Word as Image

I just saw this video on YouTube and thought it was great, and that you could really use it well in class to get the imaginations going and to help students remember the meanings of certain words.

Firstly show the students the video (be careful about what level you are showing it too, watch it first!!) so they can get the idea. Then using the vocabulary studied in class, give each student a word and get them to draw a cartoon to describe it.

Visualising Music

While I was sitting on the metro listening to my ipod I realised that visualising music could be a fun way to exploit vocabulary in class and to use song in other ways...so here's what I did.

I chose a song with plenty of flowery vocabulary and LOTS of phrasal verbs and fixed phrases. I then picked out a set of 15 different words or phrases from the lyrics. The students had to, individually draw a picture representing what they thought the word/phrase meant.

Following this, the students showed each other their pictures and their partner had to try to identify the word/phrase (and a lot of the time they chose correctly!!) Then we looked at the words, their ideas and had a feedback session, focussing in on the more difficult words. We then did the usual drilling and putting the vocabulary in context.

After, I showed the students 10 song titles and they had to guess which one was the song where the vocabulary came from. They then were allowed to listen to 15 seconds of their chosen song before confirming. This gave them time to think about the vocabulary and listen to the tune and see if they matched.

I gave the students the lyrics cut up and they had a race to put it in order while listening to the song. Finally, the students had to decide what the music video was like, write a short description adn compare it to the real thing.

Fun class

“Behavior is the mirror in which everyone shows their image” Goethe

Recently, a friend of mine passed me a link to their flickr album to look at some photos. After browsing for a while, I found that FLICKR has some really good and interesting photography...and it got me thinking.
With a group of students (young teens) I decided to exploit flickr a little and bring some photography into the class. We were studying adjectives of feelings and emotion at the time. During the class, we looked on flickr on the "most interesting photos from the last seven days" section. I had previously selected the photos I wanted to show the class.
While the students looked at the photos they had to write down an adjective for each to show how the photo made them feel. After, they compared the adjectives with their partners and chose their two favourite adjectives for the photos...but not tell anyone.
The students then had to go home and take a photo to reflect that adjective and bring it to class. We then made a powerpoint with all the photos, the class had to individually write what they thought the adjective was.
In the feedback session, each student had to say the adjective and the "photographer" had to say whether it was true or false and also explain their photo/adjective choice!

Long time coming

It's been a while since my last post...guess things like summer holidays and the like can get in the way. You get out of the loop a little and it takes some time to get back into the swing of things.

Anyway enough of the excuses and on to some ideas....

Great little video

I saw this video today on TeacherTube - think it really makes a good point!Enjoy!

"A good film is when the price of the dinner, the theatre admission and the babysitter were worth it" Alfred Hitchcock.

I am a film lover - especially Pixar films. I think they are great - the animation is really well done and the storylines are entertaining...even for an adult!
Some of my students were showing some Pixar short films on the internet recently and we came across one know as "Presto". I really liked it so started wondering how I could use it with other students who hadn't seen the film...and finally had a brain wave! Hope you like it.

Firstly, I split the class in two. Half the class were magicians and the other half were rabbits. The students then had to pair up (magician and rabbits) and get into role. The story is that the magician has the control over the lives of the rabbits, but the rabbits don't was to go on stage. The pairs have to try to negotiate an outcome. The main objective is that they come to an agreement of terms and conditions of the rabbit going on stage BUT remembering at all times that the magicians is really the one who calls the shots. You will probably find that in the end the "rabbits" give in to a lot of their demands and accept that the magician will give them a carrot or something similar if they go on and do the act. Also, the students (and I did this with adults) really get into role!

After you listen and watch the debates, you can then show the students the clip, and then ask them what was the difference in their roles and the roles they saw?

Following this, the students get back into role but this time the rabbits are in control (as per the clip). The magicians now have to sweet talk the rabbits into continuing to work with them.

It's lots of fun - give it a try.

"The summer night is like a perfection of thought" - Wallace Stevens.

Delayed bloggin of late! Apologies but school's been a bit hectic at the end of term!

So summer has arrived, and yesterday was summer solstice so I thought about a lesson that could incorporate this ancient tradition and the end of term.

Firstly, you need to elicit the meaning of Solstice from the students (maybe hinting that it comes from Latin). Then you can explain to them the root of the word:
http://www.blogger.com/post-create.g?blogID=4807555635768398200

Sol = sun
Stice = to stand still

From this, see if they can figure out why the first day of summer is thus known in groups.(As the days lengthen, the sun rises higher and higher until it seems to stand still in the sky). The groups then present their ideas to the class and see who is closest to the truth!

Then, send the students on an information quest on different computers to compare view points.
One groups finds out about the astrological aspects by visiting http://en.wikipedia.org/wiki/Summer_solstice
Group two finds out about the pagan origins by visiting http://www.bbc.co.uk/religion/religions/paganism/holydays/summersolstice.shtml
Group three learns about religions and their adaptation on the solstice by visiting http://www.religioustolerance.org/summer_solstice.htm

The groups then explain what they learned to each other - giving the different view points.

Finally, the whole class develops their own interpretation of the solstice, a "Modern Day Solstice".