Planning for planning

So, this idea came about today in class. It is just a short one and won’t take up much class time but it may, just may, get your students planning. I’m hoping it will mine.

As I have mentioned before, I spend a lot of my time teaching exam classes, and so writing is a big part in my lessons. One of the things I constantly hear in class is:

“but we don’t have time to plan”

I am sure you have heard that one too. For years I have been getting students to write down as many words about a topic as they can in a minute to prove that they do in fact have time to plan, the logic being that it shows them how much they can actually write in one single minute.

Today, I took things a step further. Having reminded them of the need to plan and having been confronted by nodding students, who I could tell were going to do no such thing, I decided to prove to them the value. Luckily my plan worked. Here it goes:

  • ask students to write down as much as they can about a topic, I chose last weekend, but anything that they will be able to write something about is good.
  • ask them to count the number of words and do group feedback – I had minimum 7, max 21.
  • then ask them in pairs to discuss their plans for next weekend. I gave them 2 mins so that both would have chance to speak.
  • ask them to write down their plans for next weekend as quickly as they can.
  • ask them to count the words – I had minimum 22, max 49

Hopefully the second far outweighs the first, it did in mine and they looked shocked, which was gratifying.

I now got them to look at the two examples, though some had very little in the first. Looking for errors to correct. In general, the second had fewer errors, was more interestingly written and contained double the words.

Case closed!

You could extend it then by asking them to write more, or then as I did to ask them to look at an exam task.

Either way, I found it a handy way to drive home the importance of planning and it did seem to make a difference to their attitude. Let’s see when I mark their writing!

Creating your own listening texts – One sided phone conversations

We recently ran a CPD in our school, EC LONDON, on creating your own listening texts and (t)exploiting them in the classroom. In preparation for this, we created a simple listening and used it in the CPD. This is the lesson that goes with this listening.

You can use the audio below or alternatively, you could just create your own.

ONE-SIDED PHONE CONVERSATIONS

The idea is to record your side of a functional phone conversation and then use it in class to teach the language of that function. We chose 2 close friends, confirming plans for later that day as the function. A good idea is to just give yourself a function and then record yourself speaking into your phone without planning too much. This usually results in a more natural recording with:

  1. false starts
  2. natural functional language
  3. natural pronunciation (connected speech)

It’s also fun. Try it out.

Level: Pre-int and above

Time: 2 – 3 hours

Audio

ProcedureProcedure one sided convos

After we used this lesson in a workshop at IATEFL, we spoke with the wonderful Richard Cauldwell (if you haven’t come across his blog or his book, I highly suggest you take a look) and he very kindly made some suggestions on additions to this lesson. I’ve included them below along with the audio files he created for us from our original recording.

His idea is that we tend to teach connected speech “rules” or “patterns” but the reality of what we say in ordinary natural speech is far different from what we think we say and we really need to be preparing our students for what is actually being said. He proved this by taking a few snippets from our recording.

when you play this snippets you can really hear that what we think we’re saying is not always the reality. Either at the end or at the beginning of this lesson play these recordings for your students in isolation and just spend a few minutes with them trying to work out what’s being said. Then play the whole recording and see if they can get it.

Little and often is the key here I think. If you’re going to play a real recording, try taking a snippet of it and breaking down the reality of natural speech for your students. Otherwise we’re only preparing them for coursebooks!

Tip: There is software that you can buy that will help you with the above but Audacity is one that I’ve been recommended that is free and reasonably easy to use.

 

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The write stuff – CPD

So, this was a session that I did with some teachers at our school, EC, a few years back, it got great feedback at the time and I am constantly pleased to see that some of the ideas from it are still being used in our classrooms today.

If you have used many of the writing materials posted on the site you will probably recognise some of the ideas if not actual full exercises here.  The idea of the CPD was to try to get teachers thinking about teaching writing, and what that involves rather than just setting writing.  There is an accompanying booklet that goes with the CPD as I don’t think there is much point in giving teachers ideas without giving them a helping hand to put them into practice.  They are busy and often won’t have time to plan a lesson using the new ideas so anything that can be done to make it easier for them to implement ideas is a good thing in my book.

The procedure below is just a talk through the power point which you can download below.

The session format is more workshop than lecture, you need to give the teachers chance to discuss a few of the points.

Procedure:

Slide 2

  1. Discussion – The beginning is all about finding out what teachers do, some may have great practice already, doesn’t mean a refresher won’t help, some may not do so much, it is good to find out why.

1.1 Get them to check against the list on the screen, not all of them are good practice, in my opinion.  Now ask them to discuss why they do these things.

Slide 3

1.2 Answer reveal – this is how i would divide them, this may create discussion, which is the idea, but explain there is nothing wrong with any of the activities on the ‘No, something else’ side, but that they are not teaching writing.

Slide 4

2.1 The focus of this is to ask teachers why model answers are useful.  There is a whole lesson on this on the site.

https://textploitationtefl.wordpress.com/2015/07/26/model-answers/

Discussion – In pairs or groups ask them to discuss for maybe 5 minutes and then do a group feedback session.

The answers should be:

  • Can we assume that students will know what particular types of writing should look like?

No, task types can be different in different languages and writing types don’t necessarily translate

  • How does the student benefit from a model of the type of writing you are using?

They can see what you want them to produce, we all need this.  Also exposes them to the vocan and grammar that is appropriate for the type of writing and other features that make up register.

  • What happens when students aren’t given a model?

They don’t give you the piece of writing you want.  disappointed teacher, disappointed student, less motivation on both parts, downward spiral and so on etc.

Slide 5

This slide focuses on layout, again key in many styles of writing and something that is too often taken for granted.

3.1 Ask the teachers what styles of writing these are and how they know, ask if they think their students would know and why / why not?

Answers: letter – report – essay

What is the difference in layout? – letters have rules for how they are laid out – the report is normally divided into sections – essay features longer paragraphs etc

Why do students need to know these? – if they don’t, how will they write them?

Slide 6

Style and register – again this was looked at elsewhere, here in fact

https://textploitationtefl.wordpress.com/2015/06/10/how-can-i-write-it-if-i-dont-know-what-it-is/

4.1 Ask the teachers to briefy discuss the two questions on the slide and do whole group feedback

answers should include – you get inappropriate writing, or the styles are all mixed up. a very negative effect on the reader.

Slide 7

4.2 Show them the example and ask them what is wrong, for extra interactive work you could ask them to quickly rewrite a paragraph.

Obviously it is far too formal, but I am sure many of us have had a slightly less extreme version of this.  In my experience if shown this many students would be unable to say what was wrong and many might think it was very good.

Slide 8

Planning and editing

5.1 Ask the teachers to decide what other benefits of planning could be, maybe ask them to shout them out and then reveal.

Slide 9

Just acts as a reinforcement of importance of planning.  I find students who don’t plan have many mistakes in their first paragraph, normally as they have directly translated from their own language.  These can be lessened, if not eradicated, by planning in detail.

Slide 10

Lesson ideas, probably a good time to hand out the accompanying booklet, so they can see what each one is.

Materials:

As I said earlier, this was a session that we ran at our school, it was quite successful, feel free to use it and let us know how it goes, or feel free to adapt it and change bits around.

A quick guide to exploiting articles.

During a peak period when my teaching hours went up to 37.5 hours a week, I have to admit that the time I spent planning went down accordingly. I just didn’t have the time. But, I didn’t want to deliver sub-standard lessons and I still wanted them to be relevant and using authentic texts. So I developed a quick and easy way of turning an article into a lesson.

I’ve attached a template below that you can adapt as well as some step by step instructions and an example lesson using the same format.

It’s not perfect by any means as every group and every article is different but it should be enough to get you started.

  1. Lesson template
  2. Example

Step by Step:

  1. Reading: Scan or copy the picture from the article and place it beside the headline at the top of the worksheet. When you hand it to the students, fold the sheet over so they can only see these two parts.
  2. Scan or copy the entire article and place it below the headline / picture.
  3. Vocab Focus: Pull out some words / phrases from the text that you think will help the students to understand the text or that they might be interested in learning. (practising the skill of finding the words from the context is the real aim here).
  4. Organise the vocab so that they have the word form and a synonym or definition. This will help them to find them in the text.
  5. Discussion: The aim here is to get them to engage with the text. It’s not just about comprehension. Give them questions that encourages them to share their opinions and to think critically.
  6. Language focus: This doesn’t need to be a massive grammar lesson (although it can be) but the key is to get the learners to analyse a piece of language in context. Pull out an interesting language chunk and ask them why this tense has been used or if it could be rephrased. Get them looking at verb patterns and how prepositions are being used.
  7. Follow-up: As a follow-up you could encourage writing. Students could try to summarise the article, they could rewrite it as a story or they could write a similar article using the same vocab and style.