A teacher training session looked at 20 ways to make your lessons more exciting and engaging. Please find below a video of the training session, the PowerPoint slides as well as a Handout which was provided to each of the attendees.
Twenty Ideas to Make Your Lessons More Exciting (PowerPoint Slides)
In this post I have developed material for teachers to incorporate into lessons related to food – not such a good idea if you have any Arabic learners as Ramadan has just started. This particular lesson lasts around 45 minutes and is a good task for learners to become more aware of British food.
Start the lesson by writing up some discussion questions on the whiteboard:
What is a popular dish from you country? Can you describe it?
What do you normally have for breakfast, lunch and dinner?
What is the most unusual thing that you have ever eaten?
Put students into small groups or pairs and get them to ask each other for a few minutes. Monitor and provide feedback at the end of the quick discussion activity.
Next, ask students what British food that they know and board up some of the food that they suggest.
Tell students that they are going to learn a bit more about British food and will have to match the name of the food to the picture.
Hand out the first worksheet (page 1) and get the small group or pairs of learners to guess what food is which. Monitor and support where necessary.
Once students have finished elicit possible answers and correct where required.
Tell students that they are going to read about these types of English food but now need to match the descriptions to the food. Hand out the second worksheet (page 2).
Again, monitor and support students before eliciting possible answers.
You could personalise the lesson by getting students to describe food from their country. Students could write and find pictures to help. It would be a great project.
I hope that this lesson is useful. The material is available to view, download and print below.
So the past few months, I have been focusing more and more on pronunciation for all levels of learners, no matter whether they are young learners or adult learners of English. Anyhow, I tried out a new lesson idea today which was partly inspired from the wonderful book, “Pronunciation Practice Activities“, written by Martin Hewings. I would recommend any teacher worth their salt to purchase this book, as it offers some great pronunciation lesson ideas which could be incorporated into class immediately.
Most teachers would identify word stress with the teaching of new vocabulary or as a technique to support pronunciation for problematic lexical items. This is all well and good but it reminds me of a teacher reacting to issues rather than proactively focusing on areas of language learning. Personally, if a teacher is able to develop a lesson based around pronunciation and developing learners’ awareness of pronunciation, so much the better. There is by no means anything wrong by reacting to pronunciation issues as they arise but I think it would be a nice change of focus when we remind learners that there are some basic principles that they can learn no matter how large or small the lexical item. Nevertheless, lets look at one lesson idea which is published in “Pronunciation Practice Activities“.
The key aim for the lesson it to identify words by their stress patterns and I first introduced this by writing the following on the whiteboard:
I asked learners to tell me how many syllables there were in each word and I broke it down by underlining each syllable. Afterwards, I drew small circles above each to illustrate the syllable and then I elicited from students the stress location within the word, rubbed out the corresponding small circle and replaced it with a large circle – look at the stress patterns in brackets next to the words.
The next stage of the lesson was to draw a person, and I named this lady Sarah. I told the students that she travels a lot for business and that she has been several countries over the past few months on business. I wrote up a list of countries in random order on the whiteboard: Estonia, France, Germany, Japan, New Zealand, Norway, Singapore, and Venezuela. I told students that they need to determine which countries she visited in order by matching it with the corresponding stress pattern. I then drew stress patterns numbered 1-8:
I put students into pairs and asked them to match the words to the stress patterns. I monitored the learners and afterwards elicited from the groups each country from 1-8. As I mentioned before, it was the first time that I tried this activity. It worked really well and the students enjoyed the change of pace.
As an extension, I decided to draw up a table on the whiteboard, asked learners to work again in pairs and write down some country names within the table (see the image of the table above). I elicited different country names and expected word stress patterns from the class and we all were drilling the pronunciation of country names. As a final activity, we looked at jobs and using the same word stress patterns. It was successful and the learners left the class with a smile on their face.
Finally, I had this idea which I will use in the very future: you could create a flashcard activity whereby students have to match vocabulary with the corresponding stress patterns such as with a flashcard game (pelmanism), calling out a word and having the stress patterns up on the whiteboard and students run up to the whiteboard and then try to grab it before the other team or just using different stress pattern cards and you call out a topic and go round the class, eliciting vocabulary related to the corresponding stress pattern. I could record a future lesson using some of these ideas, so you get a better idea on how you could use these ideas in a future lesson. Food for thought, hey?
Anyhow, over to you now! How do you incorporate word stress in the classroom? Do you have any favourite activities? How do you get learners more aware of word stress?
I recorded this lesson at my work of a fellow teacher preparing learners with functional language for debates and expressing points of view. It was a great lesson and I was so grateful being able to observe and record such a valuable lesson. I now thought that I will share this lesson with you all to see how my colleague is able to engage, motivate and support learners during a lesson. Enjoy!
Edit: One reader requested the handout which was used during the lesson. This can be viewed below.
The latest article published in Modern English Teacherfocuses more on the latest filming that I have focused more in the past few months. Have a read to find out a bit more how teachers could film their classes for their own personal CPD as well as sharing ideas with out English teaching professionals from around the world.
Perhaps I should focus on a future article about how to edit and upload a video to a website which promotes video sharing such as YouTube. For example, I have to spend hours editing the video, rendering it, upload it to YouTube and then finally add effects and thumbnails. It takes a lot longer than you think but it is rewarding to see so many people deciding on watching some of the videos.
Have you ever recorded your lessons? What would you do with the material? Would you be happy to share your class with the world?
Last Friday, I was fortunate enough to observe one of my colleagues teach her Intermediate class with no material what so ever. She told me that she was going to get her students debating in class. I have always had difficulty getting my students to communicate and I thought it would be a great chance to see how another senior teacher encourages learners to communicate and debate naturally. It was the first time that I had been able to take away some ideas for teaching for next time. What made it even more valuable was that I recorded the lesson with my video camera – with her consent.
What I really found useful was the fact that the teacher did not use any worksheets or handouts and used all the students in class to elicit possible pros and cons for the debate. Here are the stages for preparing learners to debate and follow a similar lesson structure.
Elicit possible statements for agreeing and disagreeing
Board up these statements on one side of the whiteboard
Choose a topic and divide the class in half
One half of the class think of positives of the topic and the other half think of negatives
Pair a student who focuses on positives with a student who focuses on negatives
Get the learners to use the functional language on the whiteboard
Monitor for feedback at the end of the lesson and prompt learners to use the functional language
Stop the debate and then get students to decide who in their group won the debate and why
Repeat the debate again but with a different topic and pair different students together
Provide feedback and end the class
This is a great activity for Pre-Intermediate learners and above. Try it out next time and see whether you got your students speaking. A huge thank you to Lisa for allowing me to record her lesson.
Earlier this week, I was teaching a wonderful afternoon class of elementary adult learners who were really enthusiastic and engaged. Their enthusiasm and commitment to communicate made up for their lack of language ability. I decided, for their second lesson, to tell them a story and made a dictogloss activity. The main focus for a dictogloss is for students to listen to the story a number of times and then, in a group, to rewrite the story using any of their notes. I was so pleased with their progress and the amount that they had written from my story.
If you are unsure what dictogloss is, then the video below will help how to incorporate into your future lessons.
Have you ever tried dictogloss before? Do you have any questions? If so, don’t hesitate.