I’ll share a quick drama activity I learned from our drama club while performing at an event at school.
Put 3 chairs in front of the board.
Put labels on the chairs as “sad-1”, “happy-2″,”angry-3”
Write some situations on slips of papers and put them in a box. (You are waiting at the bus stop and the bus is late / You are going to take an important exam /You are travelling to …
Let students choose a slip of paper
Give them a few minutes to prepare a very short story based on the situation they have on their papers.
Begin with the volunteers. Explain the rules.
Tell students that you will shout a number from 1 to 3 and she/he will sit on that chair and start telling the story according to the emotion written on the chair. While the student is telling the story change the numbers randomly.
This activity will be suitable for intermediate and above but I think it can also be tried with beginners as a reading aloud activity. The teacher can give a text to practise reading aloud and then asks the students to read the text sadly, angrily, cheerfully, etc
Nowadays there is a TV commercial of a fizzy drink that we talk a lot about. The dances used in the commercial is Bollywood style and we have just come across the original song on YouTube and it was not a surprise to find out that the song was from a Bollywood movie. The lyrics are in English but when I first listened I thought they were in Indian. Only when I focused, I caught the words. Then the idea emerged in my mind. Alas, it’s the end of year. I will not be able to use it this year but for the coming academic year, the song is on my list.
And the real event started on Saturday. It is already Sunday today but I’ll be able to post this in the morning. I had a fantastic day at the conference, not because I met some of my twitter friends for the first time and hugged and kissed each other as if we had known each other for ages, it was because a very full day with great talks and ideas.
Karin and I decided to attend different workshops and write about different things so I chose to go to Michael Berman’s session, called ‘English through the writing on your forehead’. The main focus was on storytelling and how to use stories in classroom. Since I attended British Council’s Winter Warmer in March and had the opportunity to listen to amazing Jan Blake at Istek conference, I’m more interested in telling stories in EFL classrooms. He used two stories from Armenian folklore and mythology and here are the activities I jotted down from the session.
Fish and chips game: tell students you are going to tell or read a story and whenever they hear the word fish in the story, they have to shout chips; otherwise, they won’t learn the ending of the story.
While telling a story to the engaged and motivatedstudents stop suddenly and ask them to fill in the gap with the correct word.
While telling stories, if you mention something interesting stop and ask questions or give information.
Michael Brennan pointed out ‘We like making choices and our students are not exceptions’ so he suggested that we give our students a chance to make choices while answering the questions. Give your students a set of questions and tell them to answer the three of the ones that they want.
Prepare a set of question starters and ask your students to ask questions on the story and then exchange papers with their friends.
Use guided fantasy/visualisation. Students may not want to share what they have experienced so instead you can ask them to write their account.
And then we finished with a wonderful activity. He asked us to write a note for him and then we exchanged papers then we tried to guess our friends personality through their handwriting.
The other session I attended was Michael Swan’s talk on ‘Where reading and grammar meet.’ He pointed out that language learners whose mother tongues are not similar to English can have lots of troubles while reading complex (embedded) texts. Those problematic areas are
Past participles often look like past tense
Reduced relative clauses
Omitting relative pronouns
Give students handouts and ask them to underline the embedded bits.
Prepare handouts. Ask students match the halves. Try to come out with funny sentences.
Ask students to add ‘that’ to make the sentences easier to read.
Ask students to make complete sentences including the groups of words.
e.g.: the food they ate today was not tasty…
a thing children …
Rewrite the words in italics to make the meaning clearer.
Use an internet search engine to find sentences
Ask students to write exercises for their friends
The next session was reading again. It was ‘Text to context: where reading takes us’ by Robert Hill.
And I ended the day at the blogosphere symposium listening to Karenne Sylvester, Tara Benwell and Berni Wall. These three ladies are amazing people ready to enthuse the people who are following them.
Karenne talked about what we blog, why we blog and what the benefits are.
Tara told us about the wonderful thing she has been doing on MyEnglishClub. The activities she does with her students on MyEC are not different than the things we do in class. I must say her writing challenges are great challenges for everybody who are blogging. Once in a while I wrote about them too.
Berni focused on the importance of twitter for starting our own learning network and she even showed us how to form it with a quick warmer. She explained what edchat, eltchat and virtual roundtable conference are and how they work.
I know many people were amazed at what they had found at the symposium.
As Karenne stated blogging is not just keeping online diaries for teachers. It is more. I repeated that many times I have a 7/24 staffroom full of teachers who are ready to interact, collaborate, help and comfort me because of blogging. You don’t just share ideas, you also see what your weaknesses and strengths are when you are doing. You get feedback, you get suggestions and you get invitations for collaborations.
We finished the day at MacMillan’s OnestopEnglish birthday party, listening to Elvis and chatting to friends.
I really enjoyed reading the posts of my PLN about their teaching styles. I thought we have lots of things in common, the flexibility, being student centred, etc. However, I tried to name my style. I guess it is more or less similar but let’s look at the classroom as a kitchen with me.
Yes, I decided to associate my teaching with cooking. I love cooking. It is relaxing. It allows you to create things by mixing the most common ingredients. Cooking cheers me up and I love watching the faces when they eat the food I cook.
Cooking is very similar to teaching because cooking is a process that you choose your ingredients, tools and methods and create very delicious meals. Sometimes although you use the same ingredients, the result can be totally different from the previous ones then you should be careful to season or decorate it before you serve.
So the kitchen is my classroom. I have many fool proof recipes that I heavily rely on if things are though. These recipes are from people I trust. I’ve been using them for years and they work well.
Sometimes I have limited ingredients in my kitchen. Then I try to season the food with the herbs I have. Even the simplest dish can become something delicious if you know which herb you can use with the ingredients you have.
There are days that I usually don’t have any idea what to put on the table. I tend to improvise then. Some left-overs, some must-have-ready-made food on the shelves will rescue me.
And of course there are those special days that I can have tonnes of ingredients and time to prepare a feast.
If I need to name this approach I will call it C-elt ( cooking-elt).
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