(TESOL Ideas--Any Vocabulary Set)
This is an activity I saw demonstrated when observing a colleague's class. In an effort to keep track of all the ideas I observe (so I can use them later), I'm going to write about it here.
This game is used for reviewing words from a vocabulary set that the students had previously studied.
The students were instructed to choose 3 vocabulary items from the set that were particularly difficult for them. They were then instructed to write a sentence using that word for each of the 3 vocabulary items. They were told that they could make up their own sentence, or borrow a sentence from a dictionary. (The students had smart phones in which they could search online dictionaries.)
The teacher gave each student 3 slips of paper, and the students wrote their sentences on the paper. The students were told to gap out the key word, and simply write it in parentheses on the side. (e.g. "The _________ spins a web to catch insects in. (spider)".
After the students have finished writing, the teacher collects the paper from the students.
The students are put into teams of 3 or 4 people. Each team draws a grid of six boxes on the whiteboard.
The teacher chooses 6 words, and tells the students to write those 6 words in their grid. (The teacher dictates the spelling of the words if necessary).
Then, the students stand in a line facing their grid. The person in the front of the line is given a sticky-ball. The teacher reads one of the student generated sentences--leaving out the key word or pronouncing it as "blank" (e.g. "The blank spins a web..."). The students throw the sticky ball at the square they think corresponds to the blanked out word.
If the students hit the wrong square by mistake, they are allowed to retrieve their ball and throw it again. Once they hit the square that they believe is correct, and the whole team agrees on it being correct, the whole team sits down. Points are awarded for correct answers, and extra points awarded for being first.
As you can see, the game requires some materials (sticky ball, whiteboard, markers, dictionaries or smart phones, slips of paper). But other than that it is (as the teacher explained to me) relatively low-prep because all the sentences are student generated, and the teacher doesn't prepare anything in advance.
Monday, September 14, 2020
Sunday, September 13, 2020
Relative Clause Board Race
(TESOL Worksheets--Relative Clauses)
Google: slides, pub
[This is a standard Board Race--in my class I used mini-whiteboards. For the first 10 sentences, the students simply have to identify whether it's an object relative pronoun or a subject relative pronoun. (In my class, I used this after I had already taught the differences between subject and object relative pronouns). For the next 12 sentences, they have to write the sentence using a relative clause.
All of the sentences for this board race are borrowed from a previous worksheet I made HERE. And in my class, I give out this worksheet as a follow-up activity so students can go over some of the trickier sentences again. All of the sentences from that worksheet were borrowed from various grammar books.]
Google: slides, pub
[This is a standard Board Race--in my class I used mini-whiteboards. For the first 10 sentences, the students simply have to identify whether it's an object relative pronoun or a subject relative pronoun. (In my class, I used this after I had already taught the differences between subject and object relative pronouns). For the next 12 sentences, they have to write the sentence using a relative clause.
All of the sentences for this board race are borrowed from a previous worksheet I made HERE. And in my class, I give out this worksheet as a follow-up activity so students can go over some of the trickier sentences again. All of the sentences from that worksheet were borrowed from various grammar books.]
Saturday, September 12, 2020
Relative Clauses with "This is the House that Jack Built"
(TESOL Worksheets--Relative Clauses)
Video link HERE
Google: drive, docs, pub
This is an expansion of a previous post HERE, in which I talked about using "This is the House that Jack Built" to teach relative clauses.
First I play the video. I give the students a task, which is "Listen and answer: How is the farmer, related to Jack?" This is somewhat of a Joke task, since the students can't possibly be expected to answer this (I use it only with classes I have good rapport with). But it does at least give the students a reason to listen and focus their attention. Afterwards students check with their partner, and, when they inevitably have trouble answering, I pretend to be exasperated and say, "The answer is the farmer kept the cock that crowed in the morn, That waked the priest all shaven and shorn, That married the man all tattered and torn, That kissed the maiden all forlorn, That milked the cow with the crumpled horn, That tossed the dog, That worried the cat, That killed the rat, That ate the malt, That lay in the house that Jack built.. It's perfectly simple."
We then do a memory game. Students sit in groups of 4. In the middle are the cards, stacked in order. The first student takes the first card and says it. The second student then takes the next card, and must remember the previous card as well. Again, it's somewhat of an impossible task, but the students have fun trying.
The second sheet of the worksheet has an exercise where students distinguish between subject relative pronouns and object relative pronouns. But upon reflection, this was one of my less-inspired ideas, because only "This is the house that Jack built" is using an object relative pronoun. All the rest are subjects. So I usually don't bother with the second sheet. I just put two sentences on the board: "This is the house that Jack built" and "this is the cat that killed the rat" and just use eliciting questions to contrast those two in terms of subject vs. object relative pronouns.
The final task is that in groups the students have to write their own story similar to "This is the house that Jack built", using ever expanding relative clauses.
Video link HERE
Google: drive, docs, pub
This is an expansion of a previous post HERE, in which I talked about using "This is the House that Jack Built" to teach relative clauses.
First I play the video. I give the students a task, which is "Listen and answer: How is the farmer, related to Jack?" This is somewhat of a Joke task, since the students can't possibly be expected to answer this (I use it only with classes I have good rapport with). But it does at least give the students a reason to listen and focus their attention. Afterwards students check with their partner, and, when they inevitably have trouble answering, I pretend to be exasperated and say, "The answer is the farmer kept the cock that crowed in the morn, That waked the priest all shaven and shorn, That married the man all tattered and torn, That kissed the maiden all forlorn, That milked the cow with the crumpled horn, That tossed the dog, That worried the cat, That killed the rat, That ate the malt, That lay in the house that Jack built.. It's perfectly simple."
We then do a memory game. Students sit in groups of 4. In the middle are the cards, stacked in order. The first student takes the first card and says it. The second student then takes the next card, and must remember the previous card as well. Again, it's somewhat of an impossible task, but the students have fun trying.
The second sheet of the worksheet has an exercise where students distinguish between subject relative pronouns and object relative pronouns. But upon reflection, this was one of my less-inspired ideas, because only "This is the house that Jack built" is using an object relative pronoun. All the rest are subjects. So I usually don't bother with the second sheet. I just put two sentences on the board: "This is the house that Jack built" and "this is the cat that killed the rat" and just use eliciting questions to contrast those two in terms of subject vs. object relative pronouns.
The final task is that in groups the students have to write their own story similar to "This is the house that Jack built", using ever expanding relative clauses.
Friday, September 11, 2020
Sunday, September 06, 2020
Using Jokes to Teach Inference
(TESOL Worksheets--Reading, Listening, Speaking)
Google: slides, pub
[Notes: I used this to supplement a textbook lesson I was doing on understanding inference as a listening subskill. Other textbooks use understanding inference as a subskill in reading, so I suppose it could be classified as either. And some textbooks teach making inferences as a speaking-subskill. So I'll classify it as all 3.
Anyway, in my classroom, I was using this to supplement a textbook that was using understanding inference as a listening subskill. As a way to introduce inferences, I went through all of my previous joke slideshows (here, here and here) and pulled out any of the jokes that relied on inference--i.e. the humor relied on something that was not explicitly stated, but only hinted at. In class, I had the students explain to me what the unstated inference was in each case.
Joke 1: Inference is that the shopkeeper has a dog, but that his dog is not in the shop at the moment. The dog who is present belongs to someone else.
Joke 2: Inference is that the bear will only eat one of them, and that the bear will eat whichever is the slowest
Joke 3: Inference is that his dad is not a Trump supporter
Joke 4: Inference is that he is drinking tea with a spoon in the cup, and the spoon is hitting his eye
Joke 5: Inference is that you've eaten the other half of the worm]
Google: slides, pub
[Notes: I used this to supplement a textbook lesson I was doing on understanding inference as a listening subskill. Other textbooks use understanding inference as a subskill in reading, so I suppose it could be classified as either. And some textbooks teach making inferences as a speaking-subskill. So I'll classify it as all 3.
Anyway, in my classroom, I was using this to supplement a textbook that was using understanding inference as a listening subskill. As a way to introduce inferences, I went through all of my previous joke slideshows (here, here and here) and pulled out any of the jokes that relied on inference--i.e. the humor relied on something that was not explicitly stated, but only hinted at. In class, I had the students explain to me what the unstated inference was in each case.
Joke 1: Inference is that the shopkeeper has a dog, but that his dog is not in the shop at the moment. The dog who is present belongs to someone else.
Joke 2: Inference is that the bear will only eat one of them, and that the bear will eat whichever is the slowest
Joke 3: Inference is that his dad is not a Trump supporter
Joke 4: Inference is that he is drinking tea with a spoon in the cup, and the spoon is hitting his eye
Joke 5: Inference is that you've eaten the other half of the worm]
Saturday, September 05, 2020
Scene from "To Kill a Mockingbird"
(TESOL Worksheets--Movie Worksheets)
Google: docs, pub
[Notes: In my class, I used this to supplement page 47 of Close-Up C1, which had an activity based on this movie. I didn't create any written task to go with it (although when I used this in class, I supplemented this with some brief oral questions that helped to lead in to the activity in Close-Up C1. If I ever come back to this, I may try to create a better task and flesh this out into a fuller lesson. But for now, this is just a page of the script. It may be useful to someone who is doing a lesson on a similar topic. Feel free to copy this and flesh it out into something fuller.
I used this website here as my basis for the text, and then edited it slightly.
Warning--this section contains the word "rape", which will make it unsuitable for some classrooms.]
To Kill A Mockingbird(1962) - The Trial Scene(Mayella Ewell's testimony)
Atticus Finch: Miss Mayella, is your father good to you? I mean, is he easy to get along with?
Mayella Ewell: Does tolerable.
Atticus Finch: Except when he's drinking. When he's riled... has he ever beaten you?
Mayella Ewell: My pa's never touched a hair on my head in my life.
Atticus Finch: You say that you asked Tom to come in and chop up a... What was it?
Mayella: A chifforobe.
Atticus: Was that the first time that you ever asked him to come inside the fence?
Mayella: Yes.
Atticus: Didn't you ever ask him to come inside the fence before?
Mayella: I might have.
Atticus: Can you remember any other occasion?
Mayella: No.
Atticus: You say, "He caught me, he choked me, and he took advantage of me." Is that right? Do you remember him beating you about the face?
Mayella: No. I don't... recollect if he hit me. I mean, y-yes! H-He hit me! He hit me!
Atticus: Thank you. Now will you identify the man who beat you.
Mayella: I most certainly will. Sittin' right yonder.
Atticus: Tom, will you stand up, please? Let Miss Mayella have a good long look at you. Tom, will you catch this, please? Thank you. Now, then, this time, will you please catch it with your left hand.
Tom Robinson: I can't, sir.
Atticus: Why can't you?
Tom: I can't use my left hand at all. I got it caught in a cotton gin when I was 12 years old. All my muscles were tore loose.
Atticus: Is this the man who raped you?
Mayella: It most certainly is.
Atticus: How?
Mayella: I don't know how. He done it. He just done it.
Atticus: You have testified... that he choked you and he beat you. You didn't say that he sneaked up behind you and knocked you out cold, but that you turned around... and there he was. Do you want to tell us what really happened?
Mayella: I got something to say... and then I ain't gonna say no more! He took advantage of me! And if you fine, fancy gentlemen... ain't gonna do nothing about it, then you're just a bunch of lousy, yellow, stinkin' cowards! The whole bunch of ya! And your fancy airs don't come to nothin'! Your "ma'am"-ing and your "Miss Mayella"-ing, it don't come to nothin', Mr. Finch! N-N...
Google: docs, pub
[Notes: In my class, I used this to supplement page 47 of Close-Up C1, which had an activity based on this movie. I didn't create any written task to go with it (although when I used this in class, I supplemented this with some brief oral questions that helped to lead in to the activity in Close-Up C1. If I ever come back to this, I may try to create a better task and flesh this out into a fuller lesson. But for now, this is just a page of the script. It may be useful to someone who is doing a lesson on a similar topic. Feel free to copy this and flesh it out into something fuller.
I used this website here as my basis for the text, and then edited it slightly.
Warning--this section contains the word "rape", which will make it unsuitable for some classrooms.]
To Kill A Mockingbird(1962) - The Trial Scene(Mayella Ewell's testimony)
Atticus Finch: Miss Mayella, is your father good to you? I mean, is he easy to get along with?
Mayella Ewell: Does tolerable.
Atticus Finch: Except when he's drinking. When he's riled... has he ever beaten you?
Mayella Ewell: My pa's never touched a hair on my head in my life.
Atticus Finch: You say that you asked Tom to come in and chop up a... What was it?
Mayella: A chifforobe.
Atticus: Was that the first time that you ever asked him to come inside the fence?
Mayella: Yes.
Atticus: Didn't you ever ask him to come inside the fence before?
Mayella: I might have.
Atticus: Can you remember any other occasion?
Mayella: No.
Atticus: You say, "He caught me, he choked me, and he took advantage of me." Is that right? Do you remember him beating you about the face?
Mayella: No. I don't... recollect if he hit me. I mean, y-yes! H-He hit me! He hit me!
Atticus: Thank you. Now will you identify the man who beat you.
Mayella: I most certainly will. Sittin' right yonder.
Atticus: Tom, will you stand up, please? Let Miss Mayella have a good long look at you. Tom, will you catch this, please? Thank you. Now, then, this time, will you please catch it with your left hand.
Tom Robinson: I can't, sir.
Atticus: Why can't you?
Tom: I can't use my left hand at all. I got it caught in a cotton gin when I was 12 years old. All my muscles were tore loose.
Atticus: Is this the man who raped you?
Mayella: It most certainly is.
Atticus: How?
Mayella: I don't know how. He done it. He just done it.
Atticus: You have testified... that he choked you and he beat you. You didn't say that he sneaked up behind you and knocked you out cold, but that you turned around... and there he was. Do you want to tell us what really happened?
Mayella: I got something to say... and then I ain't gonna say no more! He took advantage of me! And if you fine, fancy gentlemen... ain't gonna do nothing about it, then you're just a bunch of lousy, yellow, stinkin' cowards! The whole bunch of ya! And your fancy airs don't come to nothin'! Your "ma'am"-ing and your "Miss Mayella"-ing, it don't come to nothin', Mr. Finch! N-N...
Finished: Norse Mythology by Neil Gaiman--once again I'm running a bit behind. I still have to write up my review for Mrs Frisby and the Rats of Nimh. But I'll try to catch up on my reviews at some point.
Video HERE
Friday, September 04, 2020
Project on Movies
(TESOL Worksheets--Projects)
Google Folder HERE
Project Overview: docs, pub
Step one: docs, pub
Step two: docs, pub
Step three: docs, pub
Step four: docs, pub
Step five: docs, pub
[Notes: Anyone wishing to use this in their own classrooms will need to change the dates. Also, because of the transition to online teaching, I never made handouts for steps six and seven, but they can still be seen on the project overview.]
Project Schedule
Research different types of screenplay structure or story structure--Due July 25, 2020
Decide with your group which type of story structure you will use for your movie--Due July 26, 2020
Create a plot outline using the story structure you have chosen--Due August 1, 2020
Choose one scene from this plot outline--Due August 2, 2020
Write the script for that scene--Due August 8, 2020
Film the scene (You can use either live action or animation. Resources are: https://www.powtoon.com/ or https://www.moovly.com/)--Due August 9, 2020
Present your scene to the class--Due August 15, 2020
Step 1: Research the Different Types of Story Structure
Due: Saturday July 25, 2020
Research the different types of story structure:
Suggestions:
Three Act Structure
Hero's Journey
Story Circle (Dan Harmon)
Anything else you can find?
Pay special attention to things like:
What plot points does each structure need to have?
How does the main character change in each model?
Next week you will meet with your group to discuss what you’ve found out.
It’s recommended you take notes to prepare you for this discussion, but it’s not mandatory.
Google Folder HERE
Project Overview: docs, pub
Step one: docs, pub
Step two: docs, pub
Step three: docs, pub
Step four: docs, pub
Step five: docs, pub
[Notes: Anyone wishing to use this in their own classrooms will need to change the dates. Also, because of the transition to online teaching, I never made handouts for steps six and seven, but they can still be seen on the project overview.]
Project Schedule
Research different types of screenplay structure or story structure--Due July 25, 2020
Decide with your group which type of story structure you will use for your movie--Due July 26, 2020
Create a plot outline using the story structure you have chosen--Due August 1, 2020
Choose one scene from this plot outline--Due August 2, 2020
Write the script for that scene--Due August 8, 2020
Film the scene (You can use either live action or animation. Resources are: https://www.powtoon.com/ or https://www.moovly.com/)--Due August 9, 2020
Present your scene to the class--Due August 15, 2020
Step 1: Research the Different Types of Story Structure
Due: Saturday July 25, 2020
Research the different types of story structure:
Suggestions:
Three Act Structure
Hero's Journey
Story Circle (Dan Harmon)
Anything else you can find?
Pay special attention to things like:
What plot points does each structure need to have?
How does the main character change in each model?
Next week you will meet with your group to discuss what you’ve found out.
It’s recommended you take notes to prepare you for this discussion, but it’s not mandatory.
Step 2
Now that you’ve researched the different types of story structure, discuss with your team which one you would like to use for your movie. Discuss the advantages and disadvantages of each.
(The most traditional structure for writing movies is the Three-act Structure, but feel free to use any structure that appeals to you.)
Deadline for deciding your structure: July 26, 2020
Step 3: Plot your movie. Due Saturday August 1st
You don’t need to write the script yet, but you should have all of your main plot points down.
Remember: Plot Point 1 should be the one that starts the main conflict.
Remember: There should be a crisis (something really bad that happens to the main character) at the end of the second act.
Consider: Having a plot twist at the mid-point to spice things up.
Step 4: Now that you’ve gotten your plot outline, choose one scene from your outline that you will film. Make sure everyone in your group agrees.
Alternatively, you can decide to make a trailer. In which case, decide which clips you will include in your trailer.
Due: August 2, 2020
Step 5: Write a script for your scene
Include both dialogue and stage directions
Due August 8, 2020
Wednesday, September 02, 2020
Lions for Lambs: Movie Reviews (Scripted)
Video version of an old post (as I explained about HERE)
For the original post, see:
http://joelswagman.blogspot.com/2008/09/lions-for-lambs.html
...add this to my list of videos in which the audio somehow got out of sync after I trimmed it in Youtube editor. I can't seem to fix this at the moment.
Video version of an old post (as I explained about HERE)
For the original post, see:
http://joelswagman.blogspot.com/2008/09/lions-for-lambs.html
...add this to my list of videos in which the audio somehow got out of sync after I trimmed it in Youtube editor. I can't seem to fix this at the moment.
Tuesday, September 01, 2020
Paine by John Vail: World Leaders Past and Present Series: Book Review (Scripted)
Video version of an old post (as I explained about HERE)
For the original post, see:
http://joelswagman.blogspot.com/2008/09/paine-by-john-vail.html
...add this to my list of videos in which the audio somehow got out of sync after I trimmed it in Youtube editor. I can't seem to fix this at the moment.
Video version of an old post (as I explained about HERE)
For the original post, see:
http://joelswagman.blogspot.com/2008/09/paine-by-john-vail.html
...add this to my list of videos in which the audio somehow got out of sync after I trimmed it in Youtube editor. I can't seem to fix this at the moment.
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