I am branching out into video.
Please watch, subscribe, like and all those things that everyone on YouTube is begging you to do! This is the first step of an expansion of MOT with the aim of eventually making materials for you to use in your own classes.
Please smash “subscribe”, pummel “like” and all that other YouTube stuff.
First Video – https://youtu.be/FWE2JPBf-PI
Keywords: Bloom, Thinking Skills, Bloom’s Taxonomy, ESL, EFL, TESOL, TEFL, CELTA, DELTA, linguistics, language, second language, teaching, learning, English, bilingual, multilingual, cognition,
Possibly one of the most misused input/output techniques. The dreaded dictation. How can we move beyond playing a CD or reading and having students just write down what they hear? Oksana Kharley takes us through some useful approaches and techniques for practicing listening and writing that don’t include playing audio a couple of times and then handing out a script. Her ideas can help open up some new avenues for activities that the word and a new way of thinking about “dictation” (eg, does it NEED to include writing?)
Some of these activities come from:
Paul Davis & Mario Rinvolucri. (2006). Dictation. New methods, new possibilities. CUP.
Time: 50 minutes
This listening activity uses “Someone Like You” as a listening activity. There are TWO aspects to this.
- The verses and the bridge are fill-in-the-gaps
- The choruses are “correct the wrong words” activity. Some of the words on the student sheet are incorrect and students need to listen closely to find which.
Followed by the questions and activities from the lesson plan.
Click the link below for the lesson plan and answer sheet.
Time: 10+ minutes
A fun ice breaker using “Would you rather A or B?”. It’s deliberately silly and the classes have had loads of fun with it over the years. It needs to be set up and demonstrated along with giving some rules (I.E., you MUST choose one option / if the choice is “completely bald” then they are not allowed to ‘get hair implants’ later! / and so on).
Partners (A & B) have different questions. Students can start to expand it and add their own questions.
FOR SOME MORE CONSERVATIVE TEACHING CULTURES, SOME OF THE QUESTIONS MAY BE ON THE EDGY SIDE.
Click the link below.
Time: 60 mins +
This lesson plan uses incidental movie music to activate students’ schema to write a movie scene (Intermediate) or a movie plot (Advanced). This can be adapted to your learning goals (focus on vivid language/adjective/action words/dialogue/tenses) and the level of your learners. Ideal for students that are creative or are getting bored of the usual ESL classes.
Click the link below for the lesson.