First, think of a set of 10-12 questions that you don’t mind answering about yourself and your life and write the answers on the board (not the questions). The questions will depend on the level and how well the students already know you.
For example, some lower level questions might be:
- Where do you live?
- How many children do you have?
- What countries have you visited?
- What is your favourite food?
- What are your hobbies?
Some higher level questions:
To apply this approach there are 5 main steps that you will need to follow but not always in the same order.
1-Ask the right question: this should start lots of brainstorming among students. For example, “How can you guys use these flip charts for learning all through this term?"
2- Show them samples of a previous class work: this should help them borrow, modify, or generate other ideas
3-Divide into groups: let students choose their own team, they know their own dynamics.
Brexit, the Tree, the River and the Five Circles
Great! – no materials! – no photocopying! – no wasted paper! – no boring worksheets!
But if we have no materials, we usually need something to give the lesson some appearance of structure to fill the place of the book or handouts.
a) Brexit and the Tree:
“Really active” learners
Do you get your learners active with kinaesthetic tasks, partner-swapping, moving around the class to blu-tac, peer correct, order flashcards and do running dictations?
Or can you make the learners really active by engaging them with global issues where they can develop a passion to find out more, raise awareness and write letters that will really make a difference and get actively involved with movements that create real change?
Uttering this innocuous-looking sentence is all it takes to turn a class of highly active and enthusiastic students to a group of yawning, mind-wandering kids.There are very few students who get super excited when grammar-teaching time comes along and even fewer who see any reason in doing grammar at all. Grammar is often associated with lists of rules, countless abstract examples and lots of written practice. I truly believe though that there are some very easy and practical steps we can all take to make the presentation and practice of grammar more tangible and fun!
Recently, a colleague and I have been trying out an activity called speed-chat. One challenge we face in our context is giving our learners ample opportunities to practice the target language. This can be especially difficult because we have large classes, and many of our learners have had little experience in using English in unplanned situations.
The inspiration to believe that inserting VR in my EFL classes was feasible came from watching this video: https://youtu.be/mlYJdZeA9w4
Cardboard + lenses = accessible VR
This is possible because of Google Cardboard Box. More info here http://goo.gl/ZbX5kM
I got fascinated by the possibilities shown :
THE BEST TEACHING AID EVER!
Nina MK, Ph. D
Nina MK, Ph.D.