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Posts tagged ‘elementary’

Revision squares

Tuesday evening. 7:15pm. I walk out of the cover lesson I’ve just completed, working with a lovely group of pre-intermediate teens. Running through my head: right, I need to take the key downstairs, pick up my stuff, and pop into the supermarket on the way home. Followed almost immediately by: [Four-letter word], I forgot to find cover for the last lesson! That’s my evening out the window! Cue 10 minutes of running around trying to work out where to get some food from to get me through the rest of the evening (thanks Shannon and Emma!), telling people how stupid I am, and canvassing for ideas for an unplanned cover lesson with low elementary adults I haven’t met before.

As (nearly) always with these things, the lesson itself was absolutely fine. Two students came, one of whom had forgotten to do his homework. The first 45 minutes were spent working on pronunciation of comparatives from the homework, and with them testing each other, plus practice of very large numbers. For the other half of the lesson, I gave them the choice of unplanned functional language (the next spread in the book), unplanned superlatives (the spread after), or revision (which they’d also had, along with a test, in the previous lesson). They went for revision, and this is the activity which I came up with, based loosely on collaborative profiles, an idea suggested by my colleague Sam just before the lesson (thanks!) I joined in to, so see if you can work out which drawings were mine!

Pawel page 1

Pawel page 2

Revision squares

  1. Fold A4 paper into 6 squares (or 8 if you have more language points).
  2. In the first box, each person draws a person.
  3. (Optional) In the second box, the next person asks three questions about the person. (This didn’t work very well, as I hadn’t thought it through, and I decided I wanted different people’s drawings on each paper, not the same person every time in our group of three.)
  4. In the second box, the next person answers the questions about the person/writes a basic profile describing them.
  5. Pass the paper on (do this after each stage to get a truly collaborative piece of work). Under the person, draw where they live.
  6. Write about where they live.
  7. Draw two or three hobbies, plus one thing they can’t do.
  8. Write about them.
  9. Draw three things they do every morning.
  10. Guess what…write about them!
  11. Draw their last holiday.
  12. Write about it.

Ola page 1

Ola page 2

As the paper was passed on, I encouraged the students to read what others had written and link their texts if they wanted to. I also corrected texts as part of my turn, because it was obviously a bit easier for me to write! The students asked me questions about what they were writing, and about my corrections. There was also negotiation in English as we tried to work out what other people had drawn. Obviously with only two students, it wasn’t that hard, so you might have to think about how/if you want to correct/join in if you’re using the activity with a bigger group. To round it off, we all read all three stories quickly and decided which person we would like to be friends with and why.

Steven page 1

Steven page 2

In about 30 minutes, these elementary students produced about 100 words of English, and practised:

  • question forms
  • interpreting and replying to basic questions
  • There is/are
  • rooms and furniture
  • like + -ing
  • can/can’t
  • hobbies
  • daily routine
  • past simple
  • holiday vocabulary
  • prepositional phrases of various kinds (time, place, manner)
  • vocabulary they wanted to use, based on their drawings

We had an empty box as we ran out of time, but I think I probably would have done something with future plans, like plans for the next weekend, though I don’t think they’d got to that in their book. Alternatively, drawing their family, their job, their favourite clothes…lots of options!

I’m pretty sure it could be adapted for a wide range of other language. I’d be interested to hear what you decide to do with it.

The £100 challenge

This was something I did a few weeks back with a group of Elementary students. It could probably be adapted for your students without too much trouble.

We spent a couple of days talking about types of shop and what you could buy from them. I then gave them a time limit and sent them off into the local shopping centre in pairs. They had to decide what they would spend their £100 on and take photos of each item. The pair who got closest to £100 and had the best reasons for their purchases were the winners, as decided by the other students in the group. They really enjoyed it and I hope your students do too 🙂

To download, click ‘view on slideshare’. You may have to log in (not sure), but it’s completely free. You should then be able to click on ‘download’ above the document.

Day-to-day photos

Thanks to Fiona Mauchline’s At the deep end and Paul Braddock’s Mobile Storytime, I’ve just had a roomful of engaged and motivated learners for a whole two hours.

I teach this Elementary group for four hours every day (9-11 and 1-3). We’re doing a lot of pronunciation work in the first session, so I’m trying to do speaking in the second class to put the pronunciation into practice. Yesterday I set them the task of taking five pictures on the way home or on the way to school this morning (checking they all had cameras of some variety first!).

I did the same thing, printed the photos and stuck them around the room to start the lesson. Here they are:

First, I elicited ‘wh-‘ questions on the board. We looked at one photo and they asked me some questions about it. Then they walked around the room in small groups discussing what they could say. To finish this stage, I elicited their thoughts and told them why I chose to take each picture, as well as giving them any vocabulary they needed. We also added extra things to talk about on the board (e.g. feelings, opinions).

In small groups, students showed their photos to each other and asked and answered questions. Each student then chose their ‘best’ or ‘favourite’ photo from their set.

I placed a piece of scrap paper with ‘Questions for [X]’ on each desk and students put their photo on display. Students circulated and wrote questions based on the photos and their earlier discussions e.g. ‘When did you take this photo?’ As the students are elementary, there were obviously some problems with question formation, so the next step was for students to check the grammar and make sure the questions were ‘perfect’.

Next they wrote a short paragraph answering all the questions in continuous prose, before correcting each other’s work, with me underlining some things if students were insistent that they had finished 😉

This lesson has highlighted a couple of areas of grammar which require further work, so next week I plan to focus on question formation and there is/are, as well as doing some revision of irregular verb forms.

Thanks very much Fiona and Paul!

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