‘It was a dark and stormy night…’ – Resources for Halloween

English: American Jack O Lantern, a Hallowe'en...

(Photo credit: Wikipedia)

It’s interesting how a pre-Christian festival from the north of Europe seems to have taken hold worldwide. However, there’s no denying the popularity of Hallowe’en, so here are a few resources which we can use in class this week, promoting skills and vocabulary development while following the Hallowe’en theme. I’ve tried to grade them by age, but different teaching circumstances mean that different activities will be useful for different students. If you’re unsure of any details about the history of Hallowe’en, this infographic will provide you with plenty of information about how the festival has evolved over the centuries.

Pre-Primary / Early Primary

The objective of this festival for very young learners is to avoid scaring them while giving them the opportunity to learn a new song or to make something in arts and crafts which will link them to the idea of Hallowe’en. One of the things we do with our youngest students is pumpkin carving. The teacher wields the knife, but the students get a chance to help empty the seeds and design the scary face to cut out. The Jack o’ Lantern created is then used to decorate the class on the 31st October. In parallel with this, the children can prepare Jack o’ Lantern masks to wear on the day. You can find other ideas for Hallowe’en masks here.

Trick or treatAnother fun activity for younger learners is to go Trick or treating around the school. This takes a bit of organising, but the kids love it. Have each class group prepare a Hallowe’en song before the day of the festival, then organise a rota so that each class can visit another class of the same age. The visiting class sings their song to the others, and then each student receives a gift (traditionally sweets, but check your school’s policy on this type of treat beforehand). This is particularly good fun if the students can come to school dressed up for the day! If they can’t come in dressed up, it would be nice for them to have masks prepared in class. If the teacher has prepared a Jack o’ Lantern for the class, they can carry that with them when they visit the other classes.

Primary

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Photo credit: http://spoonful.com/

For older primary students, articulated Hallowe’en decorations can be great fun. You can find a number of diferent copiable designs here. This can be combined with the CLIL science class if you choose to make articulated skeletons. These can be combined with Jack o’ Lanterns, and spiders webs made from teased cotton wool to create a really spooky atmosphere for the classroom.

On the British Council Learning English website, there are several games for Hallowe’en. For example, here is a version of ‘I Spy‘ for Hallowe’en, useful for practising vocabulary. There is also a spelling game, ‘Spelloween‘ which promises to be a lot of fun.

Another idea would be to try out traditional children’s party games, such as Apple bobbing, where you try to get an apple out of a bowl of water using your mouth. If this is considered too risky, you can make the activity safer but even messier by placing the apples in a tray of flour! Other traditional games can be adapted to a Hallowe’en theme – for example, ‘Pin the tail on the donkey’ can easily become ‘Pin the tail on the witch’s cat’.

Secondary

In secondary, we seem to pay less attention to festivals in general, but there are still some useful activities which we can do with our students. One possibility, if they have an intermediate level or above, is to challenge your students to write a ghost story. You can give them the first line, perhaps ‘It was a dark and stormy night…’ and have them complete the story, either individually or in pairs. it would be a good idea to brainstorm typical vocabulary from ghost stories first, and possibly talk about the usual structure of this type of story. Alternatively, you could take the first paragraph of a ghost story and turn it into a jigsaw dictation (there are many ghost stories available as graded readers, so this should not be too hard to organise). Once they have reconstructed the opening paragraph, you can have the students write how they think the story continues. Mission Impossible! also lends itself very well to creating Hallowe’en stories, and the Zombie round is particularly apt!

An alternative to writing exercises can be found on You Tube, courtesy of Mr Skype lessons. This is a listening exercise based on a short story by Sir Arthur Conan Doyle:

The art work which accompanies the listening text is fantastic.

Finally, here’s a full lesson plan from the British Council’s Learning English website, based on the story ‘The King of Pumpkins‘. I hope you enjoy these resources, and feel free to add more which you have used and enjoyed.

Happy Hallowe’en!

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‘How I learnt English’: Part II

How I learnt English - graphicIn my previous post, I focused on the use of songs and videos in order to make the learning experience in the classroom more similar to the reality of our students outside the classroom. In this post, I will examine how other aspects, such as video games, can be brought into the classroom, and look beyond the graphic to see how to incorporate other learning experiences into our repertoire.

Gamification

The comments which accompanied the original graphic (above) focused almost exclusively on video games as a way of learning English, although the focus seemed to be more a reminiscence of games which the people had enjoyed than a coherent explanation of how the games had in fact helped the person to learn English. However, there is a movement to introduce ideas taken from the gaming world into the classroom, an approach referred to as ‘gamification’.

One of the main areas in which gamification is being applied to education, as we have seen in the video, is assessment. It is argued that the shift from marking negatively to a system where marks are accumulated like experience points is highly motivational. An example of how to organise activities in this way can be found in Rose Bard’s ELT Blog. But there are other aspects of classroom life where gamification can be applied, such as classroom management. Class dojoMany years ago, I worked with a teacher who had her class divided into teams and during her lesson she awarded points to the different teams according to how they achieved the objectives she proposed. She used to record the points on the blackboard, but today’s teachers have alternatives available which are more appealing to their video-game-playing pupils – for example, Class Dojo. With this programme, students can choose and personalise their own avatars, and the teacher can assign points for different actions. Each student can access his / her profile and keep track of their progress, and what is more, parents can also access the profile and see how their children are doing at school, all in real time. More importantly, this programme is used to modify the behaviour of the students in a way which motivates them, rather than imposing norms.

However, perhaps the most important aspect of gamification is in the approach to the class itself on the part of teachers and students alike. The essence of the video game experience is that the player explores and investigates, learning and honing skills as they go. If they fail at a level, they can repeat it, using the knowledge they gained on previous failed attempts to improve their performance. DPiE-InClass-400x258They also have the opportunity to cooperate with friends, either by discussing the games or increasingly by playing together in a multi-player format. Our objective as teachers, then, would be to recreate these conditions in the classroom, proposing challenges or problems which our students have to solve, then providing the scaffolding they need as they work through them. Clearly this is very different to the traditional format of class which we are accustomed to, and it can be difficult to adapt to it, but it can pay dividends. I think it is particularly important for students to try again if they do not succeed first time. Too often when we correct an exercise we give the correct answers, then ask who got them right. An approach I have developed is to ask them what answer(s) they have, and if they do not all agree on the right answer, I ask them to think again, talking it over with their peers, rather than give them the answer directly. This allows them to explain the reasons for their answers and hear counter-arguments, analyse more closely the question and practise reaching a consensus.

The most radical form of gamification for the classroom is the creation of actual games which put your students into situations, either individually or in groups, where they have to communicate in English in order to progress. There are various logogames of this kind already on the market, in which the student takes on the role of a character and has to use his/ her language skills to negotiate their way through a game world in order to achieve an objective. A good example of this genre is Pulitzer, a game in which the student takes on the character of a journalist who is set various assignments.

Other games and activities are available on the internet, so we don’t have to have lots of free time in order to develop a game ourselves. For a list of resources available for language learners of all levels, click here. It’s a good idea to contact the publishing companies too, as they are increasingly producing more game-based online elements to complement the text books they provide.

A step further…

Michael J Fox

Both this post and the previous one have focused on introducing new elements into the classroom in an attempt to increase the motivation of our students. However, some experts advocate going further and introducing a completely new way of approaching the class as a response to what they see as the failings of the traditional classroom.

Cooperative learning

One of the results of advances in neurological science is that we have a clearer idea of how we learn, and this is washing back into how we teach. Cooperative learning claims to provide ‘brain friendly learning’ for our students, and incorporates  various recent methodological ideas. In the cooperative classroom, students are grouped in mixed-ability teams, typically of four, and the lessons are designed in such a way that students are given opportunities to interact within their teams in a structured way. The key difference between this approach and group work is that students in a cooperative team each have a defined role within the structured interaction, and so are obliged to participate in order to complete the task.

The main principles behind cooperative learning are these:

  • The members of the team must work together, and are interdependent.
  • Each individual member of the team should have personal responsibility for his / her part of the work and should be accountable to the team and to the class for their work,
  • All members of the team must have equal opportunities to participate.
  • Work can be realised simultaneously in different teams, allowing more students to be actively engaged on a task at any one time.

The flipped classroom

One of the most radical advances in methodology has been made possible by advances in technology and by its widespread availability. The concept of the flipped classroom rose from ventures such as The Khan Academy, where the actual teaching, or instruction, is delivered via recordings online which students study at their own pace for homework, freeing up class time for guided practice exercises and problem solving. The advantages are that the teacher is primarily available in the classroom for individual support, able to work with students one-on-one or in small groups while the others are engaged in the activities, and students can repeat parts of the instructuion until they understand it, even revisiting the ‘class’ later on to refresh their memories. Here is a video which explores the concept of the flipped classroom:

Happy Birthday! Top five posts this year.

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David’s ESOL Blog is one year old today, and we have also just reached a total of 21000 views. I would like to take this opportunity to thank everyone who follows this blog or has visited it and contributed to its success. To celebrate, here are the top five posts from this first year:

1.  How I learnt English … and how I didn’t.

How I learnt English - graphic

I came across this graphic on Facebook recently and, as an English teacher, it depressed me a great deal, especially when I went to the original page and read the comments, as person after person spoke of the video games which helped them to learn. While it is great that they have been able to learn, and that they have taken responsibility for their own learning, as a teacher I feel bad that this is the image that at least some students have of our work. So for the past few days I have been thinking of ways to redress the balance. Luckily, there are many ways in which we can incorporate elements of what the students identified as helping them to learn English into their mainstream classes… (read more)

2. Speaking exams: What to do … and what to avoid.

As the main external exam season starts, I thought this would be a good time to write a post giving tips for how to approach the speaking exams in particular. To kick off, here is a new video from Cambridge English TV with some useful ideas about answering questions in the speaking tests… (read more)

3. Getting Them Speaking: Activities for the conversation class.

Getting them speaking 1 (TESOL Greece)

In this workshop, my aim was to demonstrate a series of activities which can be used in class as a way of encouraging our students, particularly teenagers, to develop their speaking skills… (read more)

See also: XXVII Jornadas GRETA, October 2013

4. Picture dictations.

Day five of the Five days five posts series, and unfortunately this is just post four. I’m writing this on the train bound for Córdoba, where I am giving a workshop on speaking activities for teenagers at the XIV Jornadas CETA (Córdoba English Teachers Association)… (read more)

5. How to … exploit video in class.

Watching video in class

Picture credit: Vimeo

It should be a motivating experience, indeed you may even have conceived the activity as a prize, or an end of term treat, but too often the use of video in the classroom has the opposite effect. In this post we will look at some different ways to incorporate video in the classroom, in a fun and, hopefully, motivating way… (read more)

 

XXVII Jornadas GRETA, October 2013

A year ago, on my way home from the XXVI Jornadas GRETA, this blog was born. Yesterday the XXVII Jornadas GRETA ended, and I have a moment to post the links to the presentations of my talks before heading back to Madrid.

GRETA Conference 2013But before talking about my own presentations, I would like to take this opportunity to thank everyone for a very enjoyable conference. Thanks to the speakers whose talks and workshops I attended – Dr Jesús García Laborda for his insights into the new Bachillerato test which is causing so much uncertainty at the moment here in Spain, Jane Skellett for her wonderful hamburger analogy for a genre approach to FCE writing (and a welcome reminder of how great the Meg and Mog books were!), Trinidad Jerez for sharing her ideas for getting the most out of IWbs and iPads in the classroom, Natàlia Maldonado for eight guiding principles for teaching CLIL science, and of course the irrepressible Chris Roland for more insights into the thorny issue of classroom management and discipline. And very special thanks to the organisers – the ‘girls in black’, particularly Rocío, who looked after me so wonderfully in my sessions, Antonio and most particularly Charo Reyes, without whose titanic efforts none of this would have been possible.

This year I gave two presentations, one o Friday and one on Saturday. My Friday session was on the use of cohesion and Halliday and Hasan’s idea of ‘texture’ to help students to improve their reading and listening comprehension. You can access a PDF of the presentation here.

On Saturday, my workshop was on speaking activities which I have used with teenagers, from practising questions to games involving extended speaking. A PDF of this presentation is here, and there are links within the PDF to other posts in this blog where the different activities are explained in more detail.

Now I’m off for a brief visit to this beautiful city, before once again I have to head back to Madrid.

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4 Things to Promise my Students at the Start of This School Year

A classroom in a Japanese high school

(Photo credit: Wikipedia)

Another school year has got under way, laden with high hopes and good intentions. But as September gives way to October and we settle in for the long haul, it is all too easy to let those good intentions slide and fall back on the routines we feel comfortable with. So this school year I have decided to go public – in this post I will set out four things I hope to make an integral part of my teaching this year, and over the coming months I will revisit these themes to let you know how I am getting on.

1. Make homework more interesting

Homework is always a thorny issue for any teacher. What should you set? How much? How should it be checked or evaluated? And what do you do with those students who refuse to do it? Most of the time the students perceive homeworksleep-on-books-1.10.12 as dull, and often even a waste of time, however carefully you programme it into your learning objectives. So this year I hope to follow Adam Simpson’s sound advice in his post ‘6 great techniques for getting students to write down their homework‘.

In particular, Adam’s suggestion to ‘Tech it up’ appeals to me. Our students are so-called ‘digital natives’, so a clear way of making homework more appealing to them is to incorporate digital elements where possible. This opens up the possibility of including listening comprehension tasks or watching videos and doing comprehension tasks as homework. Or perhaps an editing or peer response activity using Google Drive? Or even a class blog? Watch this space!

2. Give them space to learn

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Photo credit: http://www.ed.ac.uk

This promise really brings together a couple of different ideas which I have been meaning to work on more diligently for some time now. I have the impression that my students see the teacher (in any subject) as being there predominantly to solve their problems, so that they do not have to make any effort. When they are writing, for example, they will ask for help with relatively simple vocabulary rather than stop and think for a moment to see if they can remember it for themselves, and sometimes they will ask for the same item of vocabulary again a few moments later. For some years I have solved this by taking a set of dictionaries into writing classes. This year, my intention is to take this further, taking a step back as teacher and requiring them to put in a little more effort themselves.

One way in which I can do this is to set up collaborative learning groups within the classroom. In this way, students have a team which supports them in the learning process, and peers they can consult before turning to the teacher. I already make frequent use of peer response when working on writing activities. This year I hope to extend this to other areas of the curriculum, encouraging the students to coach each other before we share the answers and correct in class. I have seen a sign on the teacher’s table in one classroom which says ‘C3B4ME’ – ‘See three (team mates) before you see me (come to ask the teacher)’. c3b4meThis approach should foster peer support within the classroom, and so help the students to become more responsible for their own and each others’ learning.

The second idea which I want to include in this promise is the intention to create a space where students can learn for themselves, providing them with activities through which they can discover for themselves what they need to progress. The rationale behind this is the old saying ‘Give me a fish and I eat for a day – teach me to fish and I eat for a lifetime’. It is all too easy to step in and spoon-feed our students rather than providing them with challenges which stimulate their curiosity and then scaffolding so that they can face those challenges successfully.

In the packed curriculum we are faced with in the school, both of these ideas represent serious challenges, but I feel strongly that they are also important to help our students really learn what we are trying to teach them.

3. Give them the thinking time they need

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As teachers, one of the things we do most often is ask questions. and while it can be satisfying to see a sea of hands raised in an instant, as in the photograph, this is rarely the case. Even if we do have a number of students who raise their hands immediately, they are usually the same students over and over, and some quieter students get shifted to the margins of the class quite quickly. Faced with hands straining in the air, it is very difficult to avoid selecting a student to answer immediately, especially as we also suffer from the pressure of a packed curriculum – surely it is more effective to get the answer over with as quickly as possible.

However, it is important to slow down a little in these situations. Many students who do not raise their hands immediately may know the answer, but simply need time to gather their thoughts and formulate their answer. So it pays to wait before selecting who should answer, and make a conscious effort to select different students each time, so that everyone gets the chance to participate. One way to achieve this is to incorporate ‘think time’ into the classroom questioning process, so that everyone has time to think before answers are requested. This can be extended to become a ‘think-pair-share’ structure, further scaffolding the weaker students.

Obviously some students take advantage of the pressure on the teacher to take a quick answer, and even if they are selected they fail to respond, in the hope that the teacher will move on to take a more willing response after a brief pause. An extended pause may feel uncomfortable in such situations, but sends the message that an answer is required before we move on.

4. Continue to learn myself

Students may learn from what we tell them in class, but they learn a lot more from who we are. One of the most important aspects of our work as teachers is to provide a positive role model for our students, and this extends to modelling an interest in further learning. Students should see a teacher who can admit that s/he doesn’t know the answer to some of their questions, but will find out the answer for tomorrow’s class, or a teacher who can try out new ways of doing things in the class. This doesn’t mean that we should sign on to every new fad that comes along, but it does mean that this year’s classes should include new elements which were not present in last year’s. In this way we avoid the predictability which can so easily kill off interest in the classroom.

Over to you

So these are my plans for the new school year. But what about you? How do you want to modify your teaching practice this year? Or do you have any suggestions how I can better achieve my aims? I look forward to reading your comments.

Welcome to IATEFL-Hungary’s online conference coverage

Another great opportunity!

IATEFL-Hungary blog

Not having attended the 23rd IATEFL-Hungary conference doesn’t mean you can’t get a flavour of it. After last year’s successful online coverage (see Eger Online blog), our enthusiastic team was again on an incredible journey through the world of professional development.
2013’s online coverage featured…
  1. workshop tasters by speakers – Go to ‘Interviews & Reflections
  2. live-streamed sessions on October 5th – Go to ‘Live channel
  3. recorded interviews with some renowned speakers and participants – Go to ‘Interviews & Reflections
  4. downloadable session materials – Go to ‘Materials
  5. roving reports by participants – Go to ‘Interviews & Reflections
  6. blog posts by participants and speakers – Go to ‘Interviews & Reflections

Many thanks to everyone in the online team for making this initiative a huge success.

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