Interactive, engaging, effective and if possible, fun are the ingredients I want in every lesson. Even if it is online.
This low-tech activity is a marriage between any video conferencing platform and a whiteboard. t can be used as an end-of-term vocabulary revision or to revise the vocabulary of a single unit.
We are going to use two techs here:
A video conference platform. As I have explained in previous posts, I am using the super-easy 8×8.vc video platform – I think they need to start paying me for all the free publicity- but any platform will do as long as it has a chatbox.
A very easy to use interactive whiteboard: the famous Google whiteboard, JamBoard: easy, free and collaborative and….. with sticky notes. Yay!!!
Now that we have the perfect wedding, let’s start:
How to go about it:
Using the chat box in the video conference platform of your choice.
Step 1. Ask students to type vocabulary they have learned in this unit (this course) into the chatbox. Allow several minutes for this step. Remind them to check their spelling before clicking the Send button.
Step 2. Revise the meanings of the vocabulary they have written pointing out, at the same time, any spelling mistakes or typos they might have made.
Using the white interactive board Jamboard
Tell students you are going to play a bingo game and to do this, they are going to use a very cool tool called Jamboard.
Tell them you are going to assign each of them a different frame(slide) containing a bingo card. They should write their name on the frame in the space provided and this frame will become only theirs. They will need to choose 9 words from the chatbox and write them in the bingo squares of their bingo card.
Have a look at my Bingo Jamboard and make a copy if you want to use it. The instructions for the students to play this bingo game are on the second frame. This is a gif to show you an easy option to mark off squares
Watch this easy tutorial explaining how to use Jamboard and how to set up a bingo card game. Hope you and your students enjoy the activity!!!
So there’s mediation written assignments, then there’s creative mediation written assignments and then, there’s ANIMATED mediation written assignments.
Naturally I am a huge supporter of anything that involves using digital tools, and this activity is packed with digital tools; not only on my end, to create and present the assignment to my students but also on their end, to animate and share their creative animated task.
Here’s what we’re working with:
I have used: Google slides, Genial.ly, the Google chrome extension Bitmoji
Students will have to use: Render Forest and then share their animate videos on a Padlet.
The activity is explained in the Genial.ly below.
Note: click on the arrows, on the bottom right corner of the Genial.ly, for a better experience. 🙂
Oh dear, another bizarre and unreal week. I know we will all be struggling to get through it so thank you for stopping by. I hope you can find on this blog lots of ideas and lesson plans which will make your teaching easier.
Today, what I want to share with you is nothing fancy but probably useful. A bunch of teachers from different Official Language Schools in Spain have gathered together to host webinars trying to help teachers shift to online teaching. In one of them, given by Fernanda from EOI Málaga, I learned how to use Google Sites to create, in a flash, beautiful websites. It literally took me less than 15 minutes to put together what you can see when you click on the picture.
You can see her webinar here and subscribe to the channel for more interesting webinars here. You might also want to see mine covering Flipgrid here
Anyway, this is a Google Site I have shared with my students to help them revise Passive Sentences. There is also a board with a speaking activity I am planning to play with them in our weekly speaking session via 8×8.vc
As we are confined in our homes trying to slow the spread of the coronavirus, we must try and make the most of this situation. Nobody could have predicted, back in September when we started the course, that talking about viruses and fear and panic and death was going to be one of our topics this course. Despite our growing concern for what lays ahead of us, I cannot and will not give my students a lesson that will cause them more pain and sadness. Yes. I want them to understand and use the vocabulary related to the situation we are living nowadays, but I also want to do my bit and help brighten up their day. I hope nobody takes offence.
We all know it’s bad out there but fear and worry over the coronavirus have prompted a crop of funny videos that I hope help me put a smile on your face. We need to be worried and we need to have a sense of common responsibility. That’s undeniable. But a little levity now and then is surely appreciated. I don’t need science to know that in times of crisis, laughter is the best medicine we have.
In this lesson, you will find
useful language to talk about the situation we are living now due to the coronavirus
a bit of listening practice
funny videos featuring situations or attitudes prompted by the pandemic
some conversation questions following the videos
Note: it goes without saying this speaking lesson will be done online. I have shared this lesson with my students in advance and asked them to see the videos and have a look at the vocabulary.
I always start my classes revising what we learned in the previous lesson. I do it for many reasons: it allows students who have missed the previous lesson to catch up and not fall behind, it gives students the opportunity to clarify meanings or pronunciation they haven’t quite grasped, and also it encourages retrieval practice that, in my opinion, is the way to learn.
I really think that the first 5 minutes are really important as it sets the mood for the rest of the lesson. That’s why I am always designing revision activities that add variety in my lessons and, if possible, fun.
This one I will call The List. It’s quick, fun and effective.
Context: I have been working with the topic Language Learning and my students have been learning some new vocabulary. Time to revise it!
Procedure: Ask your students to write a secret list of 10 words, collocations or expressions they learned during the previous lesson. Ask them to keep it secret.
Pair students up. Tell students they will have 1 minute to try to guess the words on their partner’s list. Say Student A starts trying to guess the words on Student B’s list. As B listens to the words, he crosses the ones Student A has guessed. Ask them to change roles. Let students compare lists and have a look at the ones they could not guess. You might want to write them on the board to revise and reinforce.