Tag Archives: Activities

The Gap between Classroom and Online Learning – Closing the Circle

I’m back from an inspirational few days at the IATEFL Conference in Birmingham and ready to report on my own workshop ‘The Gap between Classroom and Online Learning – Closing the Circle’ which took place on Saturday, the final day.    

The workshop looked at the Common European Framework of Reference and ways in which its descriptors can be used to link online activities to classroom tasks. The topics that interest me most at the moment, as well as all things tech, are task-based learning and communicative language teaching. The latter has been keeping me awake at night since I heard Bill Vanpatten say (controversially) that most language programmes ‘may claim to be communicative, but they really aren’t, and they never have been.’ (SLA Podcast: Tea with BVP, episode 1)  

Vanpatten says that without a valid definition of communication we can’t understand what communication is. His preferred definition is  ‘communication is the expression, interpretation, and negotiation of meaning in a given context.’  What I took away from that podcast was that not all pairwork is necessarily communicative, and communicative tasks should always have a purpose. This led me to analyse what I was doing with authentic materials in class and I realised that I was relying heavily on comprehension questions or tasks that involved students sharing their opinions, but not a lot else.

So I turned to the CEFR, or rather returned, as we have an on-again, off-again love affair. From giving training courses on the CEFR, I know that many teachers are not really familiar with the descriptors. They may know the global scale or the self-assessment grid, but not much else. So my goal was to get people thinking about how they could take advantage of the CEFR to create their own lessons, particularly tasks built around online materials.

I used modules from telc’s English Practice Material Online B1-B2 to create a variety of communicative tasks.

So here’s my summary…

When it comes to using blended learning or self-study materials as homework, many teachers worry that students won’t actually do the activities.  If this happens, it can be very de-motivating and can disrupt the entire lesson plan. If it happens a few times, the teacher might soon decide that the ‘tech’ experiment just isn’t worth the effort.

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To ensure that students carry out the online work we set them, we need to create a stronger link between online activities and the classroom. Instead of ending our lesson with the instruction to go online and do task X for homework, we need to take the process full circle. To do this we can add a pre-task to spark interest and motivation and then follow-up tasks to build on what was done online.  This shows students that online homework is not just ‘busy work’ but essential to progress. If they don’t complete the tasks, they are at a disadvantage in the face to face lesson.

You might think this is obvious, but because online learning materials are created for self-study, giving immediate feedback, we tend to think ‘they did the task, we can move on’. But then we miss out on an opportunity to really knit the course together. We want to make sure that students see it as one course, rather than two parallel streams that are loosely linked, with the second stream being less important, or possibly optional.

We could take the online material and check comprehension or vocabulary, ask for opinions or predictions, but these are things we already do. The CEFR, with its action-oriented, communicative approach, can help us come up with creative tasks that are communicative, personalised and appropriate.

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In the workshop, we looked at modules from telc’s English Practice Material Online B1-B2. Here is what we did with a module from the unit Gratitude, involving a radio show where listeners rang in and spoke about the people who made a difference to their lives. To create some follow-up tasks, we first used the descriptors for Correspondence.

Correspondence
B2  Can write letters conveying degrees of emotion and highlighting the personal significance of events and experiences and commenting on the correspondent’s news and views.
B1 Can write personal letters giving news and expressing thoughts about abstract or cultural topics such as music, films. Can write personal letters describing experiences, feelings and events in some detail.

Using these and the idea of Gratitude, International Thank You Day (the topic of the listening activity) and the person you are grateful to, you could come up with a task like this:

‘It’s International Thank You Day, the day we are reminded to thank those who’ve helped us and made a difference in our lives.’

Who would you like to say a special thanks to? Why? Take a minute to think about your answer, then tell your partner. Write an email to a special person for International Thank You Day.

‘Happy International Thank You Day!  I’m sending you this email to say thank you.’

Explain why you want to thank them. You can write about some experiences you’ve shared, where you both first met, or how you felt when they helped you out or supported you.

I have highlighted the words that link directly back to the CEFR descriptor, to show that the task really focuses on what the CEFR says students at those levels should be doing.

What can you do with the finished emails? Note the descriptor for B2 mentions commenting on the correspondent’s news and views. B2 students could be given a new email at random, and asked to read and respond in character.

Other ideas participants came up with included composing letters to thank specific people, designing thank you cards for family and friends, writing facebook posts and even a song about gratitude.

But to be honest, that one was kind of easy, so I decided to try something more challenging. I asked the participants to match the topic of gratitude to two other descriptors that were not as obvious as perhaps correspondence was.

SUSTAINED MONOLOGUE: Describing Experience INFORMAL DISCUSSION (WITH FRIENDS)
B2 Can give clear, detailed descriptions on a wide range of subjects related to his field of interest. B2 Can take an active part in informal discussion… commenting, putting point of view clearly, evaluating alternative proposals and making and responding to hypotheses.
B1 Can reasonably fluently relate a straightforward narrative or description as a linear sequence of points. Can give detailed accounts of experiences, describing feelings and reactions. B1 Can make his/her opinions and reactions understood as regards solutions to problems or practical questions of where to go, what to do, how to organise an event (e.g. an outing).

What would you come up with?

For Sustained Monologue, I suggested a task based on a speech at your best friend’s wedding or birthday party and for Informal Discussion, a task that focuses on planning a surprise party for your best friend.

Other ideas for Sustained Monologue from the participants included having students create their own radio show talking about people who were special to them at different points in their lives, giving a thank you speech at an award ceremony, and presenting a Pecha Kucha on the topic of gratitude. For Informal Discussion, the radio show idea again, but this time as a dialogue or interview, a discussion about who to award a prize to, or which song expressing gratitude you would choose as you theme tune. Other ideas were informal discussions to decide on the best birthday gift for a mutual friend, or to plan a day out for a friend who’s feeling a bit down. I was delighted by the participants’ enthusiasm. Their suggestions were really creative and would definitely make exciting communicative lessons.

We looked at other modules and came up with lots of great ideas and hopefully I achieved my goal of sharing my love of the CEFR. Not only can it help students assess their abilities, it can also be used by teachers as a tool for planning a course, creating lessons and as in the case here, designing communicative tasks to use with online materials.

What should we do with these descriptors? I ended with my workshop with a challenge…

  • Look at the descriptors with students in class to identify some key areas students wish to work on. Use those descriptors when planning your lessons.
  • Assign descriptor/s at random to each of the units in your coursebook. Try to integrate these descriptors when planning.
  • Find interesting content online. Use the CEFR descriptors to design action-oriented tasks to link the online material to classroom learning.

What will you do?

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Resources:

http://www.teawithbvp.com

How to use telc English Practice Material Online : watch this youtube video. https://youtu.be/QBa2JtDRxZY

Eaquals Bank of Descriptions as Levels https://www.eaquals.org/resources/revision-and-refinement-of-cefr-descriptors/

The CEFR handbook

http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf

Are you encouraging students to be late?

Evening classes with adult learners can be a real joy. Unburdened by the pressure of exams or a set curriculum, students and teachers are free to explore topics of current relevance or of interest to the individuals in the group. Class sizes range from 4 to 8 students, motivation is high and students share their own experiences adding relevance and life to the lessons.

There are, of course, some challenges. One common problem here is punctuality. As students are coming to class straight from the office, a meeting that overran, a last minute conference call or an accident on the motorway all cause delays. Teachers often start these classes off by asking students how their weekend was, if they are busy at work or what plans they have for the coming weekend. The logic is that it gives students a chance to warm up and settle in, while allowing time for late-comers to arrive before the real business of grammar or vocabulary begins. You go around the class and ask each of the 4 or 5 students present for their contribution. It might only take a few minutes, but it might also throw up some interesting vocabulary or grammar review opportunities.

I’ve seen the ‘How was your weekend’ Warm-up in numerous lesson observations and experienced it as a student in evening classes for Spanish. I do it myself from time to time. But if punctuality is an issue, you might have to reassess the impact this low-key, relaxed intro is having on your class. What message does this type of warm-up activity give?

Starting the lesson with general chit-chat can signal to students that it is OK to arrive late. If the actual ‘teaching’ does not start for 10 or 15 minutes, they may feel that being a little late will not hinder their progress. After all, they are not missing much.

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To counteract this, we should ensure that the content of the class is just too important to miss.

I read somewhere about a study in America which showed that introducing some type of mental warm-up at the beginning of every class increased the number of students arriving on time. An example would be a question or dilemma for them to work out alone or in pairs. This ‘Welcome – Get Working’ intro has more of an impact.

Here is a selection of easy tasks to get students working as soon as they sit down. They can be done as 5 minute writing activities or pair work discussions. Adapt them to suit your lesson objectives. If you choose the pair work option, assign students partners as they come in. ‘Hi Stefan, nice to see you. You’re going to work with Tina today.

This prevents them from all sitting in exactly the same seats every week,  working with the same partner and rolling their eyes in despair if you ask them to try out a different seat/vantage point sometime. (Do all adults do this or is it just a local phenomenon?)

1. What’s the question?

Students come up with inventive ideas for questions that can be answered with the word given. Write 3 ‘answers’ on the board, or give them one ‘answer’ and ask them to come up with 3 questions. The answer is ‘often’. What’s the question?

The answer is ‘before you go’. What’s the question?

The answer is ‘with a monkey’. What is the question?    

Suggested solutions: Have you ever tried kangaroo meat? When should you apply for a visa to visit China? How did the man get the coconuts down from the tall tree?

2. Dilemmas

Jot down some ideas and then discuss with your partner.

Would you rather be good-looking or rich?

Which is better: the power to read minds or the power to be invisible?

 

3. Brain teaser

There are a lot of sites dedicated to these online. Look for brain teasers, riddles etc.

What 5-letter word becomes shorter when you add two letters to it?

The more you take, the more you leave behind. What are they?

It’s a stormy night and a plane takes off from JFK airport in New York. The storm quickly worsens and the plane crashes – half of it lands in the United States and the other half lands in Canada. In which country do you bury the survivors?

(Answers are at the bottom of the post.)

4. Review of last lesson

List three things you remember from the last lesson/ 3 key words from the last lesson. Share with your partner and explain why you think they are important.

5. Ideas for introducing the topic.

Pairs. Put 20 words on the board, somehow related to topic or taken from text you are going to read together. Students make as many pairs as they can in 2 minutes. Must be able to justify each pair. Justifications can be simple (both start with an s) or more complex. They then try to guess what the topic is.

Topic Test. A word or phrase related to the lesson on the board. Students have one minute to write down words related to the topic or facts they already know about it.

Missing letter note. Ask students to rewrite a note/sentence without using a particular letter. Example:

Rewrite ‘Your dinner is in the dog’ without using the letter ‘d’.

Rewrite ‘Don’t dare touch my pint‘ without using the letter ‘t’.

Suggestions: Your evening meal has been eaten by our canine pet. Rover, our animal pal, was scoffing your lovely supper.

Laying a finger on my lager would be a serious error. Hands off my beer.

 

These type of intros grab people’s attention, get them immediately interested and active, and show students that by being late they are missing out.

What kind of intro or warm-up do you do?

Post a comment to add to the list.

Punctuality never goes out of fashion.
Punctuality never goes out of fashion.

 

While I’m at it, here are some activities to end the lesson with. Continue reading Are you encouraging students to be late?

Share thoughts in poster form with Muzy

I have been looking at ways of using images in class, in particular, easy-to-use tools to give students the chance to create a visual representation of what they are learning. One idea is to create a poster with a summary of the main arguments or ideas introduced in a text or article. This idea could also be used for a pop song or students could  choose their favourite quotes from a book or short story they are reading in class.

There are many benefits to such an activity – as well as developing creative thinking and encouraging learner autonomy, the task is visual and hands-on, so accommodates different learning styles and task preferences. The resulting posters can be used as visual aids for communication and presentation activities, and if you’ve asked the students to include specific vocabulary in their sentences, the posters can be helpful when revising for tests.

 

no right to be up
‘Dad, just cause you are retired now, doesn’t mean you can rub it in by texting me daily to say that you got up at 10.30 am while I’ve been up since 6!’

Muzy was one tool I thought looked interesting, and while it was really easy to use, and to post to Facebook or twitter, it did take me a while to figure out how to save or print the image. I’m adding pictures and instructions here for anyone who fancies trying it out.

Click to enlarge images and scroll through for details.

Have fun!

 

Role Play with Confidence

I know many teachers who are hesitant about using role play with adult  EFL classes, and some who avoid it altogether. They worry it may be perceived as being too childish, too frivolous, a waste of time. Another issue for some is that it can be hard to control, especially in larger classes where role plays are taking place simultaneously. The teacher has to take a step back, circulate and observe, offering assistance when needed. Mistakes will be made, you won’t catch them all. Additionally, the students may not be practicing the target language or structure as much as you’d like. Keep reminding yourself that they’re practicing a variety of skills, and that the goal is not perfection!

For role play to succeed, the teacher needs to believe that it will. You need to be convinced of its value, and be able to communicate the purpose, relevance and benefits of the task to your students.

Adult learner theory says that activities that allow adults to bring their own life experiences to the learning process are the most successful. In this way, role play is ideal. And it is not just important for low level learners to practice asking directions or buying a ticket. With a bit of tweaking, the same tasks can be used with more advanced levels. Some element of conflict can be easily introduced to make the task more challenging. Continue reading Role Play with Confidence

'You what?' Name game with follow-up interview/introduction task.

Icebreaker/ Name game : Dialogue : Introductions

I often use this ice-breaker activity on the first day with a new class. I’ve used it with university students, business classes and even at a teacher training workshop. It makes a change from the usual introduction round of ‘name, job, hobby’ and while there is a bit of fun to it, its educational enough for students who baulk at the idea of ‘games’ in a lesson for adults.

1. The name game.

Write your introduction on the board and highlight the alliteration.

‘I’m Lonely Laura and I like limes’ or ‘I’m Lazy Laura and I lived in London’.

Give students a minute or two to come up with their sentence. Each student will re-introduce the person who went before them, and then add their own introduction. If they are stuck for ideas, allow them to ask their neighbour. Begin and go around the circle.

Example:

Student 1 – ‘She’s Lonely Laura and she likes limes. I’m Fit Frank and I fry fish.’

Student 2 – ‘He’s Fit Frank and he fries fish. I’m Courageous Caroline and I cuddle cats.’

There will be a few laughs, particularly if people have been especially creative or the participants know each other.  When everyone has spoken, you can point to a few different students and ask the group ‘who’s this?’ Continue reading 'You what?' Name game with follow-up interview/introduction task.