Sunday, 23 September 2007
Thursday, 20 September 2007
Activities for reviewing and revising lexis
SS = students T = teacher
1. Noughts and Crosses
T writes the vocab. To be revised on the board in a noughts and crosses grid (9 vocab. Items).
Divide SS into two teams, one noughts and the other crosses.
Toss a coin to see which team starts and nominate a ‘volunteer’ to choose any word from the grid.
That S must use the word in a correct sentence and show the meaning in the context of the sentence. Be strict. The sentence must sound normal to your ears, otherwise the word gets thrown over to the other team for them to try.
When a correct sentence is provided, rub out the word and replace it with a nought or cross depending on the team.
Now it’s the other teams chance to pick a word. The team with three 0’s or X’s in a row wins.
I usually elicit/re-present any words remaining in the grid after the game has finished, as they are likely to be the ones SS don’t know yet.
Note: Lexical items could be a collection of verbs, phrasal verbs, nouns, adjectives, expressions, idioms, vocab. from text etc.
2. Back To The Board
Divide the class into two teams (A and B).
Chose a S from each team to move his/her chair so that the SS have their backs to the board and are facing their team mates.
T writes a word or phrase on the board and both teams try to describe it to their team mates at the same time.
The first to correctly reproduce what’s on the board gets a point. Insist on passable pronunciation.
Rub the word out and put another one up. Keep the pace snappy. Rotate the SS periodically so that everyone gets a chance in the team ‘hot seat’.
Deduct points for team members saying the word as soon as you’ve written it (it’s easily done), and for team reps. turning round to look at the board and using mirrors, L1 etc.
3. Board Run
Works well with kids and company executives.
Put Ss in teams (two, three, four depending on class size) and line them up facing the board. Give the first S in each line a board pen.
T describes a word or phrase. The first S to run to the board and write the word legibly scores a point. Tripping, holding and biting is allowed, but the word/phrase must be written correctly.
4. Chain Story
T writes vocab. To be revised on the board. T uses the first item of vocab. In a sentence to start off a story. SS continue the story around the class using vocab. From board in( or out of ) sequence.
5. Waiting For Late Arrivals
Just write a list on the board and get SS to define the word, translate it to L1 or put it in a sentence.
If your class really dribbles in slowly, dictate the list for spelling and get the SS to dictate back to another SS who writes the list on the board for you.
6. Click Your Fingers
Get SS on their feet and in a circle. Start clicking or clapping, and on the third ‘beat’
Nominate a S who has to say a word from last lesson.
This works best with groups of words, e.g. Professions, Forms of transport, Phrasal verbs, Sports, Words beginning with ‘P’ etc.
When a S can’t provide a word within reasonable hesitation time ( a second?), or repeats a word already said by another S, he/she is ‘out’ and sits down.
Who’s left standing at the end?
7. Throw Them Away
Similar to 2, but done in pairs not open class.
Give SS slips of paper with vocab on. SS define words to their partner, and throw them away when their partner guesses. The first S to throw away all their slips of paper wins.
I find there’s a great sense of satisfaction to be had crossing out or throwing away words already learnt. (Peering through pencil marks and searching the rubbish bin is another matter, but all part of the process.)
8. Vocab. Box
Speaking of slips of paper, why not start a vocab. box at the beginning, or in the middle, of the course?
Choose a S and give him/her the responsibility of writing down on slips of paper all new words during the lesson. At the end of the lesson put the words/phrases in a box or bag and next lesson the responsibility passes to another S.
If a S misses a lesson, the box can be checked for any new words.
SS can see their vocabulary expanding. If not in their heads, at least in the box.
Periodically vocab. can be revised using one of the activities here, or your own, or give a formal test.
Decide if the SS need to write phonetic transcriptions of the word, word group (noun, adjective. verb etc.), dependent prepositions, context sentence, prefix/suffix etc.
1. Noughts and Crosses
T writes the vocab. To be revised on the board in a noughts and crosses grid (9 vocab. Items).
Divide SS into two teams, one noughts and the other crosses.
Toss a coin to see which team starts and nominate a ‘volunteer’ to choose any word from the grid.
That S must use the word in a correct sentence and show the meaning in the context of the sentence. Be strict. The sentence must sound normal to your ears, otherwise the word gets thrown over to the other team for them to try.
When a correct sentence is provided, rub out the word and replace it with a nought or cross depending on the team.
Now it’s the other teams chance to pick a word. The team with three 0’s or X’s in a row wins.
I usually elicit/re-present any words remaining in the grid after the game has finished, as they are likely to be the ones SS don’t know yet.
Note: Lexical items could be a collection of verbs, phrasal verbs, nouns, adjectives, expressions, idioms, vocab. from text etc.
2. Back To The Board
Divide the class into two teams (A and B).
Chose a S from each team to move his/her chair so that the SS have their backs to the board and are facing their team mates.
T writes a word or phrase on the board and both teams try to describe it to their team mates at the same time.
The first to correctly reproduce what’s on the board gets a point. Insist on passable pronunciation.
Rub the word out and put another one up. Keep the pace snappy. Rotate the SS periodically so that everyone gets a chance in the team ‘hot seat’.
Deduct points for team members saying the word as soon as you’ve written it (it’s easily done), and for team reps. turning round to look at the board and using mirrors, L1 etc.
3. Board Run
Works well with kids and company executives.
Put Ss in teams (two, three, four depending on class size) and line them up facing the board. Give the first S in each line a board pen.
T describes a word or phrase. The first S to run to the board and write the word legibly scores a point. Tripping, holding and biting is allowed, but the word/phrase must be written correctly.
4. Chain Story
T writes vocab. To be revised on the board. T uses the first item of vocab. In a sentence to start off a story. SS continue the story around the class using vocab. From board in( or out of ) sequence.
5. Waiting For Late Arrivals
Just write a list on the board and get SS to define the word, translate it to L1 or put it in a sentence.
If your class really dribbles in slowly, dictate the list for spelling and get the SS to dictate back to another SS who writes the list on the board for you.
6. Click Your Fingers
Get SS on their feet and in a circle. Start clicking or clapping, and on the third ‘beat’
Nominate a S who has to say a word from last lesson.
This works best with groups of words, e.g. Professions, Forms of transport, Phrasal verbs, Sports, Words beginning with ‘P’ etc.
When a S can’t provide a word within reasonable hesitation time ( a second?), or repeats a word already said by another S, he/she is ‘out’ and sits down.
Who’s left standing at the end?
7. Throw Them Away
Similar to 2, but done in pairs not open class.
Give SS slips of paper with vocab on. SS define words to their partner, and throw them away when their partner guesses. The first S to throw away all their slips of paper wins.
I find there’s a great sense of satisfaction to be had crossing out or throwing away words already learnt. (Peering through pencil marks and searching the rubbish bin is another matter, but all part of the process.)
8. Vocab. Box
Speaking of slips of paper, why not start a vocab. box at the beginning, or in the middle, of the course?
Choose a S and give him/her the responsibility of writing down on slips of paper all new words during the lesson. At the end of the lesson put the words/phrases in a box or bag and next lesson the responsibility passes to another S.
If a S misses a lesson, the box can be checked for any new words.
SS can see their vocabulary expanding. If not in their heads, at least in the box.
Periodically vocab. can be revised using one of the activities here, or your own, or give a formal test.
Decide if the SS need to write phonetic transcriptions of the word, word group (noun, adjective. verb etc.), dependent prepositions, context sentence, prefix/suffix etc.
Thursday, 13 September 2007
Asking question
Asking for something
Can I have a pen, please?
Do you have a pen for me?
May I have a pen, please?
Asking about words
What's "(the word)" in English?
What does "(the word)" mean?
How do you say "(the word in your language)" in English?
How do you spell "(the word)"?
How do you pronounce "(the word)"?
Where's the stress in "(the word)"?
Asking to repeat
Could / Can you repeat that, please?
Could / can you say that again, please?
Pardon me?
Monday, 3 September 2007
Three activities to use pictures in class!!!
Activity One: Heads and Feet
Collect full length pictures of people from a clothes catalogue. Cut off the heads and mount them on small cards. Cut off the feet (and shoes) and do the same. Give a collection of cards to a group of students. Ask them to try to match the heads and feet. Ask them to try to explain the matches they have made.
For example: He's wearing a rain hat so I think he's wearing rain shoes.She's wearing diamond earrings so I think she's wearing smart shoes.
Activity Two: Building a story
Choose a picture of a person (man or woman) going to work. After discussing the picture, encourage the class to give a name to the individual. Write the name on the board and make further notes of answers to the following questions. Is he or she married? Has he or she got any children? How many? What did he or she have for breakfast? Where is he or she going? What is he or she going to do?Gradually build up a story about the person in the picture. Let the class tell the story, sentence by sentence. Make sure all the students participate. Regularly return to the beginning of the story asking new students to retell the story. Eventually you will have a story, created by the class, which all the students will be able to tell.
This activity is very good for building up spoken fluency and confidence. It also helps the students' creativity and their need to listen carefully to each other.
Ask the students to take out their textbooks and pick up your own copy. Open your book at an interesting picture but do not show it to the class.Tell the class they must find out which picture you are looking at. Tell them they can look in their own books and ask you yes/no questions. Obviously, they should not ask questions like 'Is the picture in unit 7?'The students should be able to identify the picture in a few minutes.Play the game a few times until students are familiar with the rules and the types of questions they can ask. Then invite the students to play the game in small groups with one student taking your role of choosing and answering questions about a picture from the textbook.The activity is great for practising yes/no questions, building spoken fluency, and encouraging students to listen to each other.
How and when should I use technology?
We've all been told instructional technology is a good thing. Considerable resources are poured into "wiring" our classrooms and our courses, but how would using a laptop, PowerPoint, and computer projection be necessarily more effective than an overhead? Or what are the benefits of Blackboard? It is important to consider how new instructional technologies can improve our ability to teach well and significantly improve student learning.
1. Start simply: Effective use of some technology is better than haphazard use of impressive gadgets. Weigh the pros and cons with the time to be spent integrating technology in the classroom (Such as: Are the returns worth the production time?).
2. Be prepared with your technology use. Have a back up plan in place if the technology doesn't work, and don't let the technology planning overshadow the content development.
3. Learn something new every year about the intersection of technology and teaching/learning.
4. Use PowerPoint responsibly: Don't read the slides!
5. Blackboard: Student and instructor expectations and responsibilities.
http://tep.uoregon.edu/resources/newteach/technology.html
We've all been told instructional technology is a good thing. Considerable resources are poured into "wiring" our classrooms and our courses, but how would using a laptop, PowerPoint, and computer projection be necessarily more effective than an overhead? Or what are the benefits of Blackboard? It is important to consider how new instructional technologies can improve our ability to teach well and significantly improve student learning.
1. Start simply: Effective use of some technology is better than haphazard use of impressive gadgets. Weigh the pros and cons with the time to be spent integrating technology in the classroom (Such as: Are the returns worth the production time?).
2. Be prepared with your technology use. Have a back up plan in place if the technology doesn't work, and don't let the technology planning overshadow the content development.
3. Learn something new every year about the intersection of technology and teaching/learning.
4. Use PowerPoint responsibly: Don't read the slides!
5. Blackboard: Student and instructor expectations and responsibilities.
http://tep.uoregon.edu/resources/newteach/technology.html
How do I design assignments?
Immersed as we are in our fields, it can be difficult to describe and appropriately sequence the projects, tasks, and essential questions of our disciplines. But students often come to class with a vague or misdirected idea of what it means to write an essay or report, to analyze, assess or research in the discipline. A well-designed assignment is more than a means of assessment, it's an opportunity for learning and practice. These resources will help you design productive, intelligible assignments that your students enjoy.
1. Students will do the work for which they are held accountable.
2. Give students different ways to demonstrate their progress: writing, presentation, discussion, etc.
3. Be clear about the criteria for assessment and connect those criteria to learning objectives, coursework, lectures, etc
4. Prepare students for tests, help them understand what material, concepts and skills are most important.
5. Test on the material, concepts and skills that will make a difference a year from now.
6. Use multiple choice questions that challenge students' critical thinking skills.
http://tep.uoregon.edu/resources/newteach/assignments.html
Immersed as we are in our fields, it can be difficult to describe and appropriately sequence the projects, tasks, and essential questions of our disciplines. But students often come to class with a vague or misdirected idea of what it means to write an essay or report, to analyze, assess or research in the discipline. A well-designed assignment is more than a means of assessment, it's an opportunity for learning and practice. These resources will help you design productive, intelligible assignments that your students enjoy.
1. Students will do the work for which they are held accountable.
2. Give students different ways to demonstrate their progress: writing, presentation, discussion, etc.
3. Be clear about the criteria for assessment and connect those criteria to learning objectives, coursework, lectures, etc
4. Prepare students for tests, help them understand what material, concepts and skills are most important.
5. Test on the material, concepts and skills that will make a difference a year from now.
6. Use multiple choice questions that challenge students' critical thinking skills.
http://tep.uoregon.edu/resources/newteach/assignments.html
How can I make my presentations engaging?
We've all been surprised and delighted by great lectures. They are well- organized, fluid and enjoyable. So how do you make your lectures engaging even if you've got stage fright? How do you make your presentations both clear and captivating no matter what your material? We've compiled these resources to help you make any presentation pop.
1. Useful repetition, summaries, and breaking the lecture into smaller parts: make the point of the presentation clear at the beginning, remind them in the middle and emphasize it at the end.
2. Ask yourself, what makes me different from the book? Use examples and stories - the more visual and interactive the more impact the lecture will have.
3. Watch for feedback; slow down and notice your students’ faces and body language. Do they appear confused or engaged? How can I reengage them?
http://tep.uoregon.edu/resources/newteach/presentations.html
We've all been surprised and delighted by great lectures. They are well- organized, fluid and enjoyable. So how do you make your lectures engaging even if you've got stage fright? How do you make your presentations both clear and captivating no matter what your material? We've compiled these resources to help you make any presentation pop.
1. Useful repetition, summaries, and breaking the lecture into smaller parts: make the point of the presentation clear at the beginning, remind them in the middle and emphasize it at the end.
2. Ask yourself, what makes me different from the book? Use examples and stories - the more visual and interactive the more impact the lecture will have.
3. Watch for feedback; slow down and notice your students’ faces and body language. Do they appear confused or engaged? How can I reengage them?
http://tep.uoregon.edu/resources/newteach/presentations.html
What can I do to make group work meaningful?
The ability to work well in groups is one of the most important skills we can teach students, regardless of discipline. Ideally, group work draws on the discovery that comes from deliberation and the wisdom of collective experience. But assigning just a sufficient amount of work to a group doesn't mean that the students will work together. All too often, groups divide the task and meet only long enough to patch their pieces together. As an instructor, you are responsible for creating tasks and facilitating an environment that encourages, or necessitates, authentic co-operation.
1. Design group work complex enough to require a group.
2. Students often have had unpleasant experience with collaboration: acknowledge this, explain how your groups will be different.
3. If group work is important, make it part of class; use class time and have groups report on their progress and results.
4. Spend time helping groups develop; teach team building skills, help them define their roles and provide a structure that encourages equitable participation.
5. Keep groups small (2-4 members) and varied; don't be afraid to group them yourself.
6. Think carefully about the time and resources it takes to accomplish each task.
http://tep.uoregon.edu/resources/newteach/groupwork.html
The ability to work well in groups is one of the most important skills we can teach students, regardless of discipline. Ideally, group work draws on the discovery that comes from deliberation and the wisdom of collective experience. But assigning just a sufficient amount of work to a group doesn't mean that the students will work together. All too often, groups divide the task and meet only long enough to patch their pieces together. As an instructor, you are responsible for creating tasks and facilitating an environment that encourages, or necessitates, authentic co-operation.
1. Design group work complex enough to require a group.
2. Students often have had unpleasant experience with collaboration: acknowledge this, explain how your groups will be different.
3. If group work is important, make it part of class; use class time and have groups report on their progress and results.
4. Spend time helping groups develop; teach team building skills, help them define their roles and provide a structure that encourages equitable participation.
5. Keep groups small (2-4 members) and varied; don't be afraid to group them yourself.
6. Think carefully about the time and resources it takes to accomplish each task.
http://tep.uoregon.edu/resources/newteach/groupwork.html
How do I encourage participation/ facilitate discussion?
We've all been there. You've read the text over and over, you know the material backwards and forwards, you're primed for a rigorous discussion of the finer points, and when you ask your students for their opinions, you find yourself staring at row after row of blank faces. Suddenly you find yourself on the wrong side of a Ferris Bueller moment, "Anyone? Anyone?" Or maybe you've got them talking, at least two or three of them, while everyone else rolls their eyes or tunes out. Or they're all talking, but the conversation is misdirected, off topic or inflammatory and out of control. This section can help you create a classroom where participation is frequent, equitable and productive.
1. Communicate the importance of participation in your class; make clear that their input is valuable and part of their coursework.
2. Establish Community Guidelines- ask students what they think makes a discussion productive and inclusive.
3. Use a variety of techniques and strategies to get students involved in discussion.
4. Facilitation is cat-herding: pay attention to the balance of student interest and your learning goals for the day. Have a fairly detailed discussion plan prepared, but don't so be rigid that you stifle conversation.
5. Give them time to think- Have a question written on the board as they enter class. Have them begin each class with reflective writing, or better yet- have them write a reading response before they come to class.
http://tep.uoregon.edu/resources/newteach/intro.html
We've all been there. You've read the text over and over, you know the material backwards and forwards, you're primed for a rigorous discussion of the finer points, and when you ask your students for their opinions, you find yourself staring at row after row of blank faces. Suddenly you find yourself on the wrong side of a Ferris Bueller moment, "Anyone? Anyone?" Or maybe you've got them talking, at least two or three of them, while everyone else rolls their eyes or tunes out. Or they're all talking, but the conversation is misdirected, off topic or inflammatory and out of control. This section can help you create a classroom where participation is frequent, equitable and productive.
1. Communicate the importance of participation in your class; make clear that their input is valuable and part of their coursework.
2. Establish Community Guidelines- ask students what they think makes a discussion productive and inclusive.
3. Use a variety of techniques and strategies to get students involved in discussion.
4. Facilitation is cat-herding: pay attention to the balance of student interest and your learning goals for the day. Have a fairly detailed discussion plan prepared, but don't so be rigid that you stifle conversation.
5. Give them time to think- Have a question written on the board as they enter class. Have them begin each class with reflective writing, or better yet- have them write a reading response before they come to class.
http://tep.uoregon.edu/resources/newteach/intro.html
Before Class: How should I prepare?
Whether you're designing your own course from scratch or planning a series of discussion sections, there's plenty to consider before you enter the classroom. And every ounce of preparation saves a pound of stressful scrambling part-way through the term. The best way to begin preparing for any class is to define what skills and knowledge your students should have by the end of the term. Consider who your students are and what environment, resources and activities will assist them in gaining these skills.
1. Plan clear learning objectives for the course as a whole and for each class.
1. Plan clear learning objectives for the course as a whole and for each class.
2. Prepare a student information sheet which will give you valuable info about your students at the front end of the course.
3. Consider your environment; visit your classroom and decide how to use the space, arrangement of desks/chairs to encourage interactive, engaged learning. Learn to use the media: projector, Crestron control panel, DVD, etc.
4. Calendar the entire term, paying particular attention to tests, due dates, and reading assignments; will the students be able to complete this work reasonably while taking other courses? Compare the calendar to your own schedule; will you be able to manage the grading and preparation without killing yourself?
5. Make your syllabus comprehensive and explicit: include learning goals, behavioral expectations (especially if your course includes controversial materials), grading policies, rubrics, plagiarism rules, disability resources, and a schedule of readings, assignments, and test dates.
3. Consider your environment; visit your classroom and decide how to use the space, arrangement of desks/chairs to encourage interactive, engaged learning. Learn to use the media: projector, Crestron control panel, DVD, etc.
4. Calendar the entire term, paying particular attention to tests, due dates, and reading assignments; will the students be able to complete this work reasonably while taking other courses? Compare the calendar to your own schedule; will you be able to manage the grading and preparation without killing yourself?
5. Make your syllabus comprehensive and explicit: include learning goals, behavioral expectations (especially if your course includes controversial materials), grading policies, rubrics, plagiarism rules, disability resources, and a schedule of readings, assignments, and test dates.
How to prepare for class
Introduction
Instructions
Step One
Buy your course books immediately after your first class meeting and take them to every class. Buying them before that is risky, since some classes are canceled for lack of attendance or the reading list is changed.
Step Two
Review your class syllabus carefully, marking assignments and due dates in highlighter or colored pen. Jot down any extra assignments your instructor gives during class. Transfer this information onto a large home calendar.
Step Three
Purchase all of the items you'll need for science or computer lab assignments well ahead of time.
Step Two
Review your class syllabus carefully, marking assignments and due dates in highlighter or colored pen. Jot down any extra assignments your instructor gives during class. Transfer this information onto a large home calendar.
Step Three
Purchase all of the items you'll need for science or computer lab assignments well ahead of time.
Step Four
Skim tables of contents to see how long each reading assignment is. Plan accordingly.
Step Five
Take enough paper and writing implements for quizzes and essay exams even if your instructor has not announced any.
Step Six
Make sure you finish all of the assigned reading for that day before showing up to class. An assignment written next to a date on the syllabus means to finish the reading by that day, not to start it.
Step Seven
Look up any words you don't understand as you read. Asking your instructor for a definition during class will not always get a favorable response.
Step Eight
Mark your text with your own comments, questions, underlinings and arrows. Prepare to ask one intelligent question as well as answer one.
Step Nine
Buy and keep ready at home your own dictionary, stapler, paper, writing materials and folders.
Skim tables of contents to see how long each reading assignment is. Plan accordingly.
Step Five
Take enough paper and writing implements for quizzes and essay exams even if your instructor has not announced any.
Step Six
Make sure you finish all of the assigned reading for that day before showing up to class. An assignment written next to a date on the syllabus means to finish the reading by that day, not to start it.
Step Seven
Look up any words you don't understand as you read. Asking your instructor for a definition during class will not always get a favorable response.
Step Eight
Mark your text with your own comments, questions, underlinings and arrows. Prepare to ask one intelligent question as well as answer one.
Step Nine
Buy and keep ready at home your own dictionary, stapler, paper, writing materials and folders.
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