Resourceful english teacher complete companion chandler jon, stone mark

rofessional ersvectives Series Editor Mike Burghall The Resourceful English Teacher A complete teaching companion Jon Chandler Mark Stone Foreword T h i s is, i n m a n y w a y s , t h e b o o k that w e w o u l d like t o h a v e b e e n a b l e t o h a v e t o h a n d o u r s e l v e s b o t h as i n e x p e r i e n c e d t e a c h e r s starting o u r first jobs and as more e x p e r i e n c e d teachers l o o k i n g for fresh i n s p i r a t i o n Rather t h a n f o c u s i n g o n o n e r e s o u r c e a r e a , a s i s o f t e n t h e c a s e , The Resourceful English Teacher addresses t h e f u l l b r e a d t h o f r e s o u r c e s a v a i l a b l e t o the l a n g u a g e t e a c h e r , a n d offers a w i d e v a r i e t y o f activities a n d t e c h n i q u e s for the m o d e r n c l a s s r o o m T h i s b o o k a i m s to be a r e s o u r c e in itself, presenting stimulating options a n d alternatives but w i t h o u t p r e s c r i b i n g a s p e c i f i c a p p r o a c h t o teaching It c a n be ' d i p p e d into' for a n e w w a y of r e c y c l i n g v o c a b u l a r y , for e x a m p l e , o r i t c a n b e read at greater l e n g t h in o r d e r to get a fresh p e r s p e c t i v e o n u s i n g , say, n e w s p a p e r s o r t h e O H P W e h o p e that these pages w i l l b e w e l l - t h u m b e d a n d the a c t i v i t i e s w i l l b e t r i e d , p l a y e d w i t h a n d m o d i f i e d , t o suit y o u a n d y o u r c l a s s e s - a n d that as a result y o u w i l l feel r e f r e s h e d , a n d t h e experience of being in your classroom will be richer, for b o t h y o u a n d y o u r s t u d e n t s I n short, w e h o p e that i t w i l l e n a b l e y o u t o b e c o m e a more resourceful English teacher Jon Chandler M a r k Stone Contents Page Foreword Introduction Section Newspapers U s i n g w h o l e newspapers to d e v e l o p and practise reading and speaking skills Section 14 Articles M a k i n g the most o f i n d i v i d u a l articles f r o m m a g a z i n e s a n d n e w s p a p e r s Section 20 Songs Successfully c a p i t a l i s i n g on the potential of songs Section 25 Readers U s i n g graded readers effectively, both in the class a n d in the students' o w n t i m e Section 31 Icebreakers a n d W e l c o m i n g Activities G e t t i n g c l a s s e s a n d c o u r s e s o f f t o a g o o d start Section 36 Dialogues M a k i n g the most effective use of d i a l o g u e s f r o m any source Section 40 W a r m e r s a n d Fillers C h a n g i n g pace, providing contrast and filling a w k w a r d gaps without wasting time Section 47 Circles G e t t i n g g r a m m a r a n d v o c a b u l a r y out i n the o p e n Page Section 52 Questionnaires H e l p i n g students t o create their o w n lesson a s they ask a n d a n s w e r their o w n q u e s t i o n s 57 Section 10 T h e W o r d Box R e c y c l i n g lexis so that it b e c o m e s part of the s t u d e n t s ' a c t i v e v o c a b u l a r y Section 11 62 Dictionaries H e l p i n g students use this often n e g l e c t e d resource to the full 67 Section 12 The O H P C o n v e r t i n g a tool for presentations into a m e d i u m for interactive learning Section 13 72 Computers U s i n g t h e c o m p u t e r a s a v e r s a t i l e l e a r n i n g a i d w i t h o r w i t h o u t t h e latest s o f t w a r e Section 14 79 T h e Radio E x p l o i t i n g a rarely used but surprisingly effective m e d i u m Section 15 83 T V and Video G e t t i n g v i d e o t o w o r k rather than s i m p l y entertain Appendix professional perspectives series 89 information 95 Introduction Planning Your Lessons Today's language c l a s s r o o m is a c o m p l e x a n d varied place The d e m a n d s m a d e on the language The Resourceful English Teacher is not a b o o k of t e a c h e r are n o less c h a l l e n g i n g l e s s o n p l a n s b u t o f a c t i v i t i e s , strategies a n d g a m e s , On the o n e h a n d , y o u m a y be in a p o s i t i o n w h e r e d e s i g n e d to help y o u e x p l o i t the resources and all current t e c h n o l o g y is at y o u r d i s p o s a l t o o l s a r o u n d y o u , whatever they are ( c o m p u t e r , v i d e o , internet) O n t h e o t h e r h a n d , • S t u d e n t s e n j o y songs b u t , in fact, rarely y o u m a y find yourself in a p l a c e w h e r e e v e n a w a n t t o s i n g t h e m W h a t else c a n y o u d o ? b l a c k b o a r d w o u l d be a luxury • L o w l e v e l s t u d e n t s f i n d video d a u n t i n g In b o t h c a s e s , y o u are r e q u i r e d to be resourceful W h a t k i n d s o f tasks c a n b r i d g e t h e gap? This b o o k is designed to help y o u in either of these c i r c u m s t a n c e s , o r a s i s m o r e t h a n p r o b a b l e , • H o w c a n y o u use t h e O H P t o c r e a t e a n i n a n y o f the v a r i e t y o f s i t u a t i o n s that l i e b e t w e e n interactive grammar game? • W h a t y o u w i t h a radio in a Using This Book classroom? The Resourceful English Teacher has b e e n w r i t t e n A s this i s n o t a b o o k o f l e s s o n p l a n s , y o u c a n b e to be useful to a w i d e v a r i e t y of t e a c h e r s of E n g l i s h f l e x i b l e i n t h e w a y y o u use the a c t i v i t i e s T h e y c a n be u s e d w i t h i n a r a n g e of d i f f e r e n t l e s s o n f o r m a t s • For the less experienced teacher, t h e r e is a a n d a t d i f f e r e n t stages o f t h e c o u r s e w e a l t h o f ideas t o h e l p y o u b u i l d u p a repertoire of activities in the c l a s s r o o m • A filler m a y c o m e at t h e b e g i n n i n g of a lesson, to liven up students, in the m i d d l e , • For the more experienced teacher, s o m e of the ideas i n t h e b o o k m a y a l r e a d y b e to i n d i c a t e a c h a n g e of p a c e or f o c u s , or at familiar, a l t h o u g h , even w i t h the tried a n d the e n d , to fill an a w k w a r d gap tested activity, w e h a v e a t t e m p t e d t o f i n d a • A circle game m i g h t be u s e d to f i n d o u t n e w twist H o w e v e r , most w i l l b e n e w a n d w h a t students k n o w or to practise w h a t y o u w i l l h e l p y o u t o see t h e r e s o u r c e s a v a i l a b l e • h a v e a l r e a d y t a u g h t t h e m o r b o t h to y o u in a n e w l i g h t • A n icebreaker c a n b e u s e d a t t h e b e g i n n i n g • For the teacher trainer, t h e r e is a w i d e of a c o u r s e or as a w a y of c l e a r i n g the air range o f m a t e r i a l s t o h e l p y o u p l a n s e s s i o n s after a n e x a m o n i n d i v i d u a l areas o f c l a s s r o o m t e c h n i q u e Planning Your Course If y o u w o r k w i t h a c o u r s e b o o k y o u m a y be • W o r d box a c t i v i t i e s c a n be u s e d to b u i l d l o o k i n g for w a y s o f b r i n g i n g i n a u t h e n t i c m a t e r i a l s y o u s t u d e n t s ' a c t i v e v o c a b u l a r i e s o v e r the either to a u g m e n t a u n i t or to r e p l a c e m a t e r i a l s course that are less r e l e v a n t to y o u r s t u d e n t s ' interests or • Articles a c t i v i t i e s c a n h e l p to e s t a b l i s h needs If this is t h e c a s e , t h e S e c t i o n s on Newspapers, Articles a n d Songs w i l l give you strategies that s t u d e n t s c a n use w h e n the reading o n their o w n ideas y o u n e e d t o d o this w i t h c o n f i d e n c e • A circle game c a n be p l a y e d s e v e r a l t i m e s A l t e r n a t i v e l y , y o u m a y w i s h t o use e x i s t i n g c o u r s e E a c h t i m e y o u c a n 'stir i n ' m o r e l a n g u a g e , material but in a d i f f e r e n t w a y that w i l l b r i n g it to making it more challenging life for y o u r c l a s s • Dialogues c a n be p r e s e n t e d in a v a r i e t y of ways and then practised in order to m e m o r i s e p h r a s e s o r w o r k o n stress, r h y t h m and intonation • G r a m m a r can be practised out l o u d using circle games • P e r s o n a l i s e d s p e a k i n g tasks c a n b e t u r n e d into questionnaires f o r s t u d e n t s w h o are reluctant to v o i c e their o p i n i o n s spontaneously A n u m b e r o f a c t i v i t i e s i n his b o o k w o r k w e l l a s 'threads' t h r o u g h o u t a c o u r s e T h i s m e a n s that y o u c a n use t h e m o n a r e g u l a r b a s i s , p e r h a p s o n c e o r t w i c e a w e e k to g i v e c o h e r e n c e a n d s t r u c t u r e to a series o f l e s s o n s A s students b e c o r n e m o r e f a m i l i a r w i t h the a c t i v i t i e s , t h e y w i l l b e g i n t o use them^more e f f i c i e n t l y a s t h e n e e d t o e x p l a i n t h e ' h o w s ' a n d the ' w h y s ' o f the g a m e d i m i n i s h Finding Your Way c l a s s as a w h o l e If there is a c o m p e t i t i v e e l e m e n t , or if the students need to be able to m o v e a r o u n d , T h e t w o h u n d r e d a c t i v i t i e s o f The Resourceful t h e n this t o o i s i n d i c a t e d English Teacher h a v e b e e n d e s i g n e d to be as a c c e s s i b l e a n d e a s y t o use a s p o s s i b l e Equipment / Materials H e r e are listed t h e t h i n g s y o u w i l l n e e d t o h a v e w i t h y o u in the c l a s s r o o m Sections T h e b o o k has b e e n o r g a n i s e d i n t o S e c t i o n s , e a c h Plus of w h i c h focuses on a particular resource You w i l l H e r e y o u w i l l f i n d a n y s p e c i f i c m a t e r i a l s that y o u f i n d a v e r y brief e x p l a n a t i o n o f e a c h r e s o u r c e o n the w i l l need to f i n d , or to prepare, a n d on w h i c h the Contents p a g e s a c t i v i t y is b a s e d Activities Appendix E a c h A c t i v i t y has b e e n g i v e n a short a n d , w e S u g g e s t e d m a t e r i a l for s o m e o f t h e a c t i v i t i e s f r o m h o p e , m e m o r a b l e title f o l l o w e d b y a b r i e f t h e Circles s e c t i o n is p r o v i d e d in a separate d e s c r i p t i o n o f t h e m a i n a i m a n d a set o f A p p e n d i x a t t h e b a c k o f the b o o k p r o c e d u r e s that c a n be t a k e n in at a g l a n c e Headings A series o f H e a d i n g s i n d i c a t e s e v e r y t h i n g y o u need to k n o w to carry out each activity successfully Levels W e h a v e suggested w h a t w e c o n s i d e r the o p t i m u m l e v e l , o r r a n g e o f l e v e l s , for e a c h a c t i v i t y T h e s e are d e s c r i b e d as: b e g i n n e r , e l e m e n t a r y , preintermediate, intermediate, upper-intermediate and advanced m Activity types W e i n d i c a t e w h e t h e r students w i l l b e w o r k i n g i n pairs or g r o u p s ; if this is s u g g e s t e d as an o p t i o n , t h e n the a c t i v i t y c a n a l s o b e o r g a n i s e d f o r t h e Newspapers N e w s p a p e r s are a v a l u a b l e but o f t e n u n d e r - u s e d c l a s s r o o m r e s o u r c e T h e r e is a b r e a d t h of c o v e r a g e i n t h e m , w h i c h m e a n s there i s s o m e t h i n g o f interest t o a l m o s t a l l readers T h e y p r o v i d e a g o o d source o f p o p u l a r c u l t u r e , a s t h e y o f t e n i n c l u d e articles o n p o p m u s i c , T V a n d sport, a s w e l l a s a d v e r t i s e m e n t s for p r o d u c t s a n d e v e n t s O n e newspaper m a y be the source of a w i d e range of activities, for a l l l e v e l s M a n y t e a c h e r s are a f r a i d that t h e i r students m i g h t be i n t i m i d a t e d by E n g l i s h l a n g u a g e n e w s p a p e r s In this s e c t i o n , h o w e v e r , we offer a r a n g e of a c t i v i t i e s w h i c h a c q u a i n t students w i t h n e w s p a p e r s t h r o u g h a p p r o p r i a t e tasks for t h e i r l e v e l o f E n g l i s h You m a y w i s h t o c o n s i d e r w h i c h E n g l i s h - s p e a k i n g countries y o u r students i d e n t i f y w i t h m o s t positively V e r y o f t e n this i d e n t i f i c a t i o n conveniently c o i n c i d e s w i t h the a v a i l a b i l i t y of n e w s p a p e r s , but it is w o r t h r e m e m b e r i n g that m o s t newspapers c a n be o b t a i n e d f r o m their publishers by post Newspapers Ailing Newspaper D e s c r i b e a Typical Reader Use newspapers students' to curiosity speaking stimulate about your English- A challenging students at task the which heart puts Preconceptions your of Fleet Street Elementary Level onwards Intermediate Activity type Groupwork None Equipment/ Materials None Plus Three or four find Plus T w o different English language language (see Put the students into small groups • G i v e each group a different • Pre-intermediate Activity type P a i r w o r k / g r o u p w o r k Equipment/ Materials newspapers Plus below) None T w o or t h r e e B r i t i s h newspapers Suggestions for U K newspapers are and newspaper T h e a i m for e a c h g r o u p The is to use any clues in the n e w s p a p e r The The The Times, The Independent, Daily Guardian The • Times d o w n a n u m b e r of generalisations and c o n c e r n i n g British a n d A m e r i c a n and p e o p l e that they t h e m s e l v e s m i g h t Telegraph feel to be true, for e x a m p l e • At lower levels, brainstorm any l o o k like?' ' W h a t ' s her taste in board their views n e w s p a p e r s for e v i d e n c e to prove o Reveal The the • truth (The 946,697; The Independent March Daily The Guardian stage the g r o u p s c a n o n l y suggest a Times few generalisations, you may wish 409,569; 221,926, as At higher levels this activity c o u l d next stage T h e n tell the students that t h e y are n e w s p a p e r with the lower suggest different business p l a n s that politics in m o d e r n Britain, the U S A will wherever revive that p a r t i c u l a r newspaper's circulation • the b o a r d , before g o i n g on to the 2003) circulation In groups, they should w i d e r discussion of class and to p o o l these, by writing t h e m on at w o r k i n g as consultants to the be used as an i n t r o d u c t i o n to a or newspapers a m o n g the pairs/groups a n d the students s h o u l d search the Telegraph description of their typical reader to • the most c o p i e s per m o n t h a n d w h y T h e y t h e n tell the class, justifying 671,340; Students then present the the class O n c e students have c o m p l e t e d theii lists, c i r c u l a t e British a n d A m e r i c a n refute t h e i r a s s e r t i o n s If at the initia • a picture of their i m a g i n a r y reader • • w h i c h n e w s p a p e r they think sells clothes?' a n d write these on the these questions in order to b u i l d up ' A m e r i c a n s are m o r e c o n c e r n e d w i t h m o n e y , the British w i t h class.' students d e c i d e in their groups p e r s o n , for e x a m p l e ' W h a t d o e s h e In g r o u p s , students try to a n s w e r Tell the students that they are to d e c i d e w h i c h o f the t w o newspapers has the higher c i r c u l a t i o n T h e q u e s t i o n s o n e m i g h t ask a b o u t a • Put the students into pairs or s m a l l groups a n d ask the students to write Independent to help write a d e s c r i p t i o n of this • American newspapers Put the students into groups a n d typical person w h o might read this reader Help give out c o p i e s of t w o rival n e w s p a p e r and the n a m e of a typical know people? out and • students (optional) different English newspapers to your American onwards Groupwork and Level onwards Equipment/ Materials Activity type well British them cultures Level How After a short time the groups c a n present their plans to the class At the e n d , the class vote for the p l a n that they feel is m o s t l i k e l y to succeed 10 • O n c e all the n e w s p a p e r s have been circulated, each group should make a p r e s e n t a t i o n in w h i c h t h e y tell the class w h i c h generalisations have been confirmed, and w h i c h have b e e n d i s p r o v e d , g i v i n g their reasons as they go along Newspapers Present a N e w s p a p e r Learn about newspapers deal of - the and vocabulary differences practise as a Newspaper between Use a good to discover the two cultures as well 'pyramid' Newspaper Q u i z Cultures discussion (see differences below) between exemplified in Use an your element students of competition reading to get newspapers their newspapers Level Level Elementary Intermediate Activity type Activity type Groupwork Equipment/ Materials Equipment/ Materials None Plus Plus One Elementary to different Level Elementary Groupwork Activity type Groupwork None Equipment/ Materials Photocopies Copy/copies of an Plus M u l t i p l e c o p i e s of a English onwards single language n e w s p a p e r for every n e w s p a p e r a n d of a three or four students first l a n g u a g e in the class newspaper • onwards newspaper Prepare a written q u i z , the length and difficulty of w h i c h will depend on the level of your class • Pre-teach a n y essential vocabulary, article, for feature, newspaper Pre-teach any essential column, vocabulary, headline article, example caption, • for newspaper column, example feature, caption, • Questions may be o p e n and aim to stimulate d i s c u s s i o n , for e x a m p l e , headline 'What would you watch on • Put the students into s m a l l g r o u p s of Thursday night and why?' or closed and give each group a different a m a x i m u m of six students G i v e w i t h right/wrong answers, for newspaper each of these groups an example: Put the s t u d e n t s i n t o s m a l l g r o u p s • l a n g u a g e n e w s p a p e r a n d a first • Tell t h e m to a n a l y s e a l l t h e d i f f e r e n t ' W h a t w a s the temperature in Athens yesterday?' l a n g u a g e n e w s p a p e r for a s i m i l a r sections of the n e w s p a p e r to see readership, how much column space is and allocated to different topic areas a n d h o w m u c h a d v e r t i s i n g t h e r e is English • The for e x a m p l e D i v i d e the g r o u p into t w o , so that Times description of the n e w s p a p e r that The others study The E l Pais T h e y s h o u l d analyse all the different they have b e e n e x a m i n i n g to the sections of their n e w s p a p e r to see class h o w m u c h column space is allocated to different topic areas • Students then w o r k together within the larger g r o u p to p r o d u c e sentences c o m p a r i n g the t w o n e w s p a p e r s , for e x a m p l e : 'There are m o r e sports in • • pages in The Times t h a n El Pais.' Pool the observations by a s k i n g e a c h g r o u p in turn to read out their sentences P u t t h e s t u d e n t s i n t o g r o u p s a n d set the half of the g r o u p l o o k s at • The students then present the Times El Pais Invite d i s c u s s i o n o n t h e possible differences between the two countries 11 • quiz Discuss the answers The Who, What, Where, Why, When? A standard-format can be question used both self-access in sheet class, and that in 'the two leaders met for We all every make decisions like this day centre Level Elementary Level onwards Equipment/ Materials Level Pre-intermediate onwards Activity type P a i r w o r k Plus Trailer Chat Pauses a Radio Activity type Whole photocopies Equipment/ Materials Single cassette player A radio Plus A radio broadcast Single cassette player; news broadcast and a (see class Activity type Groupwork Equipment/ Materials M u l t i p l e cassette players below) Plus question form (see • • C h o o s e a fairly briskly-paced n e w s why and when, who, and what, where, numbers down the left-hand s i d e for e a c h i t e m in • • and interviews with politicians, separate tapes These often consist usually work well of a brief s u m m a r y , information on the t i m e that t h e y are g o i n g to be Play it to y o u r class, p a u s i n g b r o a d c a s t , a n d a n e x c e r p t f r o m the programme students s h o u l d be able to c o m p l e t e • Put the s t u d e n t s i n t o p a i r s , a n d ask the phrase, for e x a m p l e : 'the t w o them to b r a i n s t o r m a n y t h i n g that is R e c o r d three trailers for f o r t h c o m i n g radio p r o g r a m m e s o n t o three News programmes, w h e n e v e r y o u t h i n k that y o u r the n e w s b r o a d c a s t below) R e c o r d a broadcast that has m a n y even cliches! broadcast Produce a form with headed Three radio excerpts (see below) set p h r a s e s , c o l l o c a t i o n s , i d i o m s - columns Pre-intermediate onwards • leaders met for ' Discuss possible itself D i v i d e the class into three groups G i v e e a c h g r o u p a cassette-recorder likely to be in that day's phrase endings and then continue a n d a different trailer Place the international news They s h o u l d the tape g r o u p s at a distance f r o m o n e listen t o the n e w s , c r o s s off a n y items that w e r e not m e n t i o n e d a n d a d d t h e rest t o t h e i r list • another Tell e a c h g r o u p to listen to Y o u c a n use this to practise not o n l y the trailer for their p r o g r a m m e , and vocabulary, but also grammar, for be p r e p a r e d to d e s c r i b e it to the example verb forms students in the other groups Each • H a n d out the question forms T h e g r o u p m a y listen t o their o w n students listen to the n e w s a g a i n r e c o r d i n g as m a n y times as they a n d try t o c o m p l e t e all t h e like information required W i t h lowerlevel students y o u m a y w i s h t h e m t o • work together in pairs again to Put the students into g r o u p s of three, w i t h at least o n e student f r o m complete the forms each group Ask them to describe their p r o g r a m m e to the other m e m b e r s of the group W h e n they have d o n e this, they d e c i d e together w h i c h p r o g r a m m e they w o u l d like to listen to 81 The Radio Good Rapid Information Listening 'and the climbers highest is of this week's Level Did the students ' interviewer want Level Pre-intermediate onwards Activity type Whole Equipment/ Materials Single cassette player Plus A radio broadcast (see Activity type class below) to find what your Can the your students win that holiday in Bahamas? Pre-intermediate Level onwards Activity type Elementary onwards Pa i r w o r k / g r o u p w o r k (optional) Pairwork/groupwork (optional) Equipment/ Materials Equipment/ Materials Single cassette player Single cassette player Plus A radio broadcast Plus A radio broadcast (see below) below) • Certain regular news broadcasts T h e r e are a lot of c o m p e t i t i o n s in Record a radio interview with a the y o u t h p r o g r a m m e s o n the radio specific information exercises f a m o u s person, for e x a m p l e A r n o l d a n d there are also m u s i c E x a m p l e s of this type of b r o a d c a s t Schwarznegger p r o g r a m m e s w h i c h invite requests m a k e g o o d material for listening-for- a r e : t h e t o p hit list, s p o r t s updates, or stock and share prices • • Record o n e of these Tell y o u r students that they are a b o u t to listen to an i n t e r v i e w w i t h C h o o s e o n e that suits the interests of • out know? (see • Requests and Competitions Interviewer? • Play it to y o u r class, a n d encourage your class A r n o l d S c h w a r z n e g g e r Put t h e m the students, in pairs or groups, to into pairs or small groups a n d ask e n t e r for t h e c o m p e t i t i o n that they R e c o r d it regularly a n d f o l l o w the t h e m to w r i t e a n y q u e s t i o n s that h a v e just h e a r d a b o u t ; or to request ups a n d d o w n s o f the real w o r l d they w o u l d like to hear answered a record, saying w h y they want to • Play the interview T h e students should tick any questions w h i c h have been answered • Finally, the students tell the class w h i c h of their questions remained unanswered 82 h e a r it 14 TV and Video M a n y English language teachers n o w have access T h i s s e c t i o n is d i v i d e d i n t o t w o parts: Techniques to TV and video recorders M a n y schools keep and Resources a n d r e c o r d i n g s o f p r o g r a m m e s * t a k e n d i r e c t l y off-air, l o o k at a v a r i e t y of b a s i c t e c h n i q u e s that c a n be a s w e l l a s c o m m e r c i a l v i d e o s d e s i g n e d for u s e d w i t h a l m o s t a n y v i d e o W e a l s o offer a l a n g u a g e l e a r n e r s I n this s e c t i o n w e are c h i e f l y n u m b e r o f i d e a s for u s i n g less c o n v e n t i o n a l c o n c e r n e d w i t h u s i n g off-air r e c o r d i n g s , i n c l u d i n g r e s o u r c e s , s u c h a s s u b t i t l e d f i l m s T h e s e c o n d part news p r o g r a m m e s , d o c u m e n t a r i e s , d r a m a s , p o p c o m p r i s e s g r o u p activities w h i c h c a n be used with Activities In t h e first part we programmes a n d chat s h o w s Students a n d a v a r i e t y of s t u d e n t s a n d t y p e s of off-air r e c o r d i n g teachers a l i k e h a v e m i x e d f e e l i n g s a b o u t t h e r o l e They involve intensive a n d extensive listening o f v i d e o i n l a n g u a g e - l e a r n i n g S o m e students a c t i v i t i e s a n d use the t e c h n i q u e s listed i n the first might see a v i d e o l e s s o n as a 'soft o p t i o n ' w h e r e a s part others m a y see it as a b e w i l d e r i n g or e v e n threatening l i s t e n i n g e x e r c i s e S o m e t e a c h e r s feel W h e n u s i n g m a t e r i a l o f this k i n d , a l w a y s c h e c k the copyright regulations These m a y vary from country to a degree of p r o f e s s i o n a l g u i l t a b o u t u s i n g t h e country video in class a n d tend to o v e r b u r d e n students with l e n g t h y 'as y o u l i s t e n ' c o m p r e h e n s i o n questions a n d c h e c k l i s t s O n the o t h e r h a n d , m o s t students e n j o y u s i n g what is p r o b a b l y the p r i m a r y m e a n s of c o m m u n i c a t i o n i n the m o d e r n w o r l d - t e l e v i s i o n This gives the t e a c h e r a c l a s s r o o m t o o l that c o m e s from the real w o r l d , a n d t o w a r d s w h i c h m o s t students feel a great d e a l of g o o d w i l l T h e v i s u a l aspect o f v i d e o c a n b e u s e d t o s u p d b r t learners b y p r o v i d i n g a c o n t e x t , as w e l l as a g u i d e to meaning If this r e l a t i o n s h i p is e x p l o i t e d p o s i t i v e l y , students c a n be s u p p o r t e d in t h e i r e x p o s u r e to a valuable a u t h e n t i c s o u r c e , a n d g i v e n a great d e a l of c o n f i d e n c e as E n g l i s h l a n g u a g e users 83 ÏI2LZLÏ!™T31 Techniques and Resou Channel-hopping Level Level A l l levels Activity type W h o l e c l a s s Equipment/ Equipment/ Equipment/ Single V H S player Single V H S player Materials U s e the remote-control to d r o p in Single V H S player Materials and T V • and T V S h o w the v i d e o to the students w i t h on different English language the screen c o v e r e d , or the picture TV b l a c k e d out, but with the s o u n d at channels normal U s e this for l a n g u a g e f a m i l i a r i z a t i o n and roughly-tuned input The • volume • S h o w the v i d e o at high speed, with no sound • U s e this to r e m i n d the students of w h a t t h e y h a v e just s e e n , o r a l l o w s o m e students to preview the U s e this to ask the students to students v i e w i n g the anticipate w h a t they think is on the r e m a i n d e r of a story in o r d e r to d e c o n t e x t u a l i z e d excerpts c a n use screen, for e x a m p l e description of create an information gap any clues in order to f o r m a picture p e o p l e or of settings This w o r k s of the type of TV p r o g r a m m e b e i n g w e l l w i t h s o u n d t r a c k s that h a v e shown dialogue or distinctive music S o u n d D o w n , Picture U p Using the Pause Button Level Level A l l levels jigsaw S o u n d and Picture Level A l l levels A l l levels Activity type W h o l e c l a s s Activity type P a i r w o r k ( o p t i o n a l ) Activity type P a i r w o r k / g r o u p w o r k Equipment/ Equipment/ Equipment/ Materials Single V H S player Materials and T V • A l l levels Activity type W h o l e c l a s s and T V • Level A l l levels Activity type W h o l e c l a s s Materials • Play/Fast F o r w a r d V i e w Picture D o w n , S o u n d U p Single V H S player Materials and TV; multiple VHS VHS players and TVs players and TVs (optional) (optional) U s e the pause button to freeze- Single V H S player and TV; multiple frame the picture • • U s e this to create an o p p o r t u n i t y for S h o w the v i d e o to the students w i t h • the s o u n d t r a c k but not to see the U s e this to elicit language f r o m the the picture but doesn't hear the d i s c u s s i o n of w h a t has just happened, what is going to happen • a n d a detailed d e s c r i p t i o n of w h a t is students that is related to the on the screen at the m o m e n t c o n t e x t a n d that m a y b e u s e d i n the dialogue • T h e students can also provide o r a f t e r w a t c h i n g it T h e y m a y create an English soundtrack for a non-English v i d e o , for e x a m p l e ' d u b b i n g ' English instructions onto a cookery programme • p i c t u r e , w h i l e the o t h e r g r o u p sees soundtrack • v o i c e o v e r s for a scene, either before • A l l o w o n e g r o u p of students to hear t h e v o l u m e set a t z e r o The students m a y provide a commentary to what is happening on the screen 84 U s e this as an i n f o r m a t i o n gap activity Techniques and Resources Front-to-back Students Level Spotting Signs Level A l l levels Level A l l levels A l l levels Activity type W h o l e c l a s s Activity type W h o l e c l a s s Equipment/ Equipment/ Equipment/ Single V H S player Single V H S player Materials and T V Seat the students in pairs so that o n e Single V H S player Materials and T V and T V • G e t students to read any on-screen • If y o u h a v e English l a n g u a g e videos student c a n see the screen a n d the E n g l i s h , for e x a m p l e street s i g n s , with subtitles in the students' mother other cannot Turn the s o u n d d o w n shop names, advertised hoardings, t o n g u e , use these to b u i l d student if there is d i a l o g u e notices c o n f i d e n c e Play the v i d e o w i t h the s o u n d d o w n , then p l a y the v i d e o • This creates a g e n u i n e real-time again w i t h the s o u n d up, but information g a p activity G r o u p O u t , G r o u p In Level A l l levels c o v e r i n g the subtitles T h e Film of the N o v e l Level A l l levels Subtitles in English Level A l l levels Activity type P a i r w o r k / g r o u p w o r k Activity type W h o l e c l a s s Activity type W h o l e c l a s s Equipment/ Equipment/ Equipment/ Materials Single V H S player and TV; multiple Materials Single V H S player and T V V H S players and TVs (optional) • Subtitles in the Mother Tongue Activity type P a i r w o r k Materials • TV and Video Materials Single V H S player and T V T h i s activity w o r k s if y o u are a b l e to If y o u have foreign language videos c o m p a r e a v i d e o w i t h the b o o k that w i t h English subtitles, use these as Put the c l a s s i n t o t w o g r o u p s a n d it is based o n ; this m a y be y o u r r e a d i n g p r a c t i c e for y o u r students create an i n f o r m a t i o n g a p class reader or an a u t h e n t i c text Y o u m a y w i s h t o d e v e l o p this idea i f M a n y readers are a d a p t a t i o n s o f the v i d e o is in your students' n o v e l s that h a v e b e e n m a d e f a m o u s mother-tongue • This c a n be d o n e in different w a y s You can s h o w o n e g r o u p of students a section of v i d e o that the other by recent H o l l y w o o d releases group has not s e e n Y o u c a n s h o w one group the picture a n d play the other g r o u p the s o u n d t r a c k , as mentioned in an earlier activity Or you can s h o w each group a different v i d e o or a different part of the s a m e v i d e o 85 Back-to-back Many creating advertisements a puzzle Level Vocabulary Concepts Adverts are for oblique, An students really your activity to Pairwork Equipment/ Materials Single V H S • So player Pairwork Equipment/ Materials Single VHS Plus player or Pre-intermediate Groupwork (optional) Equipment/ Materials Single V H S player A r e c o r d i n g of a f i l m o r d r a m a (see b e l o w ) (see documentary and a vocabulary sheet R e c o r d a series of TV a d v e r t i s e m e n t s - Activity type Plus a d r a m a or a (see unsaid and TV; photocopies A r e c o r d i n g of advertisements below) remains onwards below) • C h o o s e a p s y c h o l o g i c a l l y interesting scene from a film or drama which the students have already seen in • Produce a v o c a b u l a r y sheet with class and w h i c h o b v i o u s o n l y towards the e n d of the a b o u t fifteen w o r d s that are u s e d in m o r e characters S h o w this scene to advertisement the v i d e o Write the w o r d s d o w n the students, and deal with any involves two or the centre of the page w i t h space problems of comprehension or Put the class into pairs a n d seat between them vocabulary t h e m so that o n e student c a n see each pair of students in the class P h o t o c o p y o n e for the screen a n d the other c a n n o t • m a n y students as there are the screen are g o i n g to see a TV each characters in the scene S o m e c o m m e r c i a l a n d that they s h o u l d through the w o r d s w i t h the class, students m a y have to d o u b l e up describe exactly w h a t they see to discussing meanings and possible A s k e a c h student to take on the role their partners contexts for t h e m o f o n e c h a r a c t e r i n t h e s c e n e Tell P l a y t h e first a d v e r t i s e m e n t w i t h t h e • Put the students into g r o u p s w i t h as Put the students into pairs a n d give Tell t h e m that the s t u d e n t s f a c i n g • pair a v o c a b u l a r y sheet Go they c a n look at their sheets, but necessary to give the students a that there is no n e e d to w r i t e chance to describe what is a n y t h i n g at this stage happening Stop the video before • contexts in w h i c h the w o r d s w e r e students w h o have not seen the used They should w o r k in pairs screen what they think the Tell t h e m t o w r i t e w h a t t h e y c a n c o m m e r c i a l i s for, a n d ask t h e m t o r e m e m b e r next to the w o r d on the give reasons sheet This m a y be a s p o k e n context, or simply what was Play the v i d e o so that all the s t u d e n t s c a n s e e it, t h i s t i m e w i t h the s o u n d up Discuss the language and images used before m o v i n g on to another commercial After y o u have p l a y e d the v i d e o , tell t h e s t u d e n t s to try to r e c a l l t h e b e c o m e s clear A s k any of the , • t h e m that they are g o i n g to express Play the v i d e o Tell the students that sound down, pausing where the p r o d u c t b e i n g advertised • life Level Pre-intermediate Ideally these s h o u l d be ones w h e r e • in it? and TV; photocopies A recording of TV the product advertised b e c o m e s • much does Activity type and T V Plus students onwards onwards Activity type your listen Level Pre-intermediate make But W h a t Are They Thinking? h a p p e n i n g on-screen at the t i m e Finally, the students p o o l their information You can produce a written record of the c o n t e x t u a l i z e d w o r d s on the board 86 what each character is thinking • Play the scene again, pausing regularly w h e n o n e of the c h a r a c t e r s has just f i n i s h e d speaking W h i l e the v i d e o is p a u s e d , the students 'speak the m i n d s ' of their characters, expressing their feelings, thoughts a n d frustrations Activities Building up to the N e w s A confidence-building an often daunting Level introduction listening They Do What? to 7t's life, Jim but not as Level Elementary Activity type Activity type Whole Equipment/ Materials Equipment/ Materials Single class player it.' Conversation has continue Plus Croupwork Activity type Pairwork Single Equipment/ Materials Single VHS player Plus below) Take a r e c o r d i n g of a TV n e w s player below) C h o o s e a v i d e o c l i p that is quintessential^ English or • C h o o s e a v i d e o c l i p that features A m e r i c a n A g o o d e x a m p l e of this two people having a conversation w h i c h feature plenty of i n f o r m a t i o n , might c o m e from an English soap At l o w e r levels, this m a y be t w o for e x a m p l e d i a g r a m s , p h o t o g r a p h s opera a n d f o o t a g e M a k e a list o f w o r d s c o m p l e t e this activity, y o u r students that are essential to an not need to understand all, or higher levels the c l i p m a y be of a understanding of the broadcast indeed any, of the dialogue m o r e c o m p l e x relationship, or a like Eastenders In o r d e r to p e o p l e m e e t i n g f o r t h e first t i m e o r a s h o p k e e p e r a n d a c u s t o m e r At P h o t o c o p y o n e for e a c h student more dramatic situation • • S h o w the t w o n e w s items to the d o w n After e a c h item, ask the students to discuss, in g r o u p s , w h a t V i e w the e x c e r p t as a class a n d deal with any problems of • c o m p r e h e n s i o n , if y o u w i s h to students w i t h the s o u n d turned • scene W i t h l o w e r levels the clues If y o u h a v e a m o n o l i n g u a l c l a s s , p u t may be entirely visual and you might begin with a single frozen ask t h e m to write sentences Pool their c o n c l u s i o n s f r a m e Start t h e v i d e o describing any differences between w h a t t h e y s a w o r h e a r d , a n d life i n H a n d o u t t h e v o c a b u l a r y lists a n d • their o w n country deal with any problems of • Ask the students to w o r k a g a i n , in Pause the v i d e o a n d ask the students to guess w h a t the actors are comprehension • D e c i d e h o w m u c h of the clip you w i s h t o s h o w i n o r d e r t o set the y o u r students into small groups a n d they think the reports are about • VHS onwards A r e c o r d i n g of t w o (see broadcast and c h o o s e t w o items your people speaking the news • can and T V recording (see • - it? Elementary A A r e c o r d i n g of stopped Level onwards and T V and TV; photocopies Plus know students Pre-intermediate Video Putting W o r d s Into Mouths task onwards VHS we TV and g o i n g t o say D i s c u s s their ideas, If y o u h a v e a m u l t i l i n g u a l c l a s s , p u t play the next f e w seconds of the y o u r students into small multilingual their g r o u p s , a n d to use the groups a n d ask t h e m to discuss the k e y w o r d s that t h e y m a y h a v e b e e n differences between g i v e n i n o r d e r t o try a n d r e c o n s t r u c t o r h e a r d a n d life i n their o w n the story A t h i g h e r l e v e l s , this m a y countries what they saw clip and compare • Put the students into pairs Play a f e w m o r e s e c o n d s of the video Pause it a n d the students continue be a s p e a k i n g activity At l o w e r the d i a l o g u e as they think it w i l l levels, a p p o i n t o n e of the students progress in each g r o u p as 'scribe', a n d ask • them to p r o d u c e their o w n news P l a y t h e m a little m o r e of the c l i p a n d ask t h e m again to c o n t i n u e the report d i a l o g u e f r o m this n e w starting • Finally, s h o w the students the t w o point items w i t h the s o u n d t u r n e d u p , a n d • c o m p a r e w i t h the students' o w n C o n t i n u e this as y o u w i s h To c o m p l e t e the activity, s h o w the ideas students the c o m p l e t e conversation 87 They may they're be even hard harder Level Activity type Equipment/ Materials to watch, to but make! Elementary ' A over to our overseas player evening Level Pre-intermediate Activity type Groupwork Equipment/ Materials Single camcorder G e t the class to m a k e a v i d e o diary • VHS player into a Pre-intermediate Activity type Groupwork Equipment/ Materials Single VHS player and T V A camcorder Plus A camcorder and a r e c o r d i n g of a n e w s empty b r o a d c a s t (see (see below) W a t c h the n e w s broadcast a n d • and boxes below) Find s o m e fairly a n o n y m o u s cardboard boxes such as cereal discuss the language, focusing on life, for e x a m p l e lessons, l u n c h pastime onwards g r o u p s , a n d ask e a c h g r o u p t o agree to c o v e r a different aspect of s c h o o l break, sports j o u r n a l i s t i c p h r a s e s s u c h a s ' a n d packets or s h o e b o x e s C o v e r these n o w over to our overseas c o m p l e t e l y in white paper, using T h e groups plan both w h a t they are correspondent g l u e or sticky tape so that labelling .' g o i n g to f i l m a n d w h a t they are g o i n g to say T h e y t a k e it in t u r n s to • use the c a m c o r d e r , a n d then edit to m a k e a n e w s broadcast, using the v i d e o together, if this is p o s s i b l e themselves as subjects: school The video can be s h o w n to other is no longer visible These boxes Tell the students that t h e y are g o i n g sports results, friendships b r e a k i n g • an and T V If y o u h a v e a large c l a s s , split it i n t o • Turn career onwards Plus • now Level onwards and T V Plus and correspondent ' Groupwork Single V H S A d People Student N e w s Video Diary will be the d u m m y products your class will sell • • Put the class into g r o u p s A s k o n e different advertisements D i s c u s s the strategies used in the group to be the n e w s r o o m team may in turn p r o d u c e their o w n (i.e n e w s r e a d e r , d i r e c t o r a n d v i d e o d i a r y f o r your s t u d e n t s some TV commercials with the class, preferably in English classes or sent to an ' e x c h a n g e school' in England or America, w h o Watch u p , t h e e v e r y d a y stuff o f s c h o o l life • D i v i d e the class into groups of four c a m e r a p e r s o n ) a n d ask e a c h of the o r five G i v e e a c h g r o u p o n e o f the other g r o u p s to find a story w h i c h c o v e r e d b o x e s Tell t h e m that these will make a good news item G i v e b o x e s c o n t a i n the p r o d u c t t h e y are the groups e n o u g h time to script going to sell their story as w e l l as a n y research M e a n w h i l e , the n e w s r o o m • team should circulate to find out decide what the packet contains w h i c h stories are b r e w i n g • E x p l a i n that t h e y h a v e t o : d e c i d e o n its u n i q u e s e l l i n g decorate the design, script and film a TV point W h e n the class is ready, all the n e w s items are f i l m e d w i t h appropriate links packet c o m m e r c i a l for that p r o d u c t • In a c o r n e r of t h e c l a s s r o o m set up a 'studio' and a booking form W h e n the groups are ready they can book the studio for a slot • T h e class v i e w s the advertisements and discusses whether they work 88 Appendix Full set of Example Cards for Circles (Section 8) Summaries Circle my last holiday a film I enjoyed my home my oldest and dearest friend my hopes for the future my career my pet hates my family my country 89 J Auxiliary Circle I'll be here this time next year I've been to Paris I like Chinese food I'm wearing my best I was talking when the pair of jeans teacher walked in I can drive I'd like to go to Disneyland I can swim I used to smoke I'm going to my homework tonight I'm going to the cinema tonight 90 Reporting Circle (Lower) I She I like ice cream I'm going to watch TV tonight • I've been to Britain She She She I can drive Get out and don't come back! She told me said me told me said me told me said me told me said me told me (that) s h e l i k e d ice-cream (that) s h e w a s g o i n g t o w a t c h T V (that) s h e h a d b e e n t o B r i t a i n (that) s h e c o u l d d r i v e t o get o u t a n d not t o c o m e b a c k (order) She asked (me) what She asked (me) where I lived She asked (me) if I liked cooking, my name was What's your name? Where you live? Do you like cooking? whether She asked (me) Can you swim? 10 Could you help me with this? if whether 10 She asked (request) 91 me t o h e l p her I could swim, Reporting Circle (Upper) I Get out and don't come back! tell/order If I were you, I'd take it advise Don't forget you haven't paid your bill! remind Go on, go to Spain You'll have a great time! encourage a c c u s e (someone) of admit back to the shop (someone) to Why don't you come round for dinner? You ate that chocolate, didn't you! I did it I took the money — Don't look at me I didn't take your pen! I'm really sorry but I've broken your watch a p o l o g i s e for 92 doinf Reporting Circle (Upper continued) 10 Let's go to the beach! 10 suggest 11 Why don't you go to bed? 11 suggest that 13 We can't lend you any more money 13 refuse 14 I'll give you the money next week honestly! 14 promise d o i n g (speaker i n c l u d e d in suggestion) do/did 12 Would you like to borrow my car? to d o 93 Quickfire Circle What time you call this? You're nicked, mate! Where to, guv? Alright? What seems to be the matter? What you fancy? Warm for the time of year, isn't it? Got a light? Do you come here often? It's my shout What're you having? Anything you say may be taken down 94 rofessional ersveetives professional perspectives is a series of practical methodology books designed to provide teachers of F o r a f u l l list a n d f u r t h e r d e t a i l s of titles English w i t h fresh i n s i g h t s , i n n o v a t i v e i d e a s a n d in original c l a s s r o o m m a t e r i a l s It is p u b l i s h e d by DELTA O t h e r titles i n t h e s e r i e s i n c l u d e : Hoe Surrey Tel Humanising your Coursebook E-mail Rinvolucri Web A wide range of activities d e s i g n e d to e x t e n d t y p i c a l coursebook language practice by e n g a g i n g students creatively a n d productively The MINIMAX Teacher by ]on Taylor Practical, easy-to-use activities that g e n e r a t e the m a x i m u m student output f r o m the m i n i m u m teacher input Using the Mother Tongue by Sheelagh Deller and Mario Ready-to-use activities w h i c h Rinvolucri m a k e creative use of the s t u d e n t s ' m o t h e r t o n g u e i n t h e l a n g u a g e l e a r n i n g classroom G U 9SW England activities d e s i g n e d t o get s t u d e n t s t a l k i n g i n c l a s s Mario Cottage Lane Peaslake Sion More than 0 i m a g i n a t i v e ideas a n d s t i m u l a t i n g by series, PUBLISHING Quince Creating Conversation in Class Chris perspectives c o n t a c t t h e p u b l i s h e r s at: DELTA PUBLISHING by professional the • 95 +44 (0)1306 731770 info@deltapublishinR.co.uk www.deltapublishing.co.uk