Writing | exams | task | useful language

PLASTIC SLEEVES … have been known to save lessons 🙂 Put a copy of a writing sample in a plastic sleeve. Get a permanent marker.   Are your students familiar with this type of task? YES If your students are familiar with the structure, but you’d like to make sure they are – hide the important language and leave the rest visible – students are … Continue reading Writing | exams | task | useful language

Drawings | lexis 2

A slightly different way to tackle drawings and new language than the one that you can find here. Introduce lexis with accompanying pictures. Put the cards with pictures around the room. Encourage students to retrieve the whole phrase. Leave the picture cards as clues for writing/speaking task later on. You can create a handout with the same pictures – it may become an exit ticket, … Continue reading Drawings | lexis 2

Drawings | lexis

  Before the lesson, put the cards with phrases you’re going to introduce later around the room. Each card has a phrase with one word replaced with a drawing. Introduce new phrases. Encourage students to walk around, find the cards and retrieve the whole phrase, replacing the drawing with a missing word. Under these cards, there is a second layer of cards – just the … Continue reading Drawings | lexis

Notetaking | lexis | functional language

Let’s say you’re teaching likes&dislikes today. Ask your students to draw a simple table in their notebooks (see above). On the left, students write all the ways of expressing likes&dislikes they can think of. During the lesson, they add new phrases in the middle column. The third column is for them to add to later on when they come across another phrase that serves the … Continue reading Notetaking | lexis | functional language

Notetaking | grammar

An idea inspired by Cornell’s notetaking method. Aim: To help students personalise the target structure & revise it after some time.   On the left – icons/pics that represent: – student’s own sentence (using the target structure) – a pic that will represent their sentence – form – when they’ll use the target structure – substitution table   On the right – space to write … Continue reading Notetaking | grammar

Writing | feedforward | assessment

Do you remember the classroom experiment in 3 parts? As I was commenting on the final drafts I had a feeling that looking at the assessment criteria together and me pointing out what’s great and what needs improvement might be a useful thing to do, but even when we were comparing the first and final drafts and the bands they would get on the Cambridge … Continue reading Writing | feedforward | assessment

Whiteboard | instructions | writing

Guiding your students through steps of a writing task via instructions on the board? Why not?   Who? A group of 12 B2 adult students. What? A lexis-rich lesson on challenges, taking risks and undergoing change, that had lots of vocab & speaking practice but was leading to a writing task. Why? The lesson was unusually long (120mins) and I knew that by the time … Continue reading Whiteboard | instructions | writing