Showing posts with label teacher toolbox. Show all posts
Showing posts with label teacher toolbox. Show all posts

Monday, September 7, 2020

Using Worksheets---More than a time filler

 



When students hear the word "worksheets", they automatically think of it as boring busywork. However, for teachers, worksheets can help support the lesson's objective while providing an opportunity for some good practice. And, with the right teaching technique, students can be engaged without feeling like these papers are only tedious assignments that pass the time in class.


What is the right technique? One way to engage students with a worksheet is to look at the worksheet as if it is a page in their textbook. Normally, when using a textbook, teachers stimulate the students' interest by coming up with a warmer that excites students towards the topic that will be used on that particular page. If the topic is about the weather, your warmer covers parts about the weather outside. If the topic is about animals, ask about what your students' favorite animal is, or have a photo with various animals to talk about in pairs.

Personally, I like to have warmers that review steps or vocabulary which one needs to know to be successful in completing the page. I might do Pictionary, have related photos to discuss in pairs, a ball toss, or call and response activity. A few of many activities to use as a warmer for the worksheet provided.

Next, look at the first part of the paper. How can it be used as a pairwork? Maybe, one student asks the question, and the other answers it. Then, for the next question, they switch roles. Or students could fold the page and have to do dictation with their partner.

Once the students' pairwork has finished, think about what extended activity could they do with the topic they have just practiced. Maybe they could write a postcard with a drawing or listen to a song about the same subject. They can practice learning the song, or you can make it a fill in the blank exercise.

The last part of the worksheet could be used as a game, such as Speed Round Robin, in teams. Speed Round Robin is where there are teams of 2-3 students must work together to complete each question. Once they have solved the first one correctly, they notify the teacher to see if it is correct before moving on to the next. 

Or you can have them do Running Diction. Place the worksheet on the other side of the room, one student reads the paper for one question and runs to their partner to write the answer together. They cannot move to the next question until the teacher has checked that their answer is correct. The first team to complete the assignment first, wins. Then the whole class goes over the answer to clear up any mistakes and confusion.

Julia M Cameron at pexels.com

However, if you are sharing a screen in your online class, you can place the worksheet on your screen for students to see. Have them look at the exercise as a speaking activity. Go through the exercises, and ask individuals what the right words are to complete it. Then, for students who can write, have them complete the worksheet on their paper after you have gone over some of it verbally as a class. For the ones who don't write well or at the normal speed, (You know the ones who take 20 minutes to copy two sentences!) ask more questions that help repeat the grammar or vocabulary from the worksheet.

Another option would be to have students placed in breakout rooms to complete assignments with time periods. When the time is up, check who has the most answers. Then, the class agrees or disagrees with what answers the winning team has presented.

Either way, worksheets do not always have to be quick fillers to keep your students quiet for 10 minutes. They can be engaging as well as helpful in your lesson planning while using all four skills (speaking, listening, writing, and reading) in language learning.


GET GREAT ESL YOUNG LEARNERS WORKSHEETS HERE!

Click to See More

Need some help building or reinforcing vocabulary in your ESL Young Learners class? This book has worksheets activities that will keep your students learning while they are having fun. All of the pages in this book are designed to be photocopied handouts. 


Engage your students in activities for the weather, time, animals, months, question words, prepositions, family, US holidays, describing people, and more. Plus, there is advice on how to use worksheets to extend a lesson and help practice vocabulary. 


These worksheets are suitable for children, aged 6 to 10 who are learning English at a beginner to intermediate level. There are also great fillers for fast finishers in your class. 

Teachers, give yourself a break from creating classroom material and let your students have fun with the activities in this book. 


Find on 

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Amazon.jp: https://www.amazon.co.jp/dp/B08HGLPZHB

Amazon.ca: https://www.amazon.ca/dp/B08HGLPZHB



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Monday, May 11, 2020

Picture Game for Young Learners


Guess the Picture



In my Hidden Images slides, click the blue squares to reveal an image. Students try to guess the image before all the squares disappear. This is a fun way to review vocabulary and motivate students.

 ***If you would like to change anything in the slides or the Translation document attached to it, just go to file and make a copy. That copy you will be able to edit as you like.
***Don't email me to request access to edit. I will need this copy to stay the same.

Here is the link to Hidden Images

To change the images, simply click on a square and move it to the side. Then select the image underneath and delete it. Next, place your desired image on the slide. Then go to the ARRANGE tab and click ORDER to place the image behind the squares. 

There is more in my new resource book.

Don't waste any more of your valuable time and build your confidence in ESL teaching.

I've created a book for the experienced teacher to the least experienced ones. It saves you the time of finding FREE sites filled with the material to supplement your textbook or provide material for non-textbook environments.

My resource book has a variety of topics are categorized in the order for teaching young learners from ages 3 to 8 years old. Teach with the ease of accessing a multitude of subjects.

Use it to cut your planning down by giving the majority of what you need to plan a great lesson along with tips to help you develop the lesson with seamless transitions.

 Get your copy of TODAY!



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Thursday, February 27, 2020

A Change of Plan: From Worksheets to Exciting Learning


In teaching, you learn quickly that no plan goes accordingly. You could have an airtight lesson plan filled with objectives and clever transitional steps leading you to the next activity. Of course, you've planned brilliantly! It's what we had to spend a month to a year training to do. Yet, life always finds a way to wreak havoc on your plans. Especially, when dealing with human nature (specifically young children and teenagers. They have their own agenda.)

When you plan is failing.
For you, maybe, students have a very weak awareness of the past participle verbs during your present perfect lesson. Or a good chunk of students have missed lessons and you have to update the others to carry on to the next unit. 

Or worse, the internet shuts off. The computer decides to have a rest day and you are unable to use the tips and materials I have for you here. Ultimately, a complete nightmare with 13 to 25 students staring at you for instructions into what to do next.

Either way, disaster is known to strike. So prepare for the worst and pray for the best.

If you can't get anything to work out the way you've planned, its time to channel your creative flexibility.

As such, teachers must learn two things: when to divert from the plan and how to create an effective learning activity. Thus, welcome to my segment: A Change of Plan.




This week, during my movers' class, I had planned to finish the grammar point for the infinitive of purpose

I had been using the book exercises to lead students into an alternative way of giving a reason to do something. Example: I went to the bookshop to buy a book

The energy in the room was dropping and there was a clear division in who understood it, who got the grammar yet came up with unclear content (I had one student say: "I look in the dictionary to play football". The grammar is right even though it made no sense.🤷🏾‍♀️) and I had students who were completely lost. So instead of my original plan to have a mountain of more worksheets. I changed it up.

First, I wrote on the board: "I go to school to..." Then, I elicit phrases to complete the sentence. We stayed with "I go to school to learn more things." Next, I took the last phrase to create a new sentence. "I learn new things to..." I pointed to a student to complete the sentence. Then I used her last phrase to create a new sentence for the student next to her to complete.

A chain was developing and I went around the class following that chain format. Some sentences were crazy ideas but it didn't matter I was trying to get the structure down. In this way, I could fix the mistakes certain students kept making and they were getting models of corrected phrases from their peers.

At this point, the students had verbally practiced it with a good amount of success. They were getting it but they needed more exposure to the grammar and making the content connect. 

The next step was writing relays. Writing relays work with students sitting in rows of 4 or 5. The first person in each row copies and completes the sentence I provide for them. Once done they pass their notebook back and the second person writes a new sentence with the last phrase of the previous sentence. What we had done in our chain format. 

When the last person in the row completes it, I check for grammar and reasoning. If any of those mistakes are there, I underlined them. Then I'd hand it back and tell the group to get together and fix it. 

This does three things: trains students how to self- correct, peer teaching is established (classmates explain the process in their young folk language) and this process also gives others a chance to finish, in hopes I will see theirs before the other group fixes their mistakes.

The point goes to the team that has completed all their sentences correctly before the other teams. Once that round is done, I point out the mistakes the other groups were unable to fix. I do three rounds of this. And the team with the most points win.

Now, the class needs to settle and I have to access if any of these activities have worked by doing independent practice. So, I give them a couple of exercises. 

I monitor and support the weaker ones. Through my encouragement guidance, I remind them of some example phrases. And with patience, they complete the task. Their ideas are unconventional but the structure is there. 

Plus, I feel confident to move to the next unit for the following class but I've noted that this grammar will need to be revised in warm-up exercises in the future. this way the students don't forget it and it will improve their concept of how the relationship of purpose should be between the two clauses.

This particular class ended on a good note. And, with creative learning tools from my teacher's toolbox, the aim of my lesson objective was met, regardless that the plan had changed.

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