Let's be creative!
Don't you feel that you are sometimes sick and tired of monotonous teaching?
Imagine then what your students feel!
We need to use a variety of activities in the classroom in order to be able to adapt a coursebook to the needs of students, to design materials and activities matching specific classes. We know that some people are more creative than others. Anyway, we need to combine typical activities and create the new ones to motivate our students.
Here are some examples of regular activities:
group roleplay, reading aloud, internet searching, describing, multiple-choice exercises, filling in missing words, peer correction, sequencing etc.
We can combine, e.g. group roleplay and reading aloud, internet searching and training words through specific sites such as "quizlet" and "הכתבה", reading aloud and sequencing.
While teaching students "describing", I often use "a snowball head" exercise. The training should be based on one of the main principles:"Don't say what you haven't heard, don't read what you haven't said and don't write what you haven't read." This is the ABC of elementary teaching.
Exercise: I show my students a picture (I use Longman big books or the pictures from the computer, let's imagine a girl, playing a ball with a dog). Then we listen to the words that may be used for describing this picture and play a game on quizlet. Step 3 is building sentences with these words. For example: we have the words - tree, dog, ball, sunny, happy, girl, play, throw, green, birds, jump.
You ask the students to build sentences using these words and patterns: I can see..., there is, there are and verbs, describing the activities. Students listen to three or four examples and then say their own sentences: There is a tree in the picture. There are birds in the tree. I can see a girl and a dog.
On this stage you may help asking them open questions.
Step 4 - a kind of competition. The first student says his sentence. The second student says 2 sentences: of the previous student and his own. The 3rd students says 3 sentences and so on. Be a part of your group - your participation is important. Make sure who you ask the first and the last. The last students must be stronger than the first ones. In this game you may use a group work (with representatives), a pair work and an individual work. It depends on the class/group. When we finish the story, students are offered to read it outloud (you should write all the sentences after them on the computer/WORD). Then they work individually writing the sentences describing the picture. It is enough for them to write 5 at least. For weaker students - three.
I checked this tool and started using it in preparing for the Meitzav writing part. It was so boring just to sit, explaining to children how they should write on the ready worksheets. I checked. After 2 games they could describe the picture alone according to the written tasks. But it is not for test preparations only. This activity motivates your kids to speak. At first it is a performed speaking, but soon it naturally slides into free.
But how can they remember "grammar rules" when writing sentences in Present Progressive?!
I have bought a strange toy-creature "Cheburashka" by name. He has big-big ears. I showed my pupils a the-same-name animated cartoon for them to get acquainted with this cute creature. Then I drew Cheburashka on a big bristol. On one of the ears I wrote "am, is, are", on the other - "V+ing". Now, if they miss one of the integral Present Progressive parts, I show them a sad smilie and say that they have cut Cheburashka's left/right ear. They have got used to it and now it's enough for them to look at his portrait not to make a mistake.
After intensive studies our students deserve some rest. Boys like to play football, everybody knows. So, this year I have prepared worksheets for training football teams. We will learn the words, do the exercises. Then we will divide the class into teams, choose the captains and a referee. And... here you are! Wembley stadium is waiting for our soccer players. It is forbidden for pupils to use Hebrew during the game. The referee will show them yellow and then red cards. I must say that I am using this teaching game for the second time. Last time it was a success. I hope, this time will be the same and even better.
Example:
Lastly, I would like to say a few words about projects. It is an increasingly important part of education in general and teaching and learning EFL in particular.
It is also a break from routine. Working on projects involves all the necessary parts of EFL: reading, writing, listening, speaking. Kids learn how to work in a group or with a partner, they learn to present in front of the public. Projects may be classical, modern, digital: Powerpoint, posters, class magazines, drama, musical (songs) projects. We have been making projects for several years. Mostly with 6-graders. Project is a research work. So, making a project pupils get ready for their life in high school and further on.
This year we have been working on 2 projects: London (pupils choose their own sub-topic) and Israel-70. Students have already finished presenting their "London" projects and we are working on the second topic.
I want to share with you our last year project "Meeting New Friends".
http://www.ourboox.com/books/meeting-new-friends/
P.S. I strongly recommend Mario Rinvolucri's book "Grammar Games. Cognitive, affective and drama activities for EFL sudents".
It is printable.
And English Professional Teaching magazine. There are a lot of interesting articles, tips and ideas for teaching and also many printable materials. https://www.etprofessional.com/home
Thank you for your kind attention,
Best regards,
Irina
Don't you feel that you are sometimes sick and tired of monotonous teaching?
Imagine then what your students feel!
We need to use a variety of activities in the classroom in order to be able to adapt a coursebook to the needs of students, to design materials and activities matching specific classes. We know that some people are more creative than others. Anyway, we need to combine typical activities and create the new ones to motivate our students.
Here are some examples of regular activities:
group roleplay, reading aloud, internet searching, describing, multiple-choice exercises, filling in missing words, peer correction, sequencing etc.
We can combine, e.g. group roleplay and reading aloud, internet searching and training words through specific sites such as "quizlet" and "הכתבה", reading aloud and sequencing.
While teaching students "describing", I often use "a snowball head" exercise. The training should be based on one of the main principles:"Don't say what you haven't heard, don't read what you haven't said and don't write what you haven't read." This is the ABC of elementary teaching.
Exercise: I show my students a picture (I use Longman big books or the pictures from the computer, let's imagine a girl, playing a ball with a dog). Then we listen to the words that may be used for describing this picture and play a game on quizlet. Step 3 is building sentences with these words. For example: we have the words - tree, dog, ball, sunny, happy, girl, play, throw, green, birds, jump.
You ask the students to build sentences using these words and patterns: I can see..., there is, there are and verbs, describing the activities. Students listen to three or four examples and then say their own sentences: There is a tree in the picture. There are birds in the tree. I can see a girl and a dog.
On this stage you may help asking them open questions.
Step 4 - a kind of competition. The first student says his sentence. The second student says 2 sentences: of the previous student and his own. The 3rd students says 3 sentences and so on. Be a part of your group - your participation is important. Make sure who you ask the first and the last. The last students must be stronger than the first ones. In this game you may use a group work (with representatives), a pair work and an individual work. It depends on the class/group. When we finish the story, students are offered to read it outloud (you should write all the sentences after them on the computer/WORD). Then they work individually writing the sentences describing the picture. It is enough for them to write 5 at least. For weaker students - three.
I checked this tool and started using it in preparing for the Meitzav writing part. It was so boring just to sit, explaining to children how they should write on the ready worksheets. I checked. After 2 games they could describe the picture alone according to the written tasks. But it is not for test preparations only. This activity motivates your kids to speak. At first it is a performed speaking, but soon it naturally slides into free.
But how can they remember "grammar rules" when writing sentences in Present Progressive?!
I have bought a strange toy-creature "Cheburashka" by name. He has big-big ears. I showed my pupils a the-same-name animated cartoon for them to get acquainted with this cute creature. Then I drew Cheburashka on a big bristol. On one of the ears I wrote "am, is, are", on the other - "V+ing". Now, if they miss one of the integral Present Progressive parts, I show them a sad smilie and say that they have cut Cheburashka's left/right ear. They have got used to it and now it's enough for them to look at his portrait not to make a mistake.After intensive studies our students deserve some rest. Boys like to play football, everybody knows. So, this year I have prepared worksheets for training football teams. We will learn the words, do the exercises. Then we will divide the class into teams, choose the captains and a referee. And... here you are! Wembley stadium is waiting for our soccer players. It is forbidden for pupils to use Hebrew during the game. The referee will show them yellow and then red cards. I must say that I am using this teaching game for the second time. Last time it was a success. I hope, this time will be the same and even better.
Example:
Lastly, I would like to say a few words about projects. It is an increasingly important part of education in general and teaching and learning EFL in particular.
It is also a break from routine. Working on projects involves all the necessary parts of EFL: reading, writing, listening, speaking. Kids learn how to work in a group or with a partner, they learn to present in front of the public. Projects may be classical, modern, digital: Powerpoint, posters, class magazines, drama, musical (songs) projects. We have been making projects for several years. Mostly with 6-graders. Project is a research work. So, making a project pupils get ready for their life in high school and further on.
This year we have been working on 2 projects: London (pupils choose their own sub-topic) and Israel-70. Students have already finished presenting their "London" projects and we are working on the second topic.
I want to share with you our last year project "Meeting New Friends".
http://www.ourboox.com/books/meeting-new-friends/
P.S. I strongly recommend Mario Rinvolucri's book "Grammar Games. Cognitive, affective and drama activities for EFL sudents".
It is printable.
And English Professional Teaching magazine. There are a lot of interesting articles, tips and ideas for teaching and also many printable materials. https://www.etprofessional.com/home
Thank you for your kind attention,
Best regards,
Irina
Hi,i like your idea of the strange toy creature.Isn't it too childish for grades 5 and 6?
ReplyDeleteBelieve me< it is not childish even for adults. Everything depends on how you use it. 5-graders and 6-graders love it! We don't use it as a toy, we use it as a tool, a reminder.
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