This is the second blog post on using mini whiteboards in the language classroom. In my previous post, Mini whiteboards 1, I talked about using them as a space to view lexical items and build collaborative stories. I also provided a few links with some more creative ideas from other Internet sources. This time I am looking at mini whiteboards for students to provide and … Continue reading mini whiteboards 2
It’s easy enough to welcome state-of-the-art technology, if our school can afford it. Whether the technology is used or used wisely is up to us. I have been using interactive whiteboards for well over ten years now and I find them an incredible tool for any language teacher. I talk and write far and wide about the kinds of benefits they bring. Today, however, I … Continue reading mini whiteboards 1
A practically zero preparation way of reviewing vocabulary with your students is to compile a list of lexical items you would like to review (ten to fifteen seems to be a fine number) and then ask them to get a piece of paper and draw three columns in it headed: I know, Not sure and I don’t know. Then dictate the words. As you dictate … Continue reading co-hyponyms in songs
I am a big fan of Padlet and similar web-based noticeboards. Basically these digital noticeboards allow users to place text, images, upload and embed videos or audio recordings and do team work on a given noticeboard. There are many tutorials on the Internet on how to use Padlet. I have my own but I’d rather not share here as you can find more updated ones … Continue reading Padlet: practical use #295
Today I would like to explore a very useful collection of videos recently started by Hugh Dellar and Andrew Walkley, authors of the celebrated textbook series Outcomes. These videos are housed in their Youtube Channel Lexical Lab and the idea behind these videos is to explore common English expressions through life situations where you might expect to hear or use them. This series is called One-minute … Continue reading one minute videos
In the book Teaching Lexically, Hugh Dellar and Andrew Walkey refer to horizontal and vertical development exercises and the pay-offs they bring. By developping a sentence horizontally we are adding something that the writer or speaker might say next. By developping a sentence vertically we are adding something that someone else might say next. I’m quoting from their excellent book now. “These kinds of exercises … Continue reading vertical and horizontal development
Reading passages in the language classroom are primarily used to have students understand the texts as a whole, to have them look for specific pieces of information or to introduce new language in context. I also like to take advantage of reading passages to let students discover facts and reasons and share them with peers by means of splitting the text into two halves and … Continue reading reading frenzy 1
