EFL teacher, teacher trainer and Principal of St. Giles International, Keith Harding has authored and co-authored several courses published by Oxford University Press. To mark the release of stunning new video material for International Express, Keith Harding and Rachel Appleby have prepared a series of four articles to be used alongside units within the course. Today, Keith shares some ideas and video resources for Elementary Unit 6 – Santiago, Chile, focusing on comparative and superlative adjectives.
The introduction of video as a learning medium in the classroom needn’t mean passive learning, or a risk of students ‘switching off’ from being engaged. The key to maximising learning potential, as with any listening or reading text, is to prepare and predict.
Here are some ideas for preparatory work, before watching the video:
- Countries and cities
- Show the picture of Santiago from the video as a still image.
- Where is it? Which continent? Which country?
- Ask students in pairs to write down as many South American countries and cities as possible. This can be done as a team race – for example, the first team to name five countries and five cities.
- Show an outline map of South America (from the Internet, or an atlas or wall map of the world if you’ve got one). Locate the cities and countries.
- Comparatives and superlatives
Use the list of cities/countries (and the map) to make comparative and superlative sentences.
- Which is the largest/smallest country?
- Which is the most beautiful/the highest city?
Examples could be: Brazil is larger than Chile; Argentina is further south than Chile. Use Chile as much as possible, as the video is about Santiago and Chile.
- Practise the language
What do you know about or think you know about Santiago? Consider:
- Things to do
- Tourist attractions
To prompt show four stills from the video, such as:
- Map of South America (1:40)
- City buildings (2:16)
- Church (2:50)
- Scenery and city (3:11)
To maximise the learning opportunities, set tasks for students to focus on throughout watching. Remember: tasks can be graded to the level of the learners, even if the content is not. This will involve you having to press pause, rewind, and also the sound-off or mute button, in some cases.
- Silent play
Play the whole video (or just a section) with the sound down. Have your students write down what they see, particularly the objects and places, and then compare with a partner.
If you wanted to make this more interactive, get the students to stand back-to-back with a partner – one will look at the screen, whilst the other looks away. The student facing the screen describes to their partner what they can see, and the student facing away writes down the words. They swap roles halfway through. Then rewind the video or section and have them watch it back together, to see how much they identified or what they might have missed.
- Stand up!
Give each student a letter – A, B, C, and D. They must stand up every time they hear a word from one of the following categories:
A: a word for a building
B: a word for scenery
C: a comparative
D: a superlative
After watching the video:
Follow-up tasks and activities will help to reinforce the language and will also provide the opportunity for more communicative and interactive language practice.
- Vocabulary work on other world places:
- Country (e.g. UK)
- Capital (e.g. London)
- Language (e.g. English)
- People (e.g. British)
- Speaking activities
Why not try out these activities, taken from the video worksheet that comes with the International Express Teacher’s Resource Book DVD. All the worksheets are also available for free here. You just need your Oxford Teacher’s Club log-in details to view them.
- Make a film
Ask students to make their own film about one of the cities they have researched on the Internet, or of their own city/country. It might not be possible to actually make the film (although this could always be filmed on a mobile phone, for ease), but the students can plan the film (frame by frame) and write the script (using the Santiago script as a model).
I hope you enjoy trying out some of these activities in class! In the next article in this series, Rachel Appleby will be exploring the Selexyz bookstore video from the Pre-Intermediate level. Look out for it next week.
Categories: Multimedia & Digital, Young Learners | Tags: Bringing Online Video into the Classroom, Classroom activities, EFL, ELT, free online lesson plan, International Express, Keith Harding, video-based learning, Young Learners | Permalink.
Creative writing can add value to your classroom by taking students out of the ordinary structure of grammar books and allowing them more freedom to practice what they have learned in a creative way. It can also be very entertaining for the teacher, as they get to exercise their creative muscles with some fun and entertaining classroom ideas.
Here are 7 ways to bring creative writing to your classroom from teachers all over the world:
1. Bag of Props
Stefan Chiarantano – Stefan has taught English in Taiwan, Japan and China for several years and in his hometown of Toronto, Canada.
To make learning English fun for my students I would bring in a bag of props that I could incorporate into my lessons. My bag of tricks included CDs of children’s songs, chants and pop music. I would use a chant with Total Physical Response (TPR) to begin a class with young learners or a pop song with adolescent junior high school students as a means to teach idioms, vocabulary or grammar. My bag also included puppets, which allowed me to teach target language such as greetings by acting out a dialogue skit with the puppets. I varied my voice for the puppets and soon discovered that it had introduced another native speaker in the classroom.. . It included stuffed animals, which I used to teach prepositions of place. There were coloured plastic balls to teach colours but which I also used in playful activities. . As silly as it sounds, I would be lost without my bag of tricks. It has infused creativity into the way I teach but more importantly it has made learning English an enjoyable experience for my students.
2. A Sense of Adventure
Ezekiel Yerimoh – Ezekiel is a Certified Supply Chain Officer and the CEO of Tonell & Cole. He is also the National Coordinator of Quizzing Nigeria (a member of the International Quizzing Association – IQA) and the President of Knowledgefield International.
Creative writing can bring a spirit of adventure into the classroom. Thinking about an unusual, exciting and dangerous experience or event is not only a great way to widen the horizons of students but also to give them great exposure to new vocabulary. Moreover, students’ talents, gifts, skills, environment, background and personality will play a major role in its ability to function effectively in creative writing. Basically, students should be well trained to undertake the task of creative writing.
A good example of an unusual event is for one to imagine the sunlight when it is supposed to be dark or a wild animal that speaks like a human being. Students can become more engaged if they use their personality traits and experiences to come up with their own unusual events and then perform free writing based on the event, letting their stories becomes more and more unusual.
3. Debates and Quotes
Tatyana Fedosova – Tatyana has a PhD in English Philology, and is Professor of English at the Department of German Philology of Gorno-Altaisk State University, Altai, Siberia, Russia.
My favorite written task for intermediate-level students is to write an expert viewpoint on a challenging real-life situation or problem for a column in a magazine, for example, how to behave in a new school. I like to provide students with a quotation of a famous person on some hot topic and have them write a short argumentative passage on it. I also have my students debate a proposed amendment to the constitution by writing a speech for the TV debates or write the presidential pledge for the elections. I find it useful to ask students to make up an ending to a story, to complete the beginning of a sentence, or to write a report about an exotic place that they visited or a cultural/sporting event that took place in their region. These tasks help to reinforce key concepts under study, develop critical-thinking, cognitive, and creative skills and have practical applications as well.
Peter Winthrop – Peter has been teaching kindergarten and primary school students in Shanghai, China since 2009. In addition to teaching he also assists in teacher training and mentoring.
Bringing creative writing into the classroom can be difficult, most textbooks do not focus on that part of learning another language. I like to start with Mad-libs, funny word substitutions. This allows students to have fun with the language and slips in a lesson on the importance of word choice. My big tip is to celebrate originality and learning language learned outside the classroom as much as using correct grammar. We want to show students they can use the language they have learned and can make their own sentences. They don’t just have to rely on the sentence patterns they drill in class.
I always base the Madlibs on whatever the lessons content is, so even while being silly we are practicing and using the lessons language. An example would be:
“Tim is going to the ___ because he wants to eat ___ .”
Student One will pick the location, say library, then Student Two pick the object, say books. That gives us the sentence:
“Tim is going to the library because he wants to eat books .”
The grammar is correct, the vocabulary is in its correct place but the meaning is silly, so everyone gets a laugh.
5. Shared Writing
Amira Shouma – Amira is a certified ESL teacher in Quebec and Ontario. She is also currently an MA graduate student in Applied Linguistics at Concordia University.
I found the article “Activities for Writing Instruction” by Sharon M. Abbey a good resource for teachers in their writing classes. The author offered various activities to activate students’ sense of writing, including shared writing. With shared writing, the teacher teaches students writing by writing with them. The process of writing starts with brainstorming ideas in a shared writing session. For example, at the beginning of the session, a teacher can establish the purpose of the shared writing session with his/her students. Then, he/she brainstorms ideas with the group. Next, the teacher selects one of the ideas and invites students to develop it. At the time of composition, the teacher and students start writing together. Finally, the teacher and his/her students revise their text together. Shared writing helps students gain their confidence, build their motivation, and also enrich their ideas.
6. Alternate Endings
Anna Klis is an experienced English teacher and has worked for several renowned language schools. She holds a master’s degree in English from the University of Wroclaw and a bachelor’s degree in Film Production from the University of Wales, Great Britain.
Students (at least intermediate level) are asked in advanced by a teacher to watch a famous/popular film (or choose a chapter from a well-known book) and choose one important and meaningful scene. At home they prepare a short description of a continuation of the scene but the way they want it to be, so that it is completely different from the original, and they work on a new version that would possibly lead to a different ending. When working on such a piece of writing students are supposed to use newly-learned grammar and/or vocabulary structures to practice them. Then during the lesson they can guess the alternate endings or compare their versions to decide which one is the best and how it fits the original story.
7. Writing with the Senses
Rachel Playfair – Rachel is a teacher-trainer and language coach working in Barcelona, Spain.
From time to time I like to use a short writing activity as a ‘Warm-Down’ end of class activity to help balance the ‘Warm-Up’ oral activities I do. One of my favourite ones is “Respond With Your Senses”: I will give students a sensory prompt (i.e. show them a picture, play them some music, put an object in a bag that they can’t see and let them feel it, let them smell something like peppermint extract), then students do free-writing about the prompt for about 3-5 minutes, depending on their level. I can also use the prompts to preview or review classroom topics. For further creative and/or collaborative writing activities, I will then put students together into small groups to combine and develop their paragraphs, which we can then share together or put up on the classroom wall. This activity can be adapted to a wide range of levels and ages as long as you make sure they have had previous vocabulary input.
Categories: Adults / Young Adults, Skills, Teenagers | Tags: Creative writing, Creative writing activities, Creativity, Writing, Writing skills | Permalink.