My Classroom: Morocco (Karima) 
This article profiles the teaching context in Askaoun, in Taroudant province in the south of Morocco, and Karima Mezouari, a teacher dedicated to giving her students there a chance to learn English in meaningful and enjoyable ways. 

My Classroom: Morocco (Adil) 
Adil Azhar describes how he learned to speak English through persistence and practice, and how he passes on his own passion for learning to his students at the Ecole Normale Supérieure in Rabat. 

This guide is designed to enrich your reading of the articles in this issue. You may choose to read them on your own, taking notes or jotting down answers to the discussion questions below. Or you may use the guide to explore the articles with colleagues. 

Online language-learning sites have multiplied over the years, and this article offers suggestions for evaluating and getting the most out of them. 

Intermediate to Advanced

Speaking, listening (primary focus); reading (secondary focus).

Students will practice phrasal verbs related to life experiences and planning a party.

• Teacher: whiteboard/chalkboard, markers or chalk, printer and copier.
• Students: pencils or pens, notebooks or writing paper

This week’s Teacher’s Corner provides students opportunity to practice using phrasal verbs related to life experiences and planning a party.

1. Read through all the materials carefully.
2. This phrasal verb activity begins with a warm up activity to provide students with more structured practice using phrasal verbs. However, more advanced classes can skip Part 1 depending on class time.
3. Print copies of the Find Someone Who cards in Appendix 1. Each student will need a card.
4. Print copies of the Party Planning sheet in Appendix 2. During that part of the activity, students will be in groups of three to four students. Each group of students will need one Party Planning sheet.
5. Have a copy of the Party Planning Answer Key in Appendix 3 to check answers with the students.
6. Appendix 4 contains additional materials on phrasal verbs that can be printed out and shared with the class.

Part 1 – Warm Up: Find Someone Who…

1.     Provide each student one of the Find Someone Who cards in Appendix 1.

2.     Have the students read through the ten items on the card and answer any vocabulary questions they may have.

3.     Next, instruct the students to form questions they can ask their classmates on a sheet of paper.

a.     For example: Find someone who always wakes up on time can be changed to the question: Do you always wake up on time?

i.     Note: More advanced classes can skip this step of the activity, so that students have to think up the questions while doing the activity for added challenge.

4.     When students have finished creating questions for each of the find someone who statements, have the students stand up and move around the classroom. Students should ask their classmates the questions they have written. Once a student finds someone who answers the question positively, that student should write that person’s name in the blank.

5.     The warm up continues until the students have filled in as many blanks as they can.

a.     Note: Depending on your class, not all the blanks may be filled in as students may not match the statements.

6.     End the activity by having the students return to their seats and share with the class what they discovered about their classmates.

Part 2 – Planning a Party

1. Begin this part of the activity by asking students to form small groups of three to four students per group.
2. Have the groups decide which student will be the organizer for the group. The organizer will have the Party Planning sheet in Appendix 2.
3. Next, have the group work together to put the phrasal verbs at the bottom of the Party Planning sheet into the correct blanks in the questions. Each phrasal verb will be used once.
4. Once the groups have placed the phrasal verbs in the questions, review them as a class. Students should correct any mistakes and ask any questions they have.
5. After the phrasal verbs have been reviewed, have the groups start a discussion around the questions and organize a party. The student with the Party Planning sheet should ask the questions and the rest of the students should respond. The organizer should write down the group’s answers on the Party Planning sheet underneath each question.
6. Once all of the groups have organized a party, have each group present their party ideas to the class.
   
   1. If your class has studied Reported Speech, the groups can present their party ideas using reported speech. For example: I said we should stay up late, but the group said we should have the party early.

Optional Activity:

If time permits have the students act out a party in class. Students should stand up and walk around the class like they would at an actual party. The questions they created in the Find Someone Who warm up are great questions to ‘break the ice’ or get to know someone new!

Appendix 1: Find Someone Who

Appendix 2: Party Planning

Appendix 3: Party Planning Answer Key