Lesson Plan: “Thriller” by Michael Jackson! (B2 to C1)

When was the last time you taught a song-based lesson in which the ‘listening’ component consisted solely of gap-filling? Let’s be honest with ourselves: gap fills are easy to create, easy to give instructions for and (tellingly) easy for students to do, even if they don’t actually have the strongest listening skills. But if a student only listens for the 10 words that complete the 10 gaps on a worksheet we gave them, did they really listen to the song at all?

For this lesson, I forced myself to come up with a variety of different tasks, gap-fill included, that would require students to put those top-down and bottom-up listening skills to work. The lesson also encourages learners to dig deeper into the song lyrics and imagine how they could appropriate the vocabulary they hear for their own personal use. Happy Halloween, everyone!

Level: B2 to C1 (Upper-Intermediate to Advanced)
Age: teenagers
Time: 60 minutes
Materials: song (YouTube or MP3), 1 class worksheet + 1 homework sheet per student ––– comment for files

Aims:

  • By the end of the lesson, students will have practised strategies for upgrading story language to make it more descriptive. They will do this by using synonyms to upgrade standard language and comparing their ideas with descriptive song lyrics.
  • Students will also have practised meaning-building strategies (using contextual and grammatical clues to make sense of audio signals) and decoding strategies (discriminating between similar sounds, transcribing squeeze zones).

Continue reading Lesson Plan: “Thriller” by Michael Jackson! (B2 to C1)

Advertisements

I helped organise an international conference!

In all fairness, the title of this post should really be something like “I did a couple of odd jobs here and there to help out with the absolute ocean of work involved in organising and successfully running an international conference”. In any case, for the purposes of this blog post, I hope you can find it in your heart to allow me this little bit of click-bait.

Now that we’ve got that out of the way, down to business. By now you may have heard that my school hosted the IH Young Learners conference last week, which I co-wrote the application for and then eventually got the chance to speak at; all in all, a developing teacher’s dream come true, prosecco all round, clink, blah blah blah …

However, amid all the networking and sharing and developing, there was one particularly special moment during that long conference weekend, a moment that I know I will never, ever forget as long as I work in ELT: on arrival at the conference, every single visiting delegate received a handwritten welcome letter from one of our young learner students.

The idea was deceptively simple, and utterly perfect in terms of the message we wanted to send to our international visitors. Our original conference application stressed the strong ties our school has with the local community, especially the state schools where we run outreach programs. Our directors were adamant that if we were to host a conference for YL teachers, then our YL students should be involved somehow, and they were absolutely right.

Once I had come up with the idea, we just needed to give our students a little nudge in the right direction. To help them get their ideas out onto the page, I designed a couple of easy-to-adapt lesson plans for letter-writing as well as the teaching materials to go with them, including three model welcome letters at the A2, B1 and B2 levels. Our fantastic team of YL teachers then took those plans and materials into their regular English classes and ran with them, and our ridiculously talented YL students did the rest!

Some of them wrote about their favourite restaurants and dishes to try, some of them explained local traditions and cultural references that they thought might interest international visitors, and some chose to give a more warts-and-all description of the reality of living in one of Italy’s forgotten southern regions. Different though they were, however, all the letters were nonetheless spectacular reads.

A welcome letter handwritten by Lara P, a B2 student at the local high school.
A welcome letter handwritten by Lara P, a B2 student at the local high school.

To encourage participation, the letter-writing task was pitched as a city-wide competition, open to our internal YL students as well as all of our external teen students at local state schools. All in all, just over 120 young learners aged 11-18 wrote welcome letters for our incoming delegates. My colleague @lennyberlenny and I then had the unenviable task of sorting through them all to choose 54 winners, one for each of the delegates coming to visit us for the conference.

This welcome letter was handwritten by Sara C, one of my B2 students at the local state-run high school.

A welcome letter handwritten by Sara C, a B2 student at the local high school.
A welcome letter handwritten by Sara C, a B2 student at the local high school.

The reactions as the letters were discovered and read were absolutely priceless. We had gasps of delight and surprise, and even a couple of tears! As a foreigner who has had the privilege of getting to know this sleepy little part of Italy over the last 18 months, I was so incredibly proud and moved to watch others be offered the same insight into the local culture, especially in a place that has had a historically difficult relationship with outsiders.

This welcome letter was handwritten by Alessandro F, one of my B2 students at the local state-run high school.
A welcome letter handwritten by Alessandro F, a B2 student at the local high school.

The cherry on top was unexpected even for me: our delegates were so impressed by the gesture that they have started writing back to our students. The international community has helped our YL students use real English to speak to real people for real reasons. As an ELT teacher, what more could I possibly wish for?

I’m no longer scared of being observed!

So, I’m walking out the door of the staffroom. It’s 6:05pm. (Last class of the day – almost done!) I’ve got one foot in, one foot out, when my DoS walks up to me and asks if the new teacher who joined us earlier this week could possibly come observe my class. (The one that starts five minutes from now, that is.) For a good few seconds, I stand there slack-jawed, waiting for that old familiar observation panic to kick in … but it never comes. And then I hear a calm voice (my voice?) coolly say, “Yeah, of course. That’s absolutely fine.”

How did we get here, ladies and gentlemen? Was it really that long ago when the mere idea of another teacher being in my classroom was enough to make me break into a sweat, mess up my staging and forget half my lesson plan? How many hours would I spend slogging over lesson plans and language analysis sheets that my line managers would inevitably spend a maximum of ten minutes glancing over during a quick pre-obs meeting? How many nights would I spend obsessively going over an observed lesson, making a mental note of all the things I could have done differently?

Hard though it is to pinpoint exactly when and how my observation-related fears suddenly vanished, I think it mainly comes down to the following factors:

Saturation. I was observed so often during Delta Module 2 and the IH CYLT that it almost started to seem weird not to have someone sitting in my classroom at all times, making notes on every single thing I thought, said and did, and then reporting those notes back to me afterwards in minute and at times frankly unnecessary detail!

Awareness. Again, thanks to Delta Module 2, I’m much more aware of my own beliefs and assumptions as a teacher, and I can use them to fully justify every one of those instinctive decisions we constantly have to make during a lesson. This also means I’m comfortable identifying, analysing and criticising my own decisions post-obs, all the while avoiding that rookie CELTA mistake of, “Oh god, it was terrible!”

Interest. As a lover of teaching and learning, and an ambitious young professional, I am chomping at the bit to learn everything I possibly can about what I do. Observations are, hands down, one of the best ways to do that. There’s nothing like personalised, constructive, forward-looking feedback to boost your standards!

Confidence. Having received, on balance, more positive observation feedback than negative in my teaching career so far, I can now tell myself I’m statistically unlikely to make any life-altering mistakes that will have me berating myself for hours afterwards. (Not that this doesn’t still happen from time to time, of course!) TLDR; I can say with some certainty that I don’t completely suck at my job.

Prudence. Now that I’ve been teaching for almost four years, I know that observations are not the time to try new, complicated activities you’ve never done before, unless that’s the specific aim of the observation as pre-arranged with your observer. I know not to try to fit two hours of teaching into 80 minutes. I also know when to throw the lesson plan and the rules out of the window and just go with it.

As for my observation today, it went very well, thank you very much for asking! My students were absolutely stellar, as they always are, and gave me a lot of food for thought via a discussion about fake news and the modern role of social media as a primary news source for the public. Here’s the #ELTwhiteboard from the lesson for your viewing pleasure:

Observations - #ELTwhiteboard

Lesson Plan: “Tears” by Clean Bandit! (B2 to C1)

In my previous job, I used to spend a lot of time lamenting the fact that my students never bothered to listen to any English-language media outside class. Now, I have exactly the opposite ‘problem’ – my students know so much about English-language popular culture that I’m forever trying to find lesson material they haven’t heard or seen before!

That’s where I got the idea for this lesson plan, which I built around a lesser-known song by British electro-pop group Clean Bandit. It has worked particularly well for me with teenagers, but there’s no reason you can’t use it with your adult classes –  especially if your students are getting a bit complacent about their listening skills!

Level: B2 to C1 (Upper-Intermediate to Advanced)
Age: teenagers and adults
Time: 80 minutes
Materials: slide with photos, song (YouTube or MP3), 1 class worksheet + 1 homework sheet per student ––– comment for files

Aims:

  • By the end of the lesson, students will have understood the overall meaning of a song about moving on from an old relationship. They will do this by listening for keywords and making inferences.
  • Students will also have practised meaning-building strategies (using contextual and grammatical clues to make sense of audio signals) and decoding strategies (discriminating between similar sounds).

Continue reading Lesson Plan: “Tears” by Clean Bandit! (B2 to C1)

Lesson Plan: Banksy Part Two! (B2)

As promised, here’s Part Two of my Banksy lesson arc! You can find Part One here. The strength of this lesson lies in the way I personalised it for the particular city I teach in, and I encourage you to edit your materials so that your lesson can more closely reflect your own city and context.

I really can’t overstate how much production this lesson generates –  even when it comes to writing, which my students usually hate. I’ve actually just finished marking a batch of FCE formal letters based on this lesson, and the marks are the highest this class has achieved all year!

Level: B2 (Upper-Intermediate) or FCE
Age: teenagers or adults
Time: 80 minutes
Materials: exam question, list of phrases for formal letters, destroyed model text (comment for files)

Aims:

  • By the end of the lesson, students will have written a formal letter (FCE Writing Part 2) in the context of graffiti and street art.
  • Students will also be more familiar with fixed expressions used in formal letters.

Continue reading Lesson Plan: Banksy Part Two! (B2)

Lesson Plan: Banksy Part One! (B2 to C1)

This is easily one of the most engaging lessons I’ve ever taught. So far, I’ve used it with over 100 different students across a range of ages and classes, and it just works. As if that wasn’t enough, it also leads quite naturally into FCE and CAE writing projects (lesson plans coming soon). All in all, it’s a great way to get your students into modern British art, while also encouraging deeper reflection and critical thinking.

NOTE: Originally, this lesson was just a riff on a double-page spread from the Speak Out Upper Intermediate course. Eventually, I developed it to the point that I was no longer using the materials from the coursebook. However, I’m still very grateful to both Frances Eales and Steven Oakes for the fantastic idea!

Level: B2 to C1 (Upper-Intermediate to Advanced)
Age: teenagers or adults
Time: 60 minutes
Materials: vocabulary cards, slideshow of artwork by Banksy (comment for files)

Aims:

  • By the end of the lesson, students will be better able to use the following lexis to praise/criticise Banksy’s art: irresponsiblesatirical; vandalism, a valid art form; controversial; provocative; anarchy-lite; defaces buildings; derivative; hideous; pioneering; iconic; subversive, distinctive.

Continue reading Lesson Plan: Banksy Part One! (B2 to C1)

Lesson Plan: All I Want For Christmas! (B2 to C1)

If your teenage students are anything like mine, then they’re absolutely exhausted and in desperate need of a fun, festive lesson around this time of year! This low-prep lesson outline uses a task-based learning format to help students tackle a Cambridge FCE/CAE-style speaking task in the context of Christmas presents.

Level: B2 to C1 (Upper-Intermediate to Advanced)
Age: teenagers (preferably working towards FCE or CAE)
Time: 80 minutes
Materials: 1 question sheet per student (comment for files)

Aims:

  • By the end of the lesson, students will have practised FCE/CAE Speaking Part 3 in the context of Christmas presents.
  • Students will also be better able to use phrases for … [e.g. turn-taking, negotiating, etc.  – depending on what your students need to focus on]

Continue reading Lesson Plan: All I Want For Christmas! (B2 to C1)