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‘Could you cover my class tomorrow morning and take them with your group of Level 1s?’

‘Sure, no problem’


The Twitter cavalry to the rescue!

All great, much appreciated everyone!

By the way, if you don’t already follow these people on Twitter, then you’re missing out! Go follow them now: @ALiCe__M @alanmtait @sandymillin @misuzb @cerirhiannon @TEFL

I’m currently thinking about trying out Ceri’s alphabet game for some discussion and writing, but then I also remembered Sandy’s blog (Almost) Infinite ELT Ideas. For those that don’t know, the idea behind the blog is that Sandy posts a prompt every week. Other teachers are then invited to share what they would do with it in their classroom. Apart from what’s set out in the prompt, any assumptions can be made regarding the teaching context (e.g. size of room, materials, access to pcs, etc.). Sandy then goes back and tags the post with keywords relating to the ideas shared. This makes it a searchable bank of teaching ideas – fabbo!

Anyway, the prompt I want to take down a dogme road is this one about using a ticket. I was also interested to see Anna’s interpretation, so may take some ideas from her post as well. Following on from my classroom improv yesterday, I want to take this one down a creative, imaginative path – maybe writing a short story, a news report, acting out a scene. Not sure yet.

However, I know what I do want to do – grab as much emergent language from the students as I can before setting them off on their mystery task! But, with 20+ learners, how feasible is it for me to go around with my notepad or post-its and write down the phrases I hear the students using or areas I’ve helped them with. Hmm, maybe not so easy.

DISCLAIMER – I don’t have my copy of Teaching Unplugged to hand, so if Scott Thornbury and Luke Meddings have already said this, well, I’m saying it again! I also think Jeremy Harmer mentioned something similar about teaching large classes in a talk he gave in Chile.

I am going to appoint student note takers. In small groups (3-5 students, perhaps) I’ll give one person responsibility to take notes about what they discuss with their classmates. I’ll emphasis that they should at times write down exactly what they have heard including any errors or misuse. I’ll hare round the classroom as is my usual state, noting down language, helping and prodding if necessary.

This could work, or could go completely flat! I will let you know!