Here's one we saw in my technology session on a CELTA course last week.
When I first meet a class I get them to write their names on pieces of A4 pulled out of the recycle bin, fold them and hang them on the front of their chairs/tables so that we all start to learn each other's names.
I also like to get my learners to draw something in the first class — in this case, in the example above, I asked for "an animal or insect that you find in some way repulsive".
Doing that identifies who enjoys drawing and subsequently I like to group people with at least one budding artist per group and have my learners illustrate any project work with their own illustrations rather than things stolen from the evil empire (AKA Google Images).
In this particular case, the drawings also then led on to the video we were then to watch, suggested for levels B2 and above.
Here's the video:
A rough outline of the lesson plan…
- From the drawings, talk about what animals and insects we find repulsive and why, providing any vocabulary help that might be required
- In pairs/threes, watch approx the first 0'45" of the video, with one person/two not watching, one providing a running commentary
- Stop and answer any "How do you say…?" vocabulary questions
- Ask (in open class) "What's going to happen next?"
- Swop roles and continue to 1'30"
- Answer any further "How do you say…?" questions
- Ask (in open class) "How is it going to end?"
- Have everyone watch the last 15 seconds of the video and see if they can explain exactly what happens
The running commentary idea works with lots of YouTube videos — with more examples here.
For the vocabulary taught to become vocabulary learned, it needs to be recycled. A few ideas for that:
- Perhaps after class, discussion of what does in fact happen at the end (does the cat kill the spider…?), something which works great if you have an Edmodo group, where you can share the video and then have people comment
- In pairs/threes, writing a script for Scary Legs II (possibly using a shared Google Drive document), which then has to be "sold" to the rest of the class (possibly via Edmodo), who are writing rival scripts
- In pairs, telling the story of how one or other partner came to find the animal/insect drawn at the start of the lesson repugnant (and including the drawing made)
I like all writing activities to be collaborative — so that, for example, in the last suggestion there we're not writing individually and handing the piece in to the teacher, but producing one piece of writing between two and sharing that with everyone (for which Edmodo is again ideal), and hopefully commenting on each other's work as well.
The commenting on what others write is important, as it provides opportunities for further interaction and (re-)use of language but it actually needs to be built into the task and required of the learners. Having learners "buy" other people's scripts (as in the second suggestion above) and/or award each other "prizes" (best, funniest, corniest, etc., script) are just two of the ways you could ensure that.
Video: How to draw Simon's Cat