Here are an Open Cloze and a Word Formation exercise based on texts from the BBC about Bradley Wiggins winning gold in the Cycling Time Trial and the Royal Mail issuing stamps for each British Gold Medal winner. I love the way they’re painting the post boxes gold in the towns of the winners!
Bradley Wiggins Gold Medal Winner Stamp
These exercises were extremely challenging for my prof students this week, but they’re designed to really get them thinking about how to train themselves to guess the right expression. They need some very clear and supportive feedback on the tasks.
There are also a couple of speaking tasks thrown in for good measure – a class discussion and a couple of two minute speeches. You could also get them to roleplay interviewing Bradley and trying to use the expressions that are tested in the exercises at the same time.
As always, I hope you and your students enjoy and do let us know how you get on. I’m sure there are many other fab texts out there to use this week too!
Wasn’t the Opening Ceremony of the London 2012 Olympic Games brilliant? Danny Boyle and those thousands of volunteers did a fabulous job keeping us entertained for over three hours on Friday night, revelling in the best of British music, history and culture.
Why not share the brilliance with your students through this reading lesson, based on the BBC review of the event.
This week sees the beginning of the Olympic Games in London. Why not get your students into the mood by doing some Olympics related activities in the classroom? The idea of this blog is to provide a space for us to share ideas and resources we create around IHWO so that we can motivate and inspire our students to learn English as well as enjoy the way London hosts the Olympic Games.
Please do add your ideas and resources to the platform both as files and here as comments. I’ve been brainstorming a few ideas to get you underway. Hope you like them:
Present an Olympic sport:
Students explain to classmates how one of the Olympic sports / disciplines works. Great for developing vocabulary and research and speaking skills. When giving their presentations, the classmates can be making notes, filling in a chart (to later compare sports) or thinking of follow up questions to ask.
Students present the Olympic history of a sport or discipline. How long has it featured in the games for? When was it first included? Who were its most famous winners? What Olympic stories are most connected to this sport. Listeners can fill in a chart or ask questions or decide on the most Olympic sport / best presentation.
Students present the where and when and how to watch this Olympic sport, aiming to make it as attractive an event to the other students as possible. Listeners can choose one event to watch, fill in an info chart or decide which presentation was most successful.
Present the athlete
Students choose a favorite athlete to present to the class, giving a summary of their careers to date and previewing their possible participation in the games to come. Listeners can rank athletes in order of interest of decide on the best presentations. or ask follow up questions on each athlete.
Career in pictures
SS can post a blog about an athlete, describing their career highlights and accompanying it with pictures from the web. Students then comment on each others’ posts, asking follow up questions about their careers or making simple comments on the pictures posted.
Daily Olympic journal
Students choose an athlete to follow throughout the games and each day / class/ week write a journal entry as if they were that athlete.
Present the country
Top three athletes
Students research a country’s Olympic team and choose three athletes to focus on. These can be presented as an article, a blog post, a picture presentation or a short speech.
Top three teams
As above, but focusing on teams rather than individuals (e.g. the women’s football team, the cycling team, the yachting team).
Gold medal possibilities
Students write a summary of a country’s best medal prospects. The class can keep a log of each student’s recommendations as the games progress – did they win the medals predicted?
Country background / Country history
Students choose a country to write or speak about and can summarize their background or history, either sporting or entire, perhaps focusing more on lesser known or smaller countries.
The host country
There are myriad articles available on the internet about all of the topics below and many more.
Students can each choose an article to read from the internet on the given theme and then in class they discuss the information in their articles, comparing and contrasting their research or giving each other tasks to do based on their texts (e.g. use of Englsi closes or reading comprehension tasks).
The bidding process
The Olympic village
The Olympic torch
The Opening Ceremony
Each group can present a summary of a previous Olympic games
Students discuss what the Olympics mean to them and debate their value to society in the modern world.
How will the Olympic movement continue beyond 2012?
Students could prepare a pitch for their countries/cities to host the Olympic games.
I’m sure there are millions of other activities that can be done using the Olympics theme and making the most of all the written and spoken materials that there is out there on the web. but I hope some of these ideas help you to incorporate the excitement of the games into your lessons and help your students learn some English in a fun way.
Since I didn’t know the learners it was difficult for me to assign them roles I thought they would get into, so I asked who would like to be the Illustrators and then gave out the other roles at random. In the end there were eight students, so I ended up giving out the first four roles to pairs, who then helped each other prepare the role in relation to the story and then the class split up into two circles to discuss the story.
To be honest I was expecting more discussion to come out of the roles, I felt students at this level (post-proficiency) should have been able to mine the text for more ideas and have more interesting responses to it. Perhaps a combination of things played against my expectations for the activity being fulfilled:
the students not knowing me and therefore being a little hesitant as we got to know each other
the students not finding the story so inspiring – I’m sure there are many better stories out there that could be used with the literature circle roles
it being the end of a long day for most of them and they simply weren’t fully-focused on English
my expectations were simply too high in the first place after Ratna’s fantastic workshop
Actually, by the time they had got through the four roles about an hour of the lesson had passed, so the circles had taken a good 30minutes, which is actually an excellent amount of continuous speaking in a normal kind of class – it just didn’t seem that fluent and engaging as they were doing it.
Then I gave out the last two roles and each circle discussed one role in preparation fro swapping over and, in pairs, leading the discussion of their new role with a new pair of partners. This lead to more good conversation, and as before I had trouble finding anything to give them constructive feedback on language-wise, so I didn’t.
And then finally I gave each of them a part of Kate Chopin’s biography and they had to discuss the story in light of her life, thus sharing with each other more details about the author and the time she lived in. It would have been good to have more time for this stage of the lesson, since it ended up being the most interesting discussion for them.
So, all in all, a successful first attempt at using literature classes and I will definitely go back and use them again, although perhaps with more concrete texts, particularly at lower levels.
On Wednesday 29/2/12 I had another go at No Man’s Land at the Macmillan Montevideo Conference 2011 held at the Anglo. It was interesting to see how the talk changed as a result of having a different dialogue with a different audience – Montevideo was much less impressed with Dogme than Buenos Aires was and quite a few members of the audience were brave enough to call themselves Textbook Traditionalists at the beginning of the talk, although we all ended up as Dog-maurauders at the end. The talk was also shorter, so I focused more on the ten key principles and had also summarised 10 key Dogme-rauder principles which the audience were happy to accept and take away to consider. Let us know how you get on!
Many thanks to Nicolas from Macmillan for organising the day, my impressive fellow speakers Aldo Rodriguez, Phil Hanham and Gustavo Gonzalez and, of course, the anglo for hosting the event – although it was the great audience that made the day such a success.
Pro-T Buenos Aires
Here are the slides from the talk at Pro-T 2012 on Thursday 16th February 2012.
Many thanks to everyone who came to the talk on Thursday and to @lcamio and the Pro-T team for inviting me and organising everything so smoothly. I really enjoyed the talk and discovering much more about the principles of Dogme ELT through the process of researching, planning and writing the talk and sharing it with you on Thursday. It was exciting (and empowering) to put the decision about whether or not to ‘convert’ myself into a Dogme-gician in your hands, and participating in that Dialogic Co-constructionof knowledge to see what emerged was an enlightening process. I hope the talk has helped some of you to look at your classrooms from a slightly different angle and gives you some ideas about how to ensure our students are at the centre of everything we do.
If you feel you are a Dogme-gician, it would be great to hear how you have managed to incorporate your Dogme teaching style into the confines of the educational context where you work.
Dogme-gician's believe in all the magic of Dogme.
If you’re a Dogme-rauder, it would be great to hear which principles of Dogme you have particularly pillaged and which ’emergent’ tasks and activities you have used successfully or are going to try out.
Dogme-rauders have a soft spot for the 10 key Dogme principles, but prefer to loot and pillage the best of all methods
And if you’re a Textbook Traditionalist, then it would be great to hear the reasons why.
Textbook traditionalists start their planning from the next page of the course book and feed their students grammar mcnuggets
The ones that came up during the talk were pressure from above (Principals getting in the way of principles?) and the necessity to prepare students for exams.
The first problem is going to take time and persistence in order to convince principals, parents and even ministries of education, that the syllabus can be covered and students can learn English and prepare themselves for exams without having to faithfully follow a course book step by step.
And exam classes can easily prepare through a less materials dominated approach. Students choose the texts they want to work with (be they authentic, course book, test book or whatever). Students can construct test activities for each other from these texts, empowering them to discover much more about the tests and the strategies needed to complete them successfully. Students can decide which tasks to work on when, depending on mood, trending current affairs topics, previous classes, perceived weaknesses. Students can design the course syllabus, selecting the test materials to use, the balance of test types to focus on, writing proposals at the beginning of the course, progress summaries during the course, reviews of the course as it progresses and reports on their progress towards the end of the course. Obviously, the students will choose to use Practice Test materials during the course (I imagine), but this is all part of being a good Dogme-rauder – letting students choose, allowing the syllabus (as well as the langauge) emerge through a dialogue involving the whole class.
Al, Vicky and Susan enjoying the talk – laughing in the face of Dogme?
I seem to have burst into song – lyrics a-merging!
Looking forward to hearing where you stand and I was relieved to find out I can continue to be a Dogme-rauder at the end of the talk!
Thanks a lot for the post, Chris, I love reading accounts of classes and find it really helpful to compare with my own classes and use this as a way of reflecting on them. Reading your post brought back fond memories of observing you during my visit and as I read the main thought that kept recurring (and then you mention yourself in response to Dale) is the personality factor.
Having enjoyed seeing you teach I know you have a lot of qualities that I see essential in a teacher if they are to use Dogme successfully – ability to think on your feet, ability to steer a conversation, extend it and take it where you want to go, an openness with the students etc. etc. – that enhances my impression that to teach in a Dogme manner successfully you need to be a ‘natural’.
However, reading about your class also makes me wonder if you need to have a certain type of student in order to create a successful Dogme learning environment, or if there are things you can do and ways to develop the class dynamic in order to create a successful atmosphere for using Dogme techniques with all and any types, level or number of students? Would love to hear what you think…
This is a lesson I’m teaching Monday morning as an observed lesson on the CELTA. It’s based on Unit 3A of Straightforward Upper Intermediate (Kerr & Jones, Macmillan 2006) – an excellent course book, as course books go.
The worksheet provides a lead-in and a test-teach-test vocab pre-teach stage.
The second page is a word grab which can serve as both the freer practice for the vocab and the gist task for the listening. If you don’t have the Straighforward book for the detailed listening, I’m sure you’ll find the links online.
Enjoy, and as always if you do use the materials please let us know how you get on.
The lesson went well this morning and the students did lots of talking, learnt some new idiomatic (and I think quite useful) vocab and did some intensive listening practice. They said they enjoyed the song and their continued exploration of British tribal culture (I wonder if the Celtees will mention the riots at any point?)
The level was actually more challenging than I’d thought it would be, for quite a strong Upper Intermediate (B2) class. The vocab was mostly new, as expected, and they were motivated to learn it and try to use it. In the teach stage we looked at flatter and flattered as well as flattery – all useful stuff. Some fun drilling ensued, with me giving them compliments or criticisms and them replying I’m flattered or reacting angrily to criticism.
The listening was challenging. The vocab grab was fun,. but there was a lot of misgrabs (probably because of all the f-words), so it needs careful monitoring. They were able to decide on the correct part of speech successfully most of the time but had quite a bit of trouble deciding which words went in which gaps – this needs plenty of time and careful monitoring to be successful, but it’s a more worthy exercise than just listening and filling – it really gets them to think about the meaning of the vocab and how to decide what goes where through context.
Just wish I’d got through the warmer quicker and left more time for feedback after the detailed listening, but at least I know now this will be a whole 90 minute lesson with my Advanced Ones tomorrow.
Post Advanced One Lesson Update
As suspected, this material easily filled up an hour and a half at Advanced One level (C1). They had a lot to say about the best brands and why they liked them and we corrected their pronunciation of a few labels and clothes words. I was surprised to find they didn’t know any of the pre-teach vocab words except one student who knew flatter, so the test stage was a tad demotivating for them. But they enjoyed learning the new vocab and we had lots of personalised examples of flattery and flitting and fads (apparently fur-lined boots are the fad of the moment?). They were able to do the part of speech exercise very well and that helped them a lot to predict which words went in which gaps, but it took them time and they didn’t get them all, but once they listened most of them were able to fill the gaps correctly. Definitely a challenging listening, motivating vocab and it fitted in nicely with a word formation exercise in their course book (Advanced Expert – Page 61) about fashion and buying trends. All in all a fun and useful lesson – I recommend it!