Games, Reading Ideas (Teachers' Conference 2013)
Transcript of Games, Reading Ideas (Teachers' Conference 2013)
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PROMOTING CREATIVE THINKING
Making connections: a bag full of words – students take 3 words and think of the connections between the three words.
A conference is like a party because…
School is like a circus because…teachers sometimes are like clowns.
How many things can you do with a Freesbie?
- Wonderful hat- As an ashtray
PILLAR NUMBER 5: Time is really important to allow creative thinking emerge. http://www.youtube.com/watch?v=VPbjSnZnWP0PILLAR NUMBER 6: EXPLORE IDEAS AND KEEP OPTIONS OPEN
- Mind-mapping. Compositions with the words they included.PILLAR NUMBER 7: ENCOURAGE CRITICAL REFLECTION
- RECIPE FOR A HAPPY CLASS
GET YOUR TEENS TALKING – SAMANTHA LEWIS
INTO NICE ART
Words in different colours
PROBLEMS AROUND TEENAGERS
A time when you tried to communicate in a language and for some reason communication wasn’t easy.
I remember a time when…
Why was communication unsuccessful?
What happened?
What would have made communication easier?
NATURAL SPEECH PRODUCTION
Conceptualisation
Formulate our message: vocabulary, structures to convey a message
Articulation
Self-monitoring
TEACHING COMMUNICATION STRATEGIES
What are communication strategies? Techniques to express your message better (asking for clarification…)
Why are they useful?
Can we teach them?
More purple ones or green ones? The ones written in purple –
The ones written in green – taking risks, not so concerned about making mistakes, fluency over accuracy.
1. Watch the dialogue.2. Focus on specific language.3. Information gap to put language into practice.
4. Peer evaluation
ROUTINE LANGUAGE
It is very important to introduce classroom language.
- Running riding race: Divide students in groups. Give them a card with the language No space? Backs to the board.
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Before listening, reading tasks.
CONSOLIDATING THIS LANGUAGE
Two teams. The team who says the phrase first wins.
Another option: Show and hide very quickly.
Star the phrase and they have to finish it.
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KEEP USING IT
- Reward schemes: marbles. They get or lose marbles and so points for their group.
FOR OLDER STUDENTS: They can choose an activity for next lesson.
- Language menus so that they can see the language they have to use.
ONGOING ASSESSMENT.
TABOO AND OTHER GAMES:
Students make the cards. Word and picture. Word and definition. They can make a story with those words.
TIC-TAC-TOE / - Words related to the topic. Then if they can speak for a minute about the topic on the square they win it for their team.
IMAGES
Take out your phones, choose an image and talk about it for a minute.
ONLINE RESOURCES
How many words can you make with these letters:
INTO NICE ART – INTERACTION, I EAT IN CORN,
WRITING CREATIVELY: A LOOK AT OUR WRITING CIRCLE by John Liddy
MAKING STORIES INTERACTIVE – Ali Smith
REASONS TO USE STORIES IN THE CLASSROOM
WHAT DOES THE WORD ‘STORY’ MEAN?
WHAT TYPES OF STORIES CAN WE USE IN THE CLASSROOM?
- Personal anecdotes- Short stories- Real life stories
POSITIVE REASONS TO USE STORIES IN THE CLASSROOM
INTERACTIVE ACTIVITIES
-Predicting – Death by Scrabble by Charlie Fish – What do you think the story is about?
- Words: stars, zaps, cheating, murder, sweatier, jinxed What do you think it happens in the story.
- Predicting pictures – show students some pictures and ask them to predict what is the story about.
- Predicting: first and last sentence in the story and ask them what happens in the body of the story.
B1-C1 LEVEL
- The pause and – Give students the story cut-up in different pieces of paper. The ones that finish first choose some important words which help them to summarize the story.
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What’s going to happen next?
Show them next card
What’s going to happen next?
- Sound effects – (10 – 17 years old and adults)One reads the story and students make sounds.
- Personal story – the person who tells the story asks questions about it to his audience. Phrasal verbs related to crime.
- Story S -
Chain reactionThe teacher reads a story and students draw it. Then, they prepare it at home and retell it next day – Pairs.
- Story freeze frames – They have to create frames of themselves with that part of the story.
- PUPPETS – GIVING INSTRUCTIONS. Teachers read the story. One students tells another one what he / she should do to represent what the story says.
- PERSONALISE THE STORY (C1 level, teens and adults)