Language teachers' discussion group and idea exchange

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Comment by Richard ridealgh on March 14, 2012 at 8:09

I really enjoyed last night. Love grammar now!! Can the grammar queen get really creative in delivering grammar.

Comment by Richard ridealgh on February 9, 2012 at 14:12

;)

Comment by Marcella Caprario on February 9, 2012 at 13:36

Richard:  Yes, but I've got to get my schedule organized first.  Maybe end of the month...  Hope you'll be able to make it!

Comment by Richard Roman on February 9, 2012 at 12:09

marcella - are you planning another meeting ?

Comment by Chris Knight on February 9, 2012 at 10:23

I don't use textbooks. The ones the university uses are FULL of mistakes and misinformation. Example: "Kitty litter = cat feces" (in one of the Business English textbooks).

Comment by Marcella Caprario on February 9, 2012 at 9:54

Poll:  What textbook do you use?  Would you recommend it?  

Comment by Marcella Caprario on December 14, 2011 at 22:10

3.  Race at the board

There are lots of variations, but here is one:

Divide the class into two teams.  The teams each stand in a line, one team at each side of the board.  This works like a relay.  I recently used this to review comparative/superlative adjective forms, but, of course, you can adapt it to almost anything.  Before class I had written a list of 15 adjectives on the board in the middle.  The students had to write the correct comparative and superlative forms of each adjective on their respective side of the board, but each student could only choose one adjective.  Then, he had to run back to the next student in line, hand off the chalk and go to the end of the line.  A student can also use his or her turn to correct another student's work, if necessary.  The first team to write all of them correctly wins.  If both teams finish, but neither team has them all correct, circle the mistakes and let them race to correct their mistakes.

Comment by Marcella Caprario on December 14, 2011 at 22:03

2.  Vocabulary role plays

I like to use this as a vocab review.  Divide the students into small groups.  Give each group several recent vocabulary items.  Each group has different words.  Give them some time to come up with a situation that illustrates each word and let them practice.  Monitor and help clarify the words if they need it, of course.  Set a time limit or they will practice forever...  When prep time is up, groups take turns performing for each other and trying to get their classmates to guess the word.  I just used this today with adjectives of emotions and it was hilarious - especially the word "embarrassed."

Comment by Marcella Caprario on December 14, 2011 at 21:53

I've always been a big fan of getting my students out of their chairs and doing kinesthetic and tactile activities in class.  Now that I'm teaching teenagers, I find that it's absolutely essential to get them moving.  Here are three activities I like to use.  Please post other ideas!

1.  Running dictation

This is a great activity that can be adapted for anything you are working on.  Students must use all four skills to succesfully complete the activity, there is an element of competition, it gets them moving and it's fun. 

Before class, choose a written text that somehow relates to your lesson or reviews a previous lesson.  Cut the text into 2 or more sections and post the sections on the wall outside of the classroom.  Put students in pairs or small groups.  The first person in the group goes out and reads the first section of the text.  She tries to memorize it, returns to her partner or group and dictates it to them.  They write what they hear.  The first student can go back as many times as she needs to check or if she forgets.  The other students can ask her to repeat or spell things as many times as they need.  When they are satisfied, the next student goes and does the same with the next section of the text.  The first pair or group to finish wins.  To make it more challenging, I sometimes use several short excerpts and post them out of order.  After the students have finished the dictation, they have to try to put the sections into a logical order.  I like to have handouts of the entire text to give the students when they are all finished, so they can check their work themselves and see where they had mistakes. 

Comment by Richard ridealgh on December 1, 2011 at 9:27

Enjoyed it. When I have time, I will email you the stuff

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