Shoot me now… #ObservationCalamities

16 Jul

It was just one of those lessons.  Sometimes you can judge within about three minutes how an observed lesson is going to go – it’s about how present the teacher is, how at home they are with the class, the material and the plan.  And you can tell when something is about to go wrong…

In this case, the following went wrong:

(a)    The technology screwed up:  In attempting to import powerpoint slides into IWB notebook files, all of the nice fonts and formatting were lost, as well as some of the text from the text boxes.  Which went un-noticed for five minutes or so until the teacher asked the students to answer a question that hadn’t been displayed.

(b)   A lack of language confidence:  the language focus of the lesson was noun phrases, in particular that type of complex noun phrase that is a feature of more formal academic discursive prose.  The aim of the material was mostly to see how familiar the students were with the concept, to expose them to the idea of noun phrases being embedded within each other as part of more complex phrases; and to try and help them access noun phrases from the outside – to help the learners identify the focus of a noun phrase and thereby build some of the their text access skills.  In other words it was a mostly structural look at the constituent parts of complex noun phrases and some practice in sequencing those constituents correctly.  Not that you would have known any of that from watching the first half an hour of the lesson…

(c)    General discombobulation.  This was, in part I think due to the fact that the tech went south early on and as a consequence, so did the lesson plan.  Stages got randomly dropped, other bits of the material that had previously been dropped made a comeback; and for the first 20 minutes or so, none of the interaction patterns described on the plan got followed, which meant that all the lovely student interaction and peer teaching got replaced by some slightly confused teacher fronted presentation instead.

(d)   Not being completely prepared.  When the teacher is still cutting up bits of paper with a pair of scissors a third of the way into the class?  Not good.

In other words, it was probably slightly messy before anyone walked into the classroom, but once they had, it got messier fast.  Now I’ve observed quite a lot of classes over the years and while it’s not like I rank them in order of brilliance, but this one was probably down there at the bottom of the pile.

It’s a bit of a shame that I was the one teaching it then.


There is an automatic tendency for any teacher, in any observation situation, to walk out of the lesson thinking “Well that was a bit shit then.”  We are our own harshest critics and I think it is that tendency which makes good teachers good.  After all, if you think you have nothing left to learn?  That is a sure sign of arrogance and imminent stagnation and decay.  Which is partly my way of cheering myself up and partly an acknowledgement that it wasn’t all bad.

About halfway through the lesson we got to what was the big input stage: I had all the learners on the floor in groups of three with red bits of card labelled with the parts of speech you can find in noun phrases and yellow bits of card with the words from an extended noun phrase on them.  Together we built up the extended noun phrase from its smaller constituent noun phrases and looked at how they shifted position and took on different grammatical functions as they moved.  Some of the learners got it quite quickly, some of them needed a bit more help.  But we then moved onto a sequencing task where they did the practice activities on the whiteboard in teams.

Were my aims achieved?  Well the aims of the material were explicitly stated as:

  • To introduce students to the concepts of “noun phrase” and “head noun”
  • To introduce students to the basic grammatical structure of noun phrases
  • To have the students practice structuring and creating some noun phrases

Did we do all this?  Yes.  Did the students learn anything?  Maybe.  They were certainly doing quite well with the practice activity at the end, but this may have been because one of the students had worked out where the material had come from and was referencing the original article the practice tasks had been taken from….  On balance though I think most of the students now have a better idea of noun phrases than they did before.  I know I do.

My aims were slightly different.  Bearing in mind that these are teaching aims rather than learning aims, my aims were to present the material in an engaging and interactive fashion –taking what are really quite dry teacher led materials off the page and to try and bring them into the classroom in a way that the students can access, interrogate and interact with.  I felt it was quite important for the learners to be able to physically manipulate the language, though I couldn’t tell you why that is.  Instinct I suppose.  Did I achieve these aims?  Sort of.  I think I felt on slightly safer ground once we were sat there on the floor playing with pieces of paper….

What would I do differently?  Good question.  I think next time round I would drop all the fancy bits with the technology at the beginning of the lesson, not because of the technology per se, but because in hindsight they weren’t very necessary to the lesson.  Instead of that I would do a bit more work on the different parts of speech – eliciting examples of quantifiers, determiners, adverbs, prepositional phrases etc – onto the whiteboard so that the students knew more about what these things were before they encountered the categorisation task.

Then I would have done pretty much the rest of it as I did – but maybe getting them to come up with their own noun phrases, weird and wacky perhaps, from the parts of speech we elicited at the start; which would be a nice way to link back to the beginning again.

Right.  Enough self-recrimination and introspection for one day!  Feedback with the observer tomorrow!  Watch this space!

Guest Post: Living and Working with Diabetes

14 Jul

Being ill is never nice.  Being ill in a foreign country where you don’t speak the language and maybe don’t know how to ask for help is really, really tough.  For all those language teachers around the world who have medical conditions that need constant managing, Lily-Anne Young recounts her own experiences and offers her advice for those who, like her, are

Living and Working with Diabetes


Around 8 years ago I was getting really tired and missed a few classes. I put it down to being an idiot and alcohol. (I was living in Poland after all). Several years later there came a time when I was throwing up regularly and feeling exhausted.

By that time I was in the Czech Republic – another country which loves alcohol. After 1 month of drinking 10 litres of water per day and one final morning of not being able to get out of bed I was forced to go to the doctor.

He sent me straight to hospital and they kept me in for 10 days. I was furious until they pointed out that I would have died if I hadn’t been treated.

It turned out I was diabetic. In my innocence I thought it wasn’t a problem until, as mentioned above, they warned me again that I would die very soon if couldn’t control it.

My control now is not perfect but it’s good. I know that a lot of advice is superfluous or seems obvious but here are some simple things. (For the diabetics too).

All diabetics should admit it. We have to live with it but at the same time we can help educate others as well as ourselves. I had a very steep learning curve.

All diabetics should carry sugar or some form of glucose for emergencies. Our staffroom has emergency sugar supplies and all our teachers have had a little training session on how to recognise and deal with hypoglycemic fits. Therefore they know (hopefully) how to react.

One of the biggest questions is whether to tell your students. After all, I am there to help them. Why should they have to help me?

The very simple answer to this is that you must tell your students. If a teacher has a hypo (low sugar) in class the students have to know why and how to help. As well as being bad for the teacher it can really damage your own reputation and whichever school/company you work at. I could suggest that the teacher should control their sugar better but, unfortunately it doesn’t work that way.

Personally, I have used my diabetes to help educate my students (and myself) while, at the same time practising listening, vocab, comprehension skills. All of my students are aware that I have to eat in class sometimes or check my sugar. It’s pretty amazing how quickly they become used to me stabbing my finger and grabbing sweets when necessary. J

On a more serious note – healthcare for diabetics is generally lacking in most countries. Working in TEFL can be stressful and that means more volatile sugar levels. I am lucky in that the Czech doctors are providing me with excellent care. Check the healthcare system before you go to a country if you are a diabetic. It is one of the main reasons that I am reluctant to move country.


Lily Anne Young Profile PicLily-Anne Young is a teacher and teacher trainer who has been working in ELT for 13 years.  After doing her CELTA in Budapest, she moved to China and taught in private schools and universities.  After that she moved to Katowice in Poland, and is currently based in Brno, Czech Republic where she does freelance teaching and teacher training, mainly connected with IH ILC Brno.
She was diagnosed as a diabetic type 1 while working in Brno and, after considerable thought decided to publish her experiences with diabetes to try and help raise awareness of what it means for those living and working with the condition.

The 250th Post: A reflection

10 Jul

teflgeek 250

This is the 250th blog post I’ve written.  That’s quite a lot, in fact, you know that novel that everyone’s got hiding inside them?  I could probably have written mine by now.  And possibly even a sequel!

I wrote my first ever blog post on Wednesday February 2nd 2011 and it was all about using authentic listening tasks with Proficiency classes.  It’s just a brief description of something I did with one of my classes that I thought I’d share.  But I didn’t actually share it immediately, I think I wrote and published about ten posts before I actually told anyone I had a blog!  There’s some interesting stuff in those first ten posts – two of my favourite lessons / activities are in there:  “Reason to believe?” (a student generated opposition debate that takes over an hour if done right) and The Domination Game (which was originally designed for a FCE Use of English paper but which I now use with any large page of grammar practice activities from any coursebook).  There’s also a lesson based around a TED talk on “The many uses of the pig” which is an absolutely fascinating video that you should all watch even if you don’t bother using the lesson…

I can’t quite remember why I started the blog.  I know it wasn’t that long ago, but quite a lot of things have happened since then and, as is the way with life, priorities have shifted, goals and ambitions changed.  I think originally I saw the blog as fulfilling three main functions (a) a chance to share ideas and put it all out there to see what happens, (b) a way of moving the notes and plans from my old files and folders online and into the cloud, (c) an opportunity to engage with a wider audience.  Not that my colleagues are anything less than supportive, but there’s only so many times you can bend people’s ears about the relative merits of a guided discovery approach before their eyes glaze over…  As it turned out, most of my notes are still very firmly stuck in their files and folders.  I’ll get round to it eventually!  Promise…

But the mere act of blogging forces you to go and find that audience.  The adage from Field of Dreams that “if you build it, they will come” does not hold water in cyberspace – you also have to tell people about it!  There are some very successful bloggers out there who write something, share it and then get it re-tweeted a million times instantly.  For most of us though, I think you quickly find that finding an audience doesn’t mean endlessly publicising your work in facebook groups – rather it means introducing yourself to, engaging with and becoming part of a wider community that already exists online.  There are, it seems, quite a lot of language teachers out there in the world and almost all of them want to engage and build a dialogue with each other; I think this is partly sharing ideas, partly finding ideas and new ways to do things, but I think there is also quite a strong element of knowing that YOU ARE NOT ALONE.  And you aren’t.  Truly.

So here I am now.  It’s been 1255 days since my first post, (or three years, five months, a week and two days if you prefer) – which is about one post every five days.  I would have got there sooner, but things like the job and the birth of my children kept intervening…

What has also been interesting, is looking back at which posts have proved most popular – and comparing those to the posts I am proudest of writing.  Or at least those posts I enjoyed writing most….

The top six most popular posts (as calculated by wordpress stats) are:

Which is interesting because it diverges somewhat from the posts that I’ve enjoyed writing most (in no particular order):

I guess the posts I enjoy writing are those that allow me to investigate a particular issue, think about something in more detail than usual or those that just let me have fun with something.  And I can understand if people prefer the practical, because that sort of reflection is quite a personal thing, no matter how objective you try to be…

But hopefully as we go forwards into the next 250 posts I can carry on managing the marriage between demand and desire, giving people what they want and writing the things I like writing most.  Be sure to let me know if not!

And above all – thanks for reading.  There wouldn’t be much point in any of this if you didn’t, so thanks!

teflgeek thank you


Motivating students – teacher talk video

4 Jul

So this is the first in a series of videos being put together by the Teaching English (British Council | BBC) website where some of the blogging team on the site talk about a particular topic or issue.

Myself,  Adam Simpson, Lizzie Pinard, Chia Suan Chong, Anthony Gaughan, David Dodgson and Rachael Roberts all offer our insights into aspects of classroom motivation like goal-setting, the purpose of activities, variety and choice.

The video won’t currently embed, so the image below is a screenshot – if you click on it (or the link at the top of the post), it should take you through to where you can watch the thing.  It’s only three and a half minutes long, so perfect for your coffee break!

Video Snip


Coursebook Review: Complete First

26 Jun

Complete First

Guy Brook-Hart

Cambridge University Press,  2014.

As the Cambridge English: First exam is changing from January 2015, this review is one of a series of coursebooks designed to prepare learners for the exam.  Reviews are also available for:

The version of the book I looked at was the 2nd Edition, with 2015 exam specifications.


Unsurprisingly for a Cambridge English: First exam preparation book, this is a B2 level coursebook, though it seems aimed at a university age market, somewhere between 18-24.  I say that because some of the recurring characters in the book are student age and while some of the content is aimed at older adult students, the feel of the book is definitely young adult.  I’m honestly not sure how much material there is in there.  The structure is quite bitty – lots of smaller self-contained sections – and obviously it depends how you teach the material as to how long it takes you to cover it.  If you just pushed on through, with a bit of bookending to give the lessons a beginning and ending, then I expect it would be about 5 lessons a unit.  If you extended out and made some of the smaller sections a lesson focus and supplemented to that effect, then maybe 8 lessons a unit?  So somewhere between about 80 hours and 140 hours of material, but then that upper figure does require additional material from elsewhere.


I only had access to the student’s book and the workbook.  There is also a teacher’s book and resource CDROM available.  And the “Presentation Plus” pack, which seems to be the digital version of the book and teacher’s book, adaptable to projector or IWB.  Which I haven’t seen.

Skills Work:

The criticism here is one that can be leveled at many exam books:  much of the skills work is skills practice, not skills development.  Receptive tasks are dealt with in the standard “pre-task prediction / task / one question discussion” model.  Productive tasks are dealt with from a model / language input perspective.  Which is, again, quite common and not necessarily a bad thing – learners do need the relevant language to perform the relevant tasks after all!  The writing sections are quite detailed and mostly seem to use a model for learners to analyse and do lead learners through all the different things they need to consider for exam success, though I’m not sure about the integration of language input work into these sections, it seems a bit split focus to me.

Language Work:

Language input is mostly text based in what I think of as attempted noticing – the examples are often drawn from the text and then analysed, or at least the learners are given the chance to think about which rules apply to what.  Followed of course by lots of practice activities.  One nice feature is that the language practice is often contextualised into an exam type task, giving practice of the task types without an overt focus, though these do also appear elsewhere in the units.


Not too bad – there’s enough white space on the page so that it doesn’t come across as too crowded or overbearing, though it does get a little bit dense in places.  Lots of sunny blue sky pictures with carefully multi-cultural smiling faces….

Overall Comment:

6.5/10.  I think the book has everything it needs, and which learners need, for some fairly thorough preparation.  Despite the young adult focus, it feels like quite an old book and just looks a bit dry in places.  I think for an adult group it would be fine.  My main concern is how easy it would be to work with – I suspect it would need quite a lot of adaptation.  Obviously all books need a certain amount of adaptation to fit the needs of their classes, but I feel that Complete needs a bit more work than most – not because the materials are poor quality, they are not – but because this is a book where you need to make constant decisions about what to leave in, what to leave out and what to focus on in class and I think that makes it harder work to use effectively than some of it’s competitors.


Complete First


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Coursebook review: Objective First

26 Jun

Objective First

Annette Capel & Wendy Sharp

Cambridge University Press 2012 (3rd Ed.) / 2014 (4th Ed.)


As the Cambridge English: First exam is changing from January 2015, this review is one of a series of coursebooks designed to prepare learners for the exam.  Reviews are also available for:

The book I looked at was the 3rd Edition, which is based around the 2008 exam specifications and NOT the revised 2015 specifications, however the links on the page are to the 4th edition, which does contain the revised specifications.  I’m assuming that there aren’t significant changes to content or approach – but will revise and update this review when I finally get to see the new edition!


This title seems aimed at the adult / young adult section of the B2 market, the themes and questions aimed at the students look like they require a bit more life experience than the average teenager possesses.  It looks eminently teachable though – three very neatly self contained double page spreads per unit that I think parcel up into lessons quite effectively.  With 24 units, this makes about 72 lessons in the book or about 90 hours of material (obviously depending on your lesson length, you may need to drop some bits or add a few more bits in!)


I only had access to the student’s book and the workbook, though there is also a teacher’s book with a teacher resources CD ROM available (not sure what those resources are…); and something called a Presentation Plus DVDROM, which appears to contain a digital version of the book that allows you to manipulate the content in  a variety of interesting ways.  Sounds expensive though…

Skills Work:

Skills are predictably exam focused and within the units the receptive skills are largely practice based.  Some of the task set up may help build skills but the impression is that rote practice is enough for the exam.  Each unit invariably contains a small speaking section, which may or may not be exam focused and a receptive skills task.  Writing is only dealt with in the “writing folders”, which alternate with the “exam folders” to provide specific exam segment development and strategy guides.

Language Work:

There is quite extensive language input – at least one double page spread per unit is dedicated to grammatical input and practice and I think the fact that they are laid out across two pages (mostly) helps make the input sizeable enough to form the key component of a lesson and consequently a lot more teachable than in some books.  There is a nod to guided discovery approaches in that learners are often asked to consider the evidence and figure out the rule (or choose from some rule possibilities), but for the most part the language input is rule based instruction, application and practice.


The double page spread system makes the book very easy on the eye and very accessible – despite the fact that there’s often quite a lot of content on the page, it doesn’t feel overwhelming and from a teacher’s perspective it looks easy to figure out where to start and stop.  The graphics are fairly standard – the typically bright, colourful and inoffensive coursebook fare.  The smaller unit size means there are more of them in the book, 24 in total, which I think would probably add to a learner’s sense of perceived progress as they motor through, and which also allows for a bit more variety in the range of topics.  It is an adult focused book though, so teenagers may have some issues in responding to discussion questions that assume more experience than they have.

Overall Comment:

9/10.  I really like the way this book is organised and I think it gives exam learners exactly what they need to prepare effectively for the exam – with the caveat that this preparation takes place over an extensive 100 hour course!  I think the structure makes it relatively easy to teach with and the clear focus that each section of each unit has makes it easy to decide where the focus of each lesson lies.  The exam folders and writing folders, when used effectively (and I think some adaptation is needed here), should give the learners a very thorough overview of what is required of them and what they need to do to be successful.


Objective First


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Coursebook Review: Ready for First

25 Jun

Ready for FCE

Roy Norris

Macmillan Education 2013

As the Cambridge English: First exam is changing from January 2015, this review is one of a series of coursebooks designed to prepare learners for the exam.  Reviews are also available for:

The book I looked at was the version containing the 2015 exam specifications.


Aimed at B2 level students, it comes across as quite an adult orientated book, though young adults would also no doubt be able to access the content.  There is also quite a lot in there – depending on how you teach the book I would say there are about 5-8 lessons per unit, or somewhere between 80 and 120 hours of material, not including any supplementary resources.


I only had access to the coursebook and the workbook.  There is also a teacher’s book with a DVDROM and each coursebook comes with an access code to the Macmillan online practice site.

Skills Work:

All of the skills work is, as you might expect, contextualised towards exam structure and content.  Reading tasks have a very clear “pre-task / task / post task” structure and one of the little touches I particularly liked was that the post reading task requires a personal reaction from the student towards the text or the content of the text.  They also do this with some of the listenings.  Writing seems to be dealt with mostly through a process of model analysis.

Language Work:

There are some nice review activities in the post-unit revision sections and I quite liked the organisation of the language input which seems to be more categorised by use than by specific language point (e.g. “talking about habits” rather than “the present simple”).  That said, the language input is mostly rule based derivation and application.  PPP without the final P – I fail to see why it is not possible to include open  productive tasks in these sections.  As it is they contain quite a lot of input & practice and I don’t know how “teachable” they would be.


Generally quite good – it looks nice and engaging, there’s not too much on the page.  At least as far as the skills and exam focus sections are concerned.  As soon as you hit a language input section however, the text tightens up, becomes denser and more impenetrable.  The topics are, as you might expect, the same old faces, but are dealt with as well as can be expected.  More adult than teen.

Overall Comment:

6/10.  This was the first book I looked at and originally I was quite impressed – I still think it is a good book, but I would not like to teach from it in my context.  There is too much in there to deal with effectively within the time frame (100 hours) I have available and unless the book expects me to simply motor through the language sections without worrying about learner take up of the target language, I really wouldn’t like to have to teach them.  The rest of it’s good though.

Ready for FCE


Disclosure:  The image and title links above and at the top of the page are affiliate links.  Purchases made through these links provide a small referral fee. 

Coursebook Review: Gold First

25 Jun

Gold First

Jan Bell and Amanda Thomas

Pearson Education 2014

As the Cambridge English: First exam is changing from January 2015, this review is one of a series of coursebooks designed to prepare learners for the exam.

Reviews are also available for:

The book I looked at was the version containing the 2015 exam specifications.


Aimed at B2 level students, the book looks as though it would be best suited to teenage / young adult classes.  Depending on how you teach the book, there’s probably five or six lessons per unit, or about 70 lessons in the book, so somewhere between 80 -100 hours of material.  Not including the progress tests and review sections.  It is a graded book, starting off a bit easier and building up in difficulty as the book goes on.


I only had access to the coursebook and the exam maximiser, which is precisely what you would expect – lots of practice activities.  Though the blurb promises there is interactive whiteboard software and online material for the teacher, as well as the standard teacher’s book.  Plus additional online resources for the student.

Skills Work:

One of the things I like about the book is the way in which all the skills work seems to be based on the principle of development, rather than simply practice.  The focus is on training for the exam rather than just exam skills.  While I completely agree with the ethos behind this choice, I also feel that Gold First lacks the bite that it needs for learners to be aware of the reality of the exam.

Language Work:

Lexis is mostly dealt with in chunks, collocations and phrasal verbs, though with some topic based match and gap sections as well.  Structures are pulled out of key texts and analysed – a sort of GDPP (guided discovery, practice and production) – and I like that there are productive activities linked to the language input


It seems very approachable, not at all daunting or scary.  There’s enough space around the text and exercises to give learners space to jot down notes and answers.  The images are all very standard – soft focus, bright and colourful – but there aren’t many on the page, so they don’t distract.  The topics are all the usual suspects – no doubt chosen according to some exam past paper meta-analysis.

Overall Comment:

7/10.  I think the course has enough to work with for an extensive year round course and I think it is appropriate for my local context, where most of the students are in their mid-teens.  I am wary about two things though:  the graded nature of the book and the lack of explicit modelling of exam tasks and strategies.

Gold First

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One Picture – Six activities!

19 Jun

My latest blog post for the British Council Teaching English website is now live – click the link to find out more about “A house of mystery and secrets

It was a really fun challenge to try – all the bloggers were asked to choose one of four pictures from the #ELTpics Flickr stream and to base their post around the image.

The image I chose was this one by @adhockley:


Image supplied by ELTPics. (Some rights reserved)

And to try and exploit this image to it’s maximum potential, I’ve come up with six different activities – each one aimed at a different level of ability, though I think with a little bit of adaptation most of them could be done at other levels.

As I said at the start, this was the challenge for all the bloggers on the BC Teaching English site this month – there’s loads of great ideas from (at the time of writing): Larry Ferlazzo, Steve Muir, Rachel Boyce, Raquel Gonzaga and Katherine Bilsborough.

Check them – and all the other great posts – out here:

Video Lesson Framework – short animations

12 Jun

It’s getting close to the end of the year, when it starts getting difficult for our students to maintain their motivation for English and when teachers are busier with testing and reports and the like.  My students have been clamouring for a video lesson for weeks now, but I always feel as though I would be short changing them with a feature length film – so my concession to their desperate desire is the cartoon.

I have in the past used this lesson framework with Tom & Jerry  cartoons – they tend to be around the ten minute mark and as there’s no dialogue they work well for lower level classes and especially well with young learner classes.  That said, some of the content is quite dated and is what you might call “a product of it’s time” – in short you might want to review them to make sure they fit your context before using them in class.

shaun-charactersMore recently I prefer using Shaun the Sheep episodes – it helps that I have a wide range of these DVDs at home!  But you can also find them on You Tube (as below).

The framework is quite simple and doesn’t involve much in the way of language input, the focus here is more on giving learners a springboard for language production instead – and engagement and fun!

(1) Show learners pictures of the principal characters and ask if they recognise them.  Give learners a copy of the images (or given them one character image per pair).  Learners write a brief biography of each character – either based on knowledge or imagination.  This could include where they live, what they like eating, what they like to do etc.  (@10 minutes)

(2) Play the first two (or three) minutes of the episode, but with SOUND ONLY.  Learners then write down what they think happened.  You can feed in additional language as required, and reformulate their ideas into a mind map / spidergram on the board. (@5 minutes)

(3)  Play the first two (or three) minutes again, this time with video and audio.  Ask for content feedback on what they saw, whose ideas (from stage 2) was it closest to?  Have they seen the episode before?  What do they think happens next?

Now clean the board and divide it into three sections – divide the class into three groups and allocate each group a section.  This can be done as two groups if you have a small class or four groups if you have a large one!  Each group has to come up with a list of actions they think will occur in the second half of the video.  With stronger groups, you can make the list longer (e.g. 10 items), with weaker groups it can be shorter.  (@10 minutes)

(4)  Watch the remainder of the video as a board race – whenever a group sees something they wrote on the board, they shout “STOP” and run up to the board to tick it off, sit down again and shout “PLAY!”  This does make this section very stop-start, so I’d recommend watching it again afterwards without interruption, which can also let the groups check for anything they missed.

Feedback on the ideas. (@15 minutes)

(5) Scripting.  Split the class into group A and group B.  Allocate group A to the first half of the episode and group B to the second half.  Tell the groups they’re going to write dialogue for the characters and they’ll act it out (i.e. do a voiceover).  Let them watch the episode again to take notes (these can be in their own language for lower levels).

The groups then script some dialogue for their half of the video.  Supply necessary language as appropriate.  (@20 minutes)

Play the animation again, but with the sound off – the groups perform their dialogues.  Feedback on performances.  (@10 minutes)

The timings are approximate, but I think this is probably between 60 and 75 minutes, depending on the level and size of the class.

Have fun!


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