Experimenting with English (Part 2) – Activities for learners to do outside the classroom [26 and counting!]

Robbio Dobbio:

A great way to push students to do more outside class.

Originally posted on Reflections of an English Language Teacher:

In my blog post Experimenting with English: scaffolding learner autonomy , I discussed how I approached helping my learners to use English outside the classroom, drawing on learner autonomy theory and methodology ( e.g. Benson, 2011; Oxford, 2003; Smith 2003 ). Central to that project, alongside the very important element of discussion, was a handout I created for my learners.

Here is a screenshot of a sample page, taken from the listening section:

Screen Shot 2014-04-19 at 20.47.59

Sample page from my Experimenting with English activities handout, listening section.

As you can see, the handout consists of a series of activities for learners to try, with space for them to record when they tried it and what they thought of it. The handout is divided up by skill (reading, listening, speaking, writing). What you can’t see here is that in each subdivision, as well as the activities I’ve added, there is space for the learners…

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Mind-mapping social encounters: a generic lesson plan

Robbio Dobbio:

Another great mind-mapping fluency activity from Olya at ELT Stories.

Originally posted on ELT stories:

Just a short addition to the previous post in which I described how my B1-C1 students work on fluency by mining texts for related expressions, organizing them into mind maps and retelling the texts several times to different classmates.

I use a very similar procedure with my group of pre-intermediate 7 graders to help them remember functional expressions used in social encounters (and generally in ‘Conversation Strategies’/’Everyday English’ sections of coursebooks).

The general lesson plan is

  • [gist] Students listen to a dialogue from the coursebook and answer gist questions
  • [analysis] The teacher helps them to analyze what kind of expressions are present in the dialogue and sketches a mind map on the board; the students copy the mind map and use the transcript to find expressions in the dialogue to add to the mind map.
    Usually I try to set up the gist questions so as to guide the…

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A few tweaks to the 4-3-2 technique: mining texts for lexis + mind-mapping to increase fluency gains at B1-C2 levels

Robbio Dobbio:

A great activity for developing fluency.

Originally posted on ELT stories:

Another one in a series of fluency-related posts – more links here: contents .

One of the most widely known classroom activities that target fluency is Paul Nation’s 4-3-2 technique: students tell the same story (or do the same task) under progressively stricter time constraints. The idea is that students are pushed to perform faster and are forced to restructure the ‘routines’ they use, and so the ‘formulation’ phase of speech production speeds up.

With my B1-C2 level students I use a slightly more complex procedure. Students find interesting articles online in order to share them in class, but instead of just reading and retelling them them to their classmates using more or less what linguistic resources they currently have, they actively mine text for collocations. This tweak to the activity seems to tie in nicely with a lot of insight into fluency described in the previous post. The full version involves some…

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