5 things I’ve tried this week. You could try them tomorrow…
Mira 1 gets students describing their teachers. I wanted to see how much my year 7s could remember so I demanded between 3 and 5 sentences based on a picture I showed them. Initially I typed in angry teacher into google and used one of them before using an image of Robin Williams from Dead Poets Society. I was pleasantly surprised what they were able to generate.
Me gusta el inglés porque el profesor es interesante
En mi clase hay un profesor interesante
Odio el inglés pero el profesor es interesante
This one came from Greg Horton. You can learn more about the work he does here, the big O seem keen on him.
Hands up listening
In an era of no hands up being in vogue this one goes against the grain. The teacher can prepare the listening phrases and it is really good in seeing who in your class has the best auditory processing skills and is an effective listener. It may well surprise you.
|Mano derecha||Opinión positiva|
|Mano izquierda||Opinión negativa|
|Dos manos||no hay opinión|
You read out a sentence and depending on the content, the students put a right hand, left hand or both hands up. This idea came from Nick Mair and I’ve tried it a few times since. It also can be massively adapted with tenses, negatives, comparisons, conditionals etc
Forms and Functions
An idea from the effervescent Rachel Hawkes.
|1) Past||A) Future plans|
|2) Present||B) Uniform|
|3) Future||C) School rules|
|4) Negative||D) description of school|
|5) Comparison||E) Teachers|
|6) Conditional||F) Other students|
|7) Sentence with two tenses||G) Homework|
|8) Sentence linked with subordinating conjunction||h) Stress|
The students could do this with mini0whiteboards or a series of exercises could be set on the board and students work quietly through them. The teacher demands a 1A sentence from the students. This might mean that the student has to write about future plans whilst incorporating a past tense in there somewhere. 5E might be easier as students would simply compare two teachers. It is great getting them to think about content, meaning and including the right things in their work.
My year 8s are reading Peter Pan together. I picked it up for 75 centavos. I’ve taught them about reading around both sides of an unfamiliar word (deducing meaning from context).
Deducing meaning from what has gone before
Bob entered the kitchen and saw his son doing the dishes. His son threw a ______ at him.
The most obvious suggestions the students generate are dishcloth and sponge, along with some other, rather imaginative ones…
Deducing meaning from what has gone after.
Bob entered the kitchen and saw his son doing the dishes. His son threw a ______ at him, which hit Bob and shattered into pieces.
Why do it? It is mainly to stop them getting hung up on the one word they do not know.
We have also done a fair bit of work on infinitives and knowing the little words such as “de” “el/la/los/las” “un/una” etc. Someone reads out loud before we look at what is going on.
The hotel boca juniors powerpoint on the TES was good for getting students working with some authentic material. Here are some I am looking to try out:
Quinoa – bit of reading for healthy living and food topics
Farting cows – animal/environment topic maybe? Might need simplifying…