ELT Traveller box

about teaching English to young learners, web tools and iPad teaching


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Surprise in the ELT classroom: an inspiring #ELTChat

Last night I took part in #ELTChat . It’s always very motivating to read and contribute to each other’s reflections and teaching ideas. After all I first got the idea of blogging right from one #eltchat on twitter. I would definitely add it as “must have” in a teacher development plan :-).

The topic of this week was Bringing the surprise element into your lesson, you can read the transcript here.

You’ll get several ideas on how to surprise your students either you teach university students, BE, one-to-one or teenagers, like I do.

In the chat @SueAnnan mentioned the book 52 by The Round  (authors Lindsay Clandfield and Luke Meddings). I love it. Today I was reflecting about it and I thought how helpful a book like this can be for teachers, especially teenager teachers.  They can surprise their audience in a very reflective way.

I start thinking I should give my students a “subversive” lesson once a week. 🙂 I’ve only tried (and sometimes adapted) only a few of the activities in the book so far.

There are many  ideas in the book, from poetry to justice. Lesson 8 Dress is part of the book sample (you can download it here) and one of my favourite. I’ve recently tried it.

The lesson – #8 Dress

I came to class dressed very elegant (as I was going to a wedding), quite unusual for me, and I tried not to laugh looking at my students’ faces. I started the lesson as usual and for the first 5 minutes nothing really happened. They were expecting me to work on past simple, and I was starting to do so when a shy student from the first raw asked about my skirt. “Why are you wearing such a nice and elegant skirt to come to school?” It was clear she didn’t approve that :-). Teenagers can be very straightforward sometimes! I wrote why on the board, and asked the student to repeat the question to the class. The conversation magically started. The very good thing was that I was playing the role of the moderator. I divided the class into groups and asked them to figure out how to dress in specific occasions and why. A lot of new vocabulary items came out.

When the bell rung, a girl said “But teacher, we didn’t even take a pen!”

That was the point…and they got it!

In the following lessons I focused on consolidation activities. It was easy, they remembered most of the things we discussed.

Teachers often complain about how difficult is to manage teenagers with no written support. Several questions keep rolling through my mind:

Do teenagers need minimal inputs to develop critical thinking? Should teachers start thinking out of the box and support them?


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Storytelling tools for ESL students #1 Storybird

I believe storytelling is a very powerful teaching resource for young learners. They feel comfortable with it, and when they read or listen to a story they stop caring about “understanding every single word” of it. Very often they let the story flow, and enjoy themselves.

Teachers are used to work on storytelling activities to engage their learners. This is definitely true also for me, but what is the balance among different skills activities?

I used to focus more on receptive skills – listening and reading tasks usually followed by comprehension activities or semi-controlled practice (complete the sentence, re-write it etc.). To be honest, I was quite afraid of using free-production writing task with young elementary learners. Then I thought it was time to change, and I started using Storybird with my classes.

Storybird is an amazing creative writing tool. Students can create their own art-inspired stories, collaborate and give feedback on other’s stories.

It is free, and it gives teachers the chance to sign up for a teacher account and manage students without emails. You can create assignments, and even build your class library.

How to use it in class –   Younger teens

  • Start reading a classic book, or part of it, in class. I use graded readers (A1/A2) of famous stories like The Wizard of Oz, Alice adventures in Wonderland etc. This will take around 6-8 lessons, and it will give students a model story. At this point it is useful to focus on character’s descriptions, setting, time, organisation of events.
  •       When the book is over, ask students to write/tell/present a summary of the story based only on pictures. Find pictures on the web, mix them and then distribute them to the class, each group can work on a different part of the   story.
  • It’s time for a Storybird! Put students in pairs, set up a class on your teacher profile and give them an assignment. You can specify the number of pages, grammar tenses, specific functions you want students to use etc. At the end they can publish their stories on the site and/or buy them.

You can even have a Book Club Ceremony 🙂

Enjoy!


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My first Edublog Award nominations

Right a few days ago I was thinking I haven’t posted in a long while, mainly due to life and work projects. Too many things going around, I didn’t really have time to sit and write a post. Things are slowing down now, so I’ll soon share some great professional experiences and reflections from the last few months.

The reason I’m writing this post is quite simple: the Edublog Award nominations.

There is a large number of sites, people, blogs that have had an enormous value on my professional development, especially in the last year. I thought they deserve to be nominated…(too bad, I can only give one name for each category).

So, here are my first Edublog Award nominations:

Best Individual blog   chiasuanchong

Best Teacher Blog    Cool Cat Teacher

Best EdTech blog   Ozge Karaoglu’s blog

Best Individual Tweeter @AnaCristinaPrts            

Best Twitter Hashtag  #ELTchat

Best Free Web Tool Vocaroo

Best Social Network    Twitter

Best Mobile App     Dropbox

Good luck!