วันพฤหัสบดีที่ 17 กุมภาพันธ์ พ.ศ. 2554
Games
Game P.5,P.2
Exemple Games
Level
Suitable for any level.
Preparation
1. Photocopy the front of a 'Word Up' question set from a level of difficulty suitable for your class (this page contains questions from the first three 'Word Up' categories only). If you don't have a copy of 'Word Up', print out a sample question set here. You will need one copy for every two students, plus a copy of the answers.
How it Works
1. Divide the class into pairs and place one copy of the question sheet face down in front of each pair.
2. Explain that the members of each pair must work together to answer as many questions as they can within ten minutes. They should write their answers on their question sheet and may answer the questions in any order they wish. If they can think of more than one answer for a particular question, they should write this also. (If correct, these 'extra' answers are included in the pair's score.)
3. Check your watch and then say "Go!". Each pair then turns over their question sheet and begins writing their answers. You might like to give a 'two-minute' and then a 'one-minute' warning as time runs out. Stop the quiz after exactly ten minutes.
4. After the quiz, read each question and elicit answers from your class. If no-one can answer a question correctly, give the correct answer(s). Each pair notes the number of correct answers they have written (including any 'extra' answers). The pair with the highest number wins.
Notes:
- If your class has an uneven number of students, have them form one group of three with the rest in pairs.
- If you would like your students to do two quizzes, print out copies of another set of questions from either the same level of difficulty or from a higher level to make the second quiz more challenging.
Exemple Games
Heads or Tails
Level
Lower intermediate to upper intermediate.
Preparation
1. For a lower intermediate class, photocopy two 'Word Up' question sheets (front and back) from level 1 and and two from level 3 . For an intermediate class, photocopy two sets from level 2 and and two sets from level 4. For an upper intermediate class, photocopy two sets from level 3 and and two from level 5. You will need one copy of each of the four sets for every two students. (If you don't have a copy of 'Word Up', print sample sets here)
2. Collect a number of coins. You will need one coin for every two students.
3. Ask each student to draw a scoring table on a sheet of paper, like this:
Lower intermediate to upper intermediate.
Preparation
1. For a lower intermediate class, photocopy two 'Word Up' question sheets (front and back) from level 1 and and two from level 3 . For an intermediate class, photocopy two sets from level 2 and and two sets from level 4. For an upper intermediate class, photocopy two sets from level 3 and and two from level 5. You will need one copy of each of the four sets for every two students. (If you don't have a copy of 'Word Up', print sample sets here)
2. Collect a number of coins. You will need one coin for every two students.
3. Ask each student to draw a scoring table on a sheet of paper, like this:
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How it Works
1. Divide the class into pairs and give each pair a coin. Then give each student one question and answer set from the lower level and another from the higher level (the students in a particular pair must have different sets).
2. Players toss the coin to decide who plays first.
3. The first player then tosses the coin again. If he or she throws 'heads', the other player asks the first question from the first category ('Missing Word') in his or her higher-level set. If it is 'tails', the player asks the first 'Missing Word' question in his or her lower-level set. If the first player answers correctly, he or she ticks the 'Missing Word' box under 'Game 1' on his or her scoring table. If the answer is not correct, the other player reads out the correct answer(s). The second player then throws the coin and answers either a higher-level or a lower-level 'Missing Word' question. Then each player answers a 'Crossword Clues' question in the same way. They continue through the various question categories, returning to 'Missing Word' again after 'Spelling'.
4. Play continues with each player answering questions only from those categories they have yet to correctly answer a question from. For example, if a player has already correctly answered a 'Missing Word' question, he or she skips this category when it next comes around and answers a question from the next category instead. Play continues until one of the players has correctly answered a question from each of the four categories and has four ticks under 'Game 1'.
5. Each pair may then play another game, continuing with the same question sheets from where they left off in the first game. There should be enough questions for at least three games.
Note:
- If your class has an uneven number of students, form one group of three with the rest in pairs. In the group of three, one member watches the first game and then plays the winner in the second. The player watching the second game plays the winner in the third.
1. Divide the class into pairs and give each pair a coin. Then give each student one question and answer set from the lower level and another from the higher level (the students in a particular pair must have different sets).
2. Players toss the coin to decide who plays first.
3. The first player then tosses the coin again. If he or she throws 'heads', the other player asks the first question from the first category ('Missing Word') in his or her higher-level set. If it is 'tails', the player asks the first 'Missing Word' question in his or her lower-level set. If the first player answers correctly, he or she ticks the 'Missing Word' box under 'Game 1' on his or her scoring table. If the answer is not correct, the other player reads out the correct answer(s). The second player then throws the coin and answers either a higher-level or a lower-level 'Missing Word' question. Then each player answers a 'Crossword Clues' question in the same way. They continue through the various question categories, returning to 'Missing Word' again after 'Spelling'.
4. Play continues with each player answering questions only from those categories they have yet to correctly answer a question from. For example, if a player has already correctly answered a 'Missing Word' question, he or she skips this category when it next comes around and answers a question from the next category instead. Play continues until one of the players has correctly answered a question from each of the four categories and has four ticks under 'Game 1'.
5. Each pair may then play another game, continuing with the same question sheets from where they left off in the first game. There should be enough questions for at least three games.
Note:
- If your class has an uneven number of students, form one group of three with the rest in pairs. In the group of three, one member watches the first game and then plays the winner in the second. The player watching the second game plays the winner in the third.
Suitable for any level.
Preparation
1. Photocopy the front of a 'Word Up' question set from a level of difficulty suitable for your class (this page contains questions from the first three 'Word Up' categories only). If you don't have a copy of 'Word Up', print out a sample question set here. You will need one copy for every two students, plus a copy of the answers.
How it Works
1. Divide the class into pairs and place one copy of the question sheet face down in front of each pair.
2. Explain that the members of each pair must work together to answer as many questions as they can within ten minutes. They should write their answers on their question sheet and may answer the questions in any order they wish. If they can think of more than one answer for a particular question, they should write this also. (If correct, these 'extra' answers are included in the pair's score.)
3. Check your watch and then say "Go!". Each pair then turns over their question sheet and begins writing their answers. You might like to give a 'two-minute' and then a 'one-minute' warning as time runs out. Stop the quiz after exactly ten minutes.
4. After the quiz, read each question and elicit answers from your class. If no-one can answer a question correctly, give the correct answer(s). Each pair notes the number of correct answers they have written (including any 'extra' answers). The pair with the highest number wins.
Notes:
- If your class has an uneven number of students, have them form one group of three with the rest in pairs.
- If you would like your students to do two quizzes, print out copies of another set of questions from either the same level of difficulty or from a higher level to make the second quiz more challenging.
PPP Lesson Plan
Unit:Travel Topic:Direction P.5
PPP Lesson Plan
Presentation, Practice, and Production.
While this is not the only way to structure an ESL lesson plan, it is perhaps the most commonly taught and used format. The main idea behind this is that it gives students the opportunity to learn something in context, have it modeled by the teacher, practice it in a controlled way and then practice it freely. If you were to look at a visual of this structure, you would see that it fits neatly into the shape of a pyramid, with the Presentation taking up the least amount of space at the top, and the Production part taking up the most amount of space at the bottom.
So what actually happens in each phase of a PPP lesson?
Presentation: Teacher sets the context for the students. Given rules for the topic might be given from the context. The point is to make the students understand the language point, vocabulary set, situation, or other language focus of the class.
Practice: Students begin to use what the teacher presented in the first part by using drills that go from controlled to less controlled. These can be written or oral drills.
Production: Teacher allows students to use what they learned in an uncontrolled way through role-plays, discussions, language games, etc. Teacher monitors students from a distance so that students can feel free to try out what they've learned. After the activity, the teacher gives feedback to the students about common errors and also on the correct language that was used. This studied of Carol Rueckert.
PPP Lesson Plan
Presentation, Practice, and Production.
While this is not the only way to structure an ESL lesson plan, it is perhaps the most commonly taught and used format. The main idea behind this is that it gives students the opportunity to learn something in context, have it modeled by the teacher, practice it in a controlled way and then practice it freely. If you were to look at a visual of this structure, you would see that it fits neatly into the shape of a pyramid, with the Presentation taking up the least amount of space at the top, and the Production part taking up the most amount of space at the bottom.
So what actually happens in each phase of a PPP lesson?
Presentation: Teacher sets the context for the students. Given rules for the topic might be given from the context. The point is to make the students understand the language point, vocabulary set, situation, or other language focus of the class.
Practice: Students begin to use what the teacher presented in the first part by using drills that go from controlled to less controlled. These can be written or oral drills.
Production: Teacher allows students to use what they learned in an uncontrolled way through role-plays, discussions, language games, etc. Teacher monitors students from a distance so that students can feel free to try out what they've learned. After the activity, the teacher gives feedback to the students about common errors and also on the correct language that was used. This studied of Carol Rueckert.
B-SLIM Lesson Plan
Unit:Myself Topic:Daily routine M. 1
Bilash's Success-Guided Language Instructional Model
B-SLIM
Bilash's Success-Guided Language Instructional Model
We talk so much about self directed learning and have structured policies and proposed practices around the assumption that all learners are equally self-directed. However, practitioners know that not all learners are equally self-directed. In fact, teachers also know from experience that some learners need to be taught to be self-directed. By being based on students’ ‘feelings of success’ in learning a second language (SL), B-SLIM (Bilash's Success-guided Language Instruction Model) incorporates enough scaffolding (structure and support) at each phase of a lesson or series of lessons for learners who are less self sufficient to succeed while simultaneously providing opportunities and direction for the more self-directed student to push forward. For example, while a less self-directed student might need to follow a template several times before really ‘getting’ the structure of a form such as a brief event review (in order to be able to create one on his/her own as an OUTPUT or 'proving it' assignment), a more self-directed learner may only need to hear or see the model once and be able to replicate and creatively alter it!
What are the goals of the B-SLIM model?
-to develop self directed learners, especially in second languages
What are the goals of the B-SLIM model?
-to develop self directed learners, especially in second languages
-to ensure that every learner succeeds at each phase of the learning process by maximizing exposure to concepts through all learning styles/intelligences and encouraging intellectual/thinking growth in systematically developed steps
-to help students develop all aspects of language by applying research findings from all areas of second language learning and acquisition (language awareness, pronunciation, vocabulary, grammar, situations- fluency-accuracy, culture and Culture, learning strategies, listening comprehension, speaking, writing, reading, forms, skills, content, motivation-attitude
-to ensure that learners can transfer what they have learned in one familiar context to new contexts
-to learn language and to learn through language.to identify success in learning in concrete provable terms (assessment for learning and assessment of learning).
-to help students develop all aspects of language by applying research findings from all areas of second language learning and acquisition (language awareness, pronunciation, vocabulary, grammar, situations- fluency-accuracy, culture and Culture, learning strategies, listening comprehension, speaking, writing, reading, forms, skills, content, motivation-attitude
-to ensure that learners can transfer what they have learned in one familiar context to new contexts
-to learn language and to learn through language.to identify success in learning in concrete provable terms (assessment for learning and assessment of learning).
CBI Lesson Plan
Unit:Environment Topic:Pollutions M.6
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.
What does a content-based instruction lesson look like?
There are many ways to approach creating a CBI lesson. This is one possible way.
What are the advantages of content-based instruction?
What are the potential problems?
Conclusions
While CBI can be both challenging and demanding for the teacher and the students, it can also be very stimulating and rewarding. The degree to which you adopt this approach may well depend on the willingness of your students, the institution in which you work and the availability of resources within your environment. It could be something that your school wants to consider introducing across the curriculum or something that you experiment with just for one or two lessons. Whichever you choose to do I would advise that you try to involve other teachers within your school, particularly teachers from other subjects. This could help you both in terms of finding sources of information and in having the support of others in helping you to evaluate your work.
Lastly, try to involve your students. Get them to help you decide what topics and subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons. In the end they will be the measure of your success.
Nik Peachey, teacher, trainer and materials writer, The British Council
Content-based instruction
The focus of a CBI lesson is on the topic or subject matter. During the lesson students are focused on learning about something. This could be anything that interests them from a serious science subject to their favourite pop star or even a topical news story or film. They learn about this subject using the language they are trying to learn, rather than their native language, as a tool for developing knowledge and so they develop their linguistic ability in the target language. This is thought to be a more natural way of developing language ability and one that corresponds more to the way we originally learn our first language.
What does a content-based instruction lesson look like?
There are many ways to approach creating a CBI lesson. This is one possible way.
- Preparation
- Choose a subject of interest to students.
- Find three or four suitable sources that deal with different aspects of the subject. These could be websites, reference books, audio or video of lectures or even real people.
- During the lesson
- Divide the class into small groups and assign each group a small research task and a source of information to use to help them fulfil the task.
- Then once they have done their research they form new groups with students that used other information sources and share and compare their information.
- There should then be some product as the end result of this sharing of information which could take the form of a group report or presentation of some kind.
What are the advantages of content-based instruction?
- It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.
- Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs.
- CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts.
- Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.
- The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.
What are the potential problems?
- Because CBI isn't explicitly focused on language learning, some students may feel confused or may even feel that they aren't improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points.
- Particularly in monolingual classes, the overuse of the students' native language during parts of the lesson can be a problem. Because the lesson isn't explicitly focused on language practice students find it much easier and quicker to use their mother tongue. Try sharing your rationale with students and explain the benefits of using the target language rather than their mother tongue.
- It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties. A possible way around this at lower levels is either to use texts in the students' native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge.
- Some students may copy directly from the source texts they use to get their information. Avoid this by designing tasks that demand students evaluate the information in some way, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.
Conclusions
While CBI can be both challenging and demanding for the teacher and the students, it can also be very stimulating and rewarding. The degree to which you adopt this approach may well depend on the willingness of your students, the institution in which you work and the availability of resources within your environment. It could be something that your school wants to consider introducing across the curriculum or something that you experiment with just for one or two lessons. Whichever you choose to do I would advise that you try to involve other teachers within your school, particularly teachers from other subjects. This could help you both in terms of finding sources of information and in having the support of others in helping you to evaluate your work.
Lastly, try to involve your students. Get them to help you decide what topics and subjects the lessons are based around and find out how they feel this kind of lessons compares to your usual lessons. In the end they will be the measure of your success.
Nik Peachey, teacher, trainer and materials writer, The British Council
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