Learner Autonomy ought to be Awesome not Anomie | Marc

Ooh, Marc. Your classes always look like you give your students loads of freedom. 

Yes, it does look that way but sometimes I still feel like I’m spoonfeeding. So today, I ditched my plan and tried an experiment. 

To prepare for a discussion on health. I set stations that the learners would practice at.
Vocabulary brainstorming at the board.

I suspected that the learners would just pick out single words. I later elicited collocations. 

Discussion planning.

Or functional language planning. What can you say to open a discussion, control a discussion, agree, disagree politely, change…

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http://ift.tt/2r9ZWQy

Learner Autonomy ought to be Awesome not Anomie | Marc

Ooh, Marc. Your classes always look like you give your students loads of freedom. 

Yes, it does look that way but sometimes I still feel like I’m spoonfeeding. So today, I ditched my plan and tried an experiment. 

To prepare for a discussion on health. I set stations that the learners would practice at.
Vocabulary brainstorming at the board.

I suspected that the learners would just pick out single words. I later elicited collocations. 

Discussion planning.

Or functional language planning. What can you say to open a discussion, control a discussion, agree, disagree politely, change…

Continue reading at:

http://ift.tt/2r9ZWQy

Travel Problems – a Dogme-ish lesson | Marc

 

In this post I’ll go over a bit of a Dogme-ish (and I say Dogme-ish because it’s kind of Task Based due to the syllabus that I knocked up based on the absolute lack of any definite needs for my university students other than ‘learn some English’). With that, I designed a bit of a travel-based task cycle, of which every lesson stands alone or links. This is the final one in the cycle and perhaps my favourite. This is a role-play lesson with a bit of a difference.
Give out slips of paper. Tell students to each write one different foreign travel problem on the slips. They don’t need to…

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http://ift.tt/2rATrsD

Travel Problems – a Dogme-ish lesson | Marc

 

In this post I’ll go over a bit of a Dogme-ish (and I say Dogme-ish because it’s kind of Task Based due to the syllabus that I knocked up based on the absolute lack of any definite needs for my university students other than ‘learn some English’). With that, I designed a bit of a travel-based task cycle, of which every lesson stands alone or links. This is the final one in the cycle and perhaps my favourite. This is a role-play lesson with a bit of a difference.
Give out slips of paper. Tell students to each write one different foreign travel problem on the slips. They don’t need to…

Continue reading at:

http://ift.tt/2rATrsD

#ELTwhiteboard is not just for writing | Marc

Well, today is something a bit different. I thought I’d show you a picture of my whiteboard near the start of class. 

The students were answering the question on the main part of the board. We came upon one of the trickiest sets of loanword-versus-usage problems. Also there were a couple of issues with “(a pair of) THINGs” that is really a pluralised single item. 

Luckily I had some really with me. I would have loved to pull the socket of the wall, too. 

I almost always have Print Tack (or くつきむし [kutsukimushi] in Japanese) with me. It’s what I use for reading/picture gallery tasks,…

Continue reading at:

http://ift.tt/2rwtdZQ

#ELTwhiteboard is not just for writing | Marc

Well, today is something a bit different. I thought I’d show you a picture of my whiteboard near the start of class. 

The students were answering the question on the main part of the board. We came upon one of the trickiest sets of loanword-versus-usage problems. Also there were a couple of issues with “(a pair of) THINGs” that is really a pluralised single item. 

Luckily I had some really with me. I would have loved to pull the socket of the wall, too. 

I almost always have Print Tack (or くつきむし [kutsukimushi] in Japanese) with me. It’s what I use for reading/picture gallery tasks,…

Continue reading at:

http://ift.tt/2rwtdZQ