program where I work. So when I came across the iTDi course Rhyme and Rhythm in ELT, I thought it would be a good opportunity to get those creative juices flowing again and hopefully learn a few things I had not thought of yet (and the course delivered just that!). I watched all the videos asynchronously as I signed up well after the live sessions were over. But the folks at iTDi were kind of enough to oblige me. So I used a poem that I shared here previously, and added another verse to it along with a bit more difficult tasks than what I provided on my blog.
Changes and additions:
- Chant consists of full sentences to provide correct input. This is not necessarily a requirement, but just wanted to try something different.
- Chant stresses natural speech as opposed to song-like rhythms.
- More examples of time and more daily activities through 2nd verse.
- Focus on collocations related to daily activities. This results in language that is a bit more difficult, but also very natural, common utterances.
Please, alarm! Please go away!
I’m notready for another day.
I stretch my arms up over my head.
I don’t really want to get out of bed.
I open my eyes to peak around.
No mother, No father, not even a sound.
I check the time, only seven-oh-three.
Maybe time for a few more Zzzzz.
Now I’m up at seven thirty-two.
Not much time, but I know what to do.
I scarf down some toast at seven thirty-three.
Wish I had some milk, how nice that’d be.
My teeth are brushed by seven thirty-eight.
I’m cutting it close, I hope I’m not late.
I’m out the door at seven forty-one.
Down the street for a record-breaking run.
Into my class at seven fifty-nine.
I take a seat, and everything’s just fine.
Accompanying lesson plan:
- Students listen to the chant. Before listening, display these questions for the students to think about while they listen: What part of the day is it? ; What does the person do in the song? ; What times do you hear?
- Discuss their answers after listening and before showing the lyrics.
- Display or distribute the lyrics to the students to check their answers to the listening focus questions.
- Explain any unfamiliar words (peak, scarfdown, whistle).
- Read and chant the song with the students.
- Chant together as a class. Use gestures that demonstrate the activities in the chant (TPR).
- Put students in pairs, Student A and Student B.
- Student A chants the first line, and Student B chants the next line.
- Partners continue alternating lines as they chant. Encourage them to use gestures to express the actions in the chant.
- After doing this once, partners switch roles or even switch partners to try it with someone else.
- If there are any brave pairs, have them perform the chant for the class.
Make a list of common daily activities that are collocations. Elicit some from the chant from students and add others as needed.
|get up in the morning||get out of bed||have breakfast||have lunch|
|have dinner||go home||meet my friends||hang with my friends|
|have a cup of tea||do homework||watch TV||take a shower|
|take a bath||listen to some tunes||hit the sack||go to bed|
|take a seat||record-breaking run||cutting it close|
- Teacher mimes one of the activities and uses fingers to tell what time he/she does the activity.
- Students watch and guess the activity and time.
- Students do the same activity in small groups.
- To reinforce (or HW or expansion of collocations or just as review in the next class period), provide fill in the blanks of daily activities collocations (similar to Rhyme-in-Time activities). This can be done on the board or on projector screen.
|get up in the ______||______ out of bed||______ breakfast||_________ lunch|
|_______ dinner||______ home||______ my friends||_____ with my friends|
|have a _____ of tea||do _________||watch _______||take a ________|
|take a _______||listen to somet _ n _ s||hit the ______||______ to bed|
|___ _ seat||record-breaking ___||cutting __ close|