EFL Advent Calendar – 10th December

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Team Wordsearch – 10th December

At the moment I sadly don’t have any kids’ classes. For the ones I have had, however, this has always been a firm favourite; it’s also an activity that can be used at any time of year and with any set of vocabulary. You’ll need a wordsearch for this one: you can find Christmas themed wordsearches easily online, for example here and here, or you can make your own (using vocabulary you and your class have studied) using Discovery Education’s Puzzlemaker.

Beforehand, decide whether your students are likely to be working in pairs or groups of three: you’ll need copies of the wordsearch for each group to have one, plus one extra (the extra one can be blown up to a larger size if you’d like). Then (and this is important!) cut off the part of the paper which tells you which words you need to find.  

You’ll also need some felt-tip pens (markers) in different colours!

Group your students into pairs or threes, and get each group to choose a different coloured pen. Use blu-tack or a magnet to stick your extra copy of the wordsearch on the board. 

Hand out the wordsearches, one to each group – put them on the desks face down. Tell the students not to turn them over and look! 

When you say ‘Find [star] – go!’ all of the students turn over their wordsearch and race to be the first to find the word. 

When one team has found the word say ‘Stop’, and all the teams must turn their wordsearch back over, so it is face down again. The team which was first to find the word comes to the front and marks it on the extra copy on the board. 

Repeat the process until all the words have been found – the team with the most words in their colour on the board are the winners! 

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EFL Advent Calendar – December 4th

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Good morning everyone! Yesterday I braved the crowds to do some of my Christmas shopping (not very successfully, although I was looking for gifts for other people I kept finding things for me!) and I have to say that I’m really enjoying all the Christmas music that’s being played everywhere!

Today’s activity is another young learner one (although it could probably work with fun-loving adults). It’s not a Christmas activity in its own right, but can be easily adapted, and is a fun way to practise recognising and producing vocabulary at word level. As to why it’s called ‘Fishbowl’? I’m honestly not sure… it was taught to me by one of my Prague colleagues, and I’ve just stuck with the name he called it!

December 4th – Christmas Fishbowl

For: Young learners

Level: Beginner + (can be made more challenging up to around pre-int/int level if desired)

Time: Around 30 minutes for the whole game, but if you want to cut out rounds/impose a shorter time limit you can make it shorter!

For this game you’ll need some Christmas vocabulary that the students are familiar with (this is a great fun review game to play at the end of a lesson or at the beginning of the following one). If you’re lacking in inspiration enchanted learning has a list of words of varying levels of complexity, or you could use Christmas flashcards from a site like Activity Village or MES English.

  1. Divide the class into two (or more) teams. Allow each team 1 minute to choose a team name, and write these on the board.
  2. Sit on a chair at the front of the room, in front of the board. Decide which team is going to go first, and ask them to come to the front – they must stand in a line starting in front of the teacher. Tell the other team that they mustn’t help or call out – they should only listen (it will help them if they can remember what words are included and the other team’s approach to problematic words!).
  3. Demonstrate the procedure – one student will come forward, and look at the flashcard/vocabulary word shown to them by the teacher. They must then draw it on the board for the rest of the team to guess. No talking or miming allowed! Once a word has been guessed successfully, the student goes to the back, and the next student comes forwards for the next word.
  4. Set a timer – around 2 minutes is probably the perfect length of time to give the students a good chance of guessing lots of words without making it too easy. If they’re really struggling to guess a word, use your discretion, you can put it aside and move on – but this should be a last resort!
  5. Once the time is up, count up how many words the team guessed correctly, and record it on the board. Repeat the process with the other team.
  6. Repeat the process with the different rounds (same words used each time): Round 1 = draw the word, Round 2 = mime the word (again, no speaking allowed!), Round 3 = describe the word.  Round 3 can easily be adapted to offer different levels of challenge (or just to shake things up a bit!). Students can offer a full description of the word (eg. it’s an animal, it’s got four legs, it pulls Santa’s sleigh…) or can say only one key word to describe it. Although saying one word seems easier on the face of it, it really forces the students to think carefully about both the word and how to describe it. For some words (eg. ‘animal’ for reindeer) this is easier, but for others it’s harder – how do you describe ‘angel’ in one word?!
  7. At the end of all three rounds, add up the totals – the team who guessed the most words across the game is the winner!

 

EFL Advent Calendar – December 2nd

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December 2nd: Origami Christmas Tree

For: Young Learners

Level: Any

Time: 25mins

These look complicated. They’re not – I’m pretty sure that the instructions make it look harder than it is (or perhaps it’s just my brain). Either way, don’t be put off: make a few first so that you have an example to show your students (and so that you know how to do it!).

Take your students through the process step-by-step, giving the instructions, showing your example, and monitoring to ensure that they’ve done it correctly. You can pre-teach/check the meaning of ‘fold’ and ‘turn over’ if you like.

When I made these with my 2nd grade students last year we glued folded strips of paper to the tops of our finished trees to make them into a hanging decorations.

You can offer a prize for the best decorated Christmas tree!

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5 Games for Advanced Students

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We’re all familiar with the games teachers habitually play in the EFL classroom: hangman, 20 questions and so-on. When your students have a high level of English, though, it gets a bit tricky – those games may be fun, but they present little to no linguistic challenge for your students and as such don’t have much value.

Just because your students are upper-intermediate or advanced, it doesn’t mean they don’t want some fun every now and then (especially if they’re kids or teens!). So, what can they play?

1. Challenge

Also known as Stop the Bus (although I’ve never figured out why!). The aim of this game is to be the last player remaining by correctly spelling words under pressure.

Nominate a student to begin the game. The student must say a letter. The turn then passes around the classroom, with each student saying a letter to continue spelling a word.

For example:

Student 1: C

Student 2: A

Student 3: T

The student who completes a word then begins a new word. However, if a student thinks that the person before them has made a mistake, or has given an impossible letter combination (eg. C-A-L-T) they must question the student by saying ‘Challenge!’. If the challenged student fails to produce a correct word, they are out. If they can answer correctly, then the challenging student is out (and the subsequent rounds skip that player). The last player remaining in the game wins. The teacher monitors, provides a countdown time limit if students hesitate too much before providing an answer, and optionally can provide additional support by writing the letters on the board (if desired).

2. Word Squares

Put the students in pairs, or ask them to play on their own if you think they fancy a challenge!

blank_grid-2ewi9kvDraw a grid on the board, 3×3, and ask the students to copy it down (one grid per pair).

 

Then elicit a 3 letter word from the students, and write it diagonally in the grid, one letter per square, starting from the top left hand corner and finishing in the bottom right hand corner. Explain to the students that they must race to complete the square with words that read left to right.

If for example you start off with:

word-squares-start

The students’ end result might be:

word-squares-end

When the first group finishes, stop all the pairs and collect feedback. I normally play three rounds of this game (the fastest pair to complete the square correctly getting a point each time), using a different variant for each round.

Possible variants include:

Using a bigger square – 4×4, 5×5 and 6×6 all work

Students may only write verbs (although any form is acceptable)

Students may not use the letter ‘e’ (or another commonly used letter)

3. Word Tennis

This can be played as a team game, or with each student playing individually. The teacher selects a topic (eg. vegetables, sports, the environment). The turn moves around the class (or alternates between the two teams) with each student (or team) saying a word connected to the topic. The last student (team) to be able to say a word each time wins a point.

4. Scattergories

I’ve played this game with students at pre-intermediate level or above, but it still works well for upper-intermediate or advanced levels – just make the categories harder (and perhaps include things more relevant to topics they have studied).

Teacher (and students!) select 4 or 5 categories and writes them on the board.

Eg. Place         Food         Personality Adjective         Outdoor Hobby            Job

Put the students into pairs or small groups. Each group needs a piece of paper and a pen or pencil.

The teacher says the alphabet in their head/randomly draws a scrabble tile/any other way of choosing a random letter. The students must then think of (and write down) one word for each category beginning with that letter. When they have one word for each category they must shout ‘stop!’ and the scoring for that round begins.

There are plenty of different ways to score this, but usually I award:

0 points for no word/ a word that does not begin with the correct letter

5 points for a correct word that is the same as another team’s word

10 points for a correct word that is different to other team’s words

20 points for a correct word if no other team has a correct word

Repeat for  3/4 rounds and tally up the scores at the end.

5. Hangmanagrams

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No, that isn’t a typo. For students who love hangman (but who honestly find it too easy) here is an extra challenge (which also gets them thinking about letter patterns). Hangmanagrams is played in almost the same way as hangman – a word is chosen, dashes drawn for each letter, students guess the letters, a new part of the drawing is added for each incorrect answer etc (less bloodthirsty versions can be substituted). Why almost? Well, that’s where the ‘anagrams’ part comes in.

Correct letters are written up on the board – but they can be written in any order. For example, if the chosen word is ‘APPLE’, and ‘P’ and ‘E’ have been guessed, the student/teacher writing the word may choose to write ‘P P E _ _ ‘, ‘_ P _ E P’ or any other variant. As well as guessing the letters correctly, the students must guess the (unscrambled) word – even if they’ve guessed all the letters, each incorrect word guess counts as another life.

What games do you play with your high level students? 

 

 

Teaching Teens 101

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Teenagers often have a reputation which precedes them. Moody, rude, unmotivated and uncooperative, they’re many teachers’ least favourite age group to work with. What many teachers don’t realise is that teaching teens can be just as fun and rewarding as teaching other age groups – you just have to approach it in the right way. 

Thrown in at the deep end and have a class of teenagers to deal with? Here is what I wish I’d known when I first started teaching teens. 

1. Remember that they’re not adults.

It sounds obvious, but especially if (like me) you’re not overly tall, it can be a bit of a shock to walk into a room of 15 year olds and realise that they all tower over you. One of the mistakes people often make when teaching teens is that they assume that because their students look like adults, sound like adults, and sometimes act like adults, they can teach them in the same way that they would adults. With some classes, you can – however as a general rule, I’d say ‘don’t’. Teenagers don’t have the same attention span as adults. Hormones lead to fluctuations in both mood and energy levels. Often teachers complain about their teenage classes being ‘bored and lethargic’, when actually their students are just tired. For more information about the differences between teenage and adult brains, I really enjoyed this article.

Teenagers can be interested in very ‘adult’ topics (and by this I mean things like politics and the economy, as well as the other interpretation), but they can also surprise you by suddenly being interested in something that would strike you as being very immature. I remember one occasion when my teens begged me to let them write letters to Father Christmas – simply because they’d seen the letters my younger students had written and for whatever reason it had tickled their fancy.

Finally, it’s worth bearing in mind that teenagers do need stricter boundaries than adult students. In most adult classes, there isn’t much classroom management to ‘do’, students don’t tend to be badly behaved and students are generally respectful of others’ points of view. Adult students also don’t have quite the same propensity to say things simply to ‘get a reaction’. Your teenagers need to be aware that if they wish to be treated like adults, they need to behave like them.

2. …but they’re not kids either.

Given what I’ve just said, it can be natural for teachers (especially those used to teaching younger children) to go too far in the other direction and treat their teens as though they are simply bigger children. Again, this tends to not work well. Teenagers are becoming ever more aware of themselves and the world around them, and as they get older they are increasingly able to engage in adult topics. I’ve yet to encounter a teenager who doesn’t hate being patronised – and if you ask them to do too many activities which are seen as ‘babyish’ this is the risk you are running.

3. Let them provide the input.

As I’ve touched upon in my last two points, teens can often be changeable, and surprising! It can be hard to work out what they will (or won’t) be interested in, and even if you weren’t a teenager too long ago yourself, it can still be difficult as an adult to try to keep up with the latest popular singers, films, books, and trends. Rather than guess what your students might be interested in or which celebrities they might be familiar with, it’s far safer to plan your activities so that your students can provide as much of the input as possible – even if it means asking them about things they like, and planning a subsequent lesson based on that.

4. Let them talk about themselves.

A useful addition to the above point. Teenagers are often pretty self-absorbed creatures, and are far more likely to engage with an activity if it gives them the opportunity to think, write, or speak about themselves. It also means you’re guaranteed a topic that everyone is interested in – win-win! The teenage years are also when children move from only thinking about their own little world to having opinions on more diverse subjects and issues, so if something does come up (or a textbook activity on the environment or laws is unavoidable), be sure to ask if they have an opinion on it.

5. Respect them!

I cannot stress this enough, as I’ve always found this to be the most important factor when teaching teens. If you respect them, they respect you – and vice versa. Teens need to be allowed to express themselves, to engage with themselves, each other and the world around them, and they need to be able to do so in an atmosphere which is open, friendly and supportive. Conversely, they should know that there is acceptable and unacceptable behaviour in the classroom, and any words or behaviour which are intended to hurt, belittle or intimidate other class members, or to disrupt others’ learning, will not be tolerated. Make your expectations know, be clear, be firm, and above all, be consistent.

6. Give them some responsibility.

With respecting teens, comes giving them some responsibility. Show them that you trust them, you respect and value their ideas and opinions, and their behaviour is almost sure to reward you. Not sure how to give your teens responsibility? Allow them to determine the consequences when rules in the class contract are broken. Allocate a certain student or group of students to be responsible for preparing/leading a game each week or each lesson. Spice up a revision lesson by asking each pair to prepare and present a short summary of a topic that will be covered in the test.

7. Don’t police them too rigidly.

Part of treating teens with respect and giving them some responsibility means trusting their ideas and opinions. Sometimes it can be worth giving teens a bit of a free rein and allowing them to talk about a potentially controversial issue – they may well surprise you with their maturity!

8. Ask “why?”

Often we associate constantly asking ‘why?’ with toddlers or small children. However it’s something I like to use with teens, as it forces them to think a little more and express themselves more clearly and in more detail. Often teens tend to try to cut off a conversation by giving a quick/silly answer. ‘What did you do on the weekend?’ ‘I slept.’ ‘What did you do yesterday?’ ‘Nothing.’ ‘What can you tell me about the person in the photo?’ ‘He’s stupid’. Rather than try to pressure students into giving an entirely different answer, another approach can be to take their original answer and then run with it. ‘You slept? All weekend? Do you like sleeping? Why do you like sleeping?’. Be warned, this will make you incredibly annoying. It will also make your teenagers talk more, and in time they will give longer, more thought-through answers.

9. Expect the unexpected.

One of the joys (and the challenges) of teaching teens is that you never quite know what to expect. A normally chatty, lively class can be impacted hugely by a pre-lesson argument. School exams can have an effect on how motivated (or even how awake!) your students are. You may carefully plan a lesson, only to find that for whatever reason, on that day, your students aren’t interested in it. Yes, it’s annoying. But often going with the flow is the only way.

10. Hold the coursebook loosely.

Maybe whatever coursebook you’re meant to be using is fantastic, ideal for teenagers and really suited to both the level and the interests of the students you’re teaching. Chances are this is not the case. You may want to think about adapting the coursebook, leaving out or changing some activities altogether. Particularly if your coursebook is a few years old, don’t hesitate to replace the material (or particularly the songs!) for something a bit more up-to-date. The coursebook is there to help you – but provided you’re teaching whatever grammar, vocabulary and skills that the students need for any exams they are taking, don’t feel as if you have to follow it slavishly.

I hope some of this helps with your teen classes (particularly if you’re new to teaching this age group!). You can also read my Teaching Kids 101 post, which focuses on teaching 6-12 year olds. 

 

 

Teaching Kids 101

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Teaching kids can be one of the biggest challenges new (and even not that new) EFL teachers face. You’ve done your CELTA, you’ve taught a few adult classes, everything has gone well; and then, suddenly, you find yourself in front of a class of 8 year olds. These are my top ten tips for anyone new to teaching kids.

1. Choose shorter activities.

One of the main areas where teaching children is different to teaching adults is that children have shorter attention spans. It seems obvious when you put it like that – but it can be easy to forget in the classroom. Your adult students may be perfectly capable of completing a reading/writing/grammar activity that takes them 15-20 mins. Try the same thing with your class of 8 year olds, however, and the result will be pandemonium. The younger the student, the shorter their attention spans – the general rule of thumb is the students’ age + two = the maximum amount of minutes they can concentrate for. When teaching kids, plan accordingly – you’re looking for lots of short activities, with different types of interaction – pair work, group work, individual work, so that you can vary what you’re doing every few minutes.

2. Let them move.

Children fidget – especially if they’re coming to your class after they’ve already done a whole day at school. It’s wise to incorporate some activities where they can move around – this could be a running game, a miming activity, or cutting up a text and putting it around the room for students to read. This will also help any lively students to burn off a bit of energy and help them to concentrate during the periods where you do need them sitting down!

Connected to both activity length and letting students move around is an idea called Settle/Stir. Some activities are ‘settling’ – they calm down excited students and can also be helpful transitions between one activity and the next. Think taking a register, read and draw activities, or using stories. Other activities are ‘stirring’ – they energise and excite students and can be useful both at the beginning of a class or at points during the lesson where students’ energy levels are flagging. Think miming/movement games, mingle activities, or many flashcard games. In your lesson you need a good balance of both settling and stirring activities (alternating between the two as much as possible) – too many settlers in a row and the students will become bored and lethargic, but too many stirrers and they’ll become overly excited, find it hard to concentrate, and you’ll risk losing control. You can find some good ideas for stirring and settling ideas for the primary school-age EFL classroom here.

3. Consider what they know/can do/like doing in L1.

If you don’t know, ask them/ask a parent/ask another teacher/Google it! Textbooks for young learners often include information that may not be at all helpful for your students – for example teaching them to tell the time in English when they cannot yet do it in L1, including CLIL lessons on photosynthesis or the water cycle, or asking a group of 10 year olds to write a job application letter for a job (I have encountered all of these!). Needless to say, if your younger students have yet to encounter something in their first language, it’s probably not that meaningful to teach them all about it in English. Conversely, if they’re learning all about woodland animals in L1 at school, it could be really interesting for them to learn some of that vocabulary in English.

4. Get them creating.

It’s unusual to meet a child (at least under the age of 10) who thinks that they ‘can’t draw’. Make the most of your students’ creativity by getting them to draw, imagine, design and invent.

5. Play games.

Playing games is almost always considered central to teaching kids – to the extent that I’ve been to training workshops on ‘teaching kids’ that have only consisted of game demonstrations! The fact of the matter is that most kids do love playing games, and in their English lesson is no exception. After a while you’ll have an idea of what things work and don’t work with your classes (and most of them will probably have favourite games) – but in the meantime ask colleagues for ideas, search the internet, or look at some of the other ideas on this blog. It’s also worth pointing out that often a class will develop a love of a particular game – and then request it every single lesson. Often we think that children want new and exciting things all the time – but actually, if they love a particular activity, it can take them months to tire of it. If they enjoy it and ask for it, run with it!

6. …but don’t think you have to make everything a game.

Once you are teaching school-age children (as opposed to VYL – very young learners) your students will generally have some idea of what sort of behaviour is expected of them in the classroom. Regardless of how they feel about it, they know that this is an English lesson, and they do expect to do some work. On a related note, if you aren’t naturally a cheerful, bouncy person, don’t think you have to become some kind of all-singing, all-dancing clown in order to successfully teach kids. If you force it, they will notice; and who’s to say that there won’t be a quieter, more reserved child who would prefer a more relaxed approach.

7. Have routines.

(and stick to them). I had worked with children in various settings for about 8 years before I became a teacher – but this is what I most wish someone had told me in my first few months of teaching. Children need routines – it helps them to feel safe and secure, it means that they know roughly what is coming next, and as a teacher it both makes managing your lesson a lot easier and helps to give a framework to your planning. As with younger age = shorter activities, the amount of routines to use also depends on the age of your students. Again, the general rule is that the younger the students, the more routines. When teaching grade 1, for example, you might want a routine for everyone coming into the classroom, a routine for starting the lesson, a routine for everyone sitting down/making a circle etc, a routine for transitioning between different stages of the lesson, a routine for packing away and a routine for finishing the lesson/everyone leaving the classroom. For 10-12 year olds a routine might be as simple as playing a game at the start of the lesson, followed by an activity to review what was studied last time, followed by new material, and then checking homework at the end. What’s also important is that once you have your routines in place, stick to them. Routines will take time to develop – the first few lessons may be a bit of a mess, but it is well worth persevering.

8. Have a classroom management system.

Classroom management is one of the most important aspects of teaching kids/teens of any age. Adults, as a general rule, know how to behave in a classroom, what is expected of them in a lesson, and then don’t try to test the boundaries. With kids this is not necessarily the case. Ideally, set up your classroom management system in your first lesson with the group. Again, other teachers or Google are your friends here – there are lots of different ways of doing classroom management, from class contracts, to star charts, to making positive behaviour into a competition between the students and the teacher. Find something you like, and then, unless there are clear indications that it isn’t going to work with your class, stick to it. As with routines, children need to know what is expected of them, what the consequences will be if they do not behave in an appropriate way, and most importantly, they need to know that these consequences will be carried out, rather than simply being empty threats.

9. Expect the unexpected.

Often I’ve put a great deal of time and effort into planning a lesson, only for it not to work. When teaching kids it’s perhaps more important than any other age group to remain flexible. Make sure that you have some back-up plans, some extra activities that fast-finishers can do, and above all, if it becomes apparent that something isn’t working, don’t keep trying to force it to work.

10. Don’t be afraid to ask for help!

Other colleagues, books and the internet can all be great sources of ideas when you first start out teaching kids. Don’t be afraid to use them!

 

Project ideas for Summer School

Project Ideas

 

One of the loveliest things (for me, at least) about summer school is having a bit more freedom in your classes than you often have the rest of the year. The combination of mixed nationality (and potentially mixed level groups), seeing the same groups of students every day, and potentially quite long lessons (my last summer school had three 90 min classes a day, pretty long for 7-13 year olds!) all lends itself to one thing: project work.

Film Project

I have to admit that these are hands down my favourite type of project. I’ve done them at summer camps in Russia, summer schools in the UK, and even managed to slot them into the last few weeks of term when my students have desperately needed a little ‘something different’ as a pick-me-up. Ideally for a film project you need at least a couple of 90 min lessons – they work best if you can spread them out over a whole week. It sounds like a lot of time to spend on one project, but I’ve found that the rewards of seeing a film through to the end are enormous, a lot of language learning will be taking place, and once the ball is rolling, the students will provide most of the input, meaning minimal planning time!

  • The first step in any film project is for the students to understand what is being asked of them. They’ll all be pretty familiar with films, but I find that often they don’t have much of a clue about scripts, and what they tend to include. I’ve found that the easiest way to introduce this idea is simply to show the students some short sections of simple scripts – some can be found here  or here. Ask them what is different about the scripts compared to a normal story – that they contain stage directions (telling you what you can see, when and how people enter and exit, and how people say things), and that they are generally laid out ‘Character name: What the character says…’ – but that they lack lots of the information that we normally include if we are writing a story (adjectives, long descriptions of people and places, lots of background information etc).
  • Once the students understand what format a script normally looks like, explain to them that they are going to write a script – which they will then act and turn into a film. Brainstorm film genres and then vote for the most popular one. At this stage you have multiple options: if you have a very small class, they can all work together to write the whole script. In larger classes you many want them to roughly outline the story as a whole group, then allocate smaller groups of students to each write a section of the script. Alternatively (ideally with teens) each smaller group could plan and write their own script, for a different short film.
  • Monitor and help the students as they are writing their script – you may need to remind them of the format, or help them to make sure the different sections of the story fit together seamlessly (if they are in smaller groups who are each writing a scene of the film). Once the scripts are complete make sure you read them all through and check that they make sense!
  • Ideally set aside one section of a lesson (or one lesson!) for students to make/find the props that they will need in their film.
  • Allocate the different roles in the film, and practice reading through the lines – it’s easier to correct pronunciation at this stage rather than waiting until everyone is acting! (It could be helpful at this point to make some photocopies of the script so that everyone can see it easily – particularly your main actors).
  • Record your film! The great thing about technology these days is that you can now record film on most cameras, tablets, and other handheld devices – eliminating the need for a video camera. Even if you don’t have the ability to record video yourself, chances are that one of your students will have some kind of device that can. If your summer school is based at a school, you will normally have access to some kind of video editing software already installed on the computers – if not this programme is a free download which I’ve used before. Either the teacher or one of the stronger students can act as director.
  • Once the film is complete, make sure the students have a chance to watch it! Ideally have a screening so that they can show it to the rest of the school too.
  • To extend the start of the project: This one is pretty easy to extend, as you can use it as a follow up to any other kind of work on film – discussion of students’ favourite films, reading about films/film making, or film related vocabulary such as different film genres.
  • To extend the end of the project: Especially if you have had several groups/classes making films, you can make the screening into a big event – your very own film premiere, complete with red carpet and interviews of the stars. The students can review the films they watch, and you can have an awards ceremony with prizes for Best Actor, Best Actress, etc.

Dragon’s Den

Again, a tried-and-tested project that I’ve done multiple times, with both kids and teenagers. This is a really good one for getting students to work on their presentation skills, and gives them a great opportunity to be creative! For those who aren’t familiar with the concept, Dragon’s Den is a TV show in which contestants showcase their new invention or business idea. They present their idea to a panel of ‘dragons’ – successful businessmen and women, who are all looking to invest in new projects – and successful candidates receive money towards their business, in exchange for shares in the company or part of the profits. It all sounds very ‘adult’, but some years ago the BBC produced a great kids’ version for BBC Children in Need – and it’s been lovely to show my young students that just because they are young, it doesn’t mean that they can’t have a taste for business!

  • Show the students an extract from Dragon’s Den. I tend to use the BBC Children in Need version which can be found here – but be warned, I’ve found that this clip is not available outside the UK. For those teaching elsewhere, I’ve found that the best option available is this Irish version of the same concept, but be warned, the accents can be quite tricky for learners to follow! Tell the students that it is a TV show/competition, and ask them to find out: Who are the dragons? and What do the contestants (preteach if necessary) have to do? 
  • Collect feedback, then ask the students to watch the extract again – if you’re using the BBC version you can choose a different business idea if you prefer. This time ask the students to write down as much information about the business idea as possible. They should be looking for things like: What is the idea, why did the contestant decide to produce this product, how do they make the product, how do they sell the product, how much money have they made so far etc. Again, collect feedback.
  • Explain to the students that they are going to do something similar – they need to design their own product/their own idea for a business, and present it to a panel of judges. Put the students into groups, and then allow them time to brainstorm ideas and decide on a final product/business idea.
  • Once they have decided on a product, encourage the students to think about it in as much detail as possible. They should think about what it is made of, its size, any possible variants on it (different models, different colours etc). If you have lots of time on your hands and creative students, they can draw or make a model of their finished product.
  • Having designed their product, the students need to work in their groups to create their presentations. It’s worth reminding them at this point that everyone in their group needs to speak, rather than just one person doing all the work while everyone else stands around awkwardly! At this point, as well as the specifications of their product, they should also be thinking about things like how they will sell their product, how much it will cost, how much it costs them to make, and how much profit they have made already.
  • Now it’s time to host your very own version of Dragon’s Den – the dragons can either be a panel of teachers/other staff members, or be all of the other students in the class! There are different options when it comes to prizes – I’ve had students request the number of housepoints/raffle tickets they would like (rather than the size of the investment) – and then granted the winning students’ request (tying in with a whole school reward system), but I’ve also simply awarded a small prize to the group with the highest number of votes.
  • To extend the start of the project: Students can discuss other inventions, or read or discuss ideas about entrepreneurship. Students can study useful vocabulary/structures, eg. passives, vocabulary for describing objects/materials, presenation skills.

Design a Game/Sport

Coursebooks aimed at children/teenagers often include a section on sport. However, as we all know, playing sport tends to be far more fun than simply talking about it! This project combines the best of both worlds – and makes for some interesting discussion about some of the wackier aspects of British culture as well!

  • Show students some pictures of weird and wacky sports – we have some great ones here in the UK! Examples can be found here, here and here. Tell the students that the pictures each show a real sport – and put them in small groups to discuss a) what each sport is called, b) what equipment you need for it, and c) what the participants have to do. Collect feedback, and let students know if their predictions were correct!
  • Put the students in small groups. Tell them that they are going to design a new sport – it should be interesting, and unusual, but remind them that it also needs to be safe! Let them know at this stage that provided it is possible (ie. the equipment and space are available) they will be able to try out one of their new sports.
  • Remind the students that they need to plan: What equipment is needed for this sport, where will the sport take place, how many players/teams are needed, what you do to play the game, how players/teams score points (and how the scoring system works), how players win the game, and how the game is won. Give examples using some well known sports (ie. how do these things apply to football, tennis etc). Then leave time for students to discuss their ideas – you can ask them to prepare a poster/presentation about it.
  • Students present their new sports to the class – hold a vote to decide the best/most interesting one!
  • Provided you have time, space, and equipment, get the winning group to teach the rest of the class how to play their sport – and then play it! (This is the most fun part of the activity, so ideally while monitoring encourage students to prepare something that they can actually play – eg. no pig riding/broomsticks/shark-infested swimming pools etc.)
  • To extend the project at the start: Discuss students’ favourite sports/popular or strange sports in their own countries. Turn the ‘wacky sports’ information into a reading activity/running dictation rather than simply telling the students the correct answers. Teach useful structures/vocabulary, eg. must, have to, don’t have to, sports equipment, verbs relating to sport eg. shoot, score, hit, kick, win, lose, draw.
  • To extend the project at the end: Students can review/evaluate the game they played. Students can create an advert for their game. Students can create a kit and badge for their game. Students can teach their game to other people/another class.

What’s your favourite thing about summer school?

Do you have any great project ideas? I’d love to hear them!