Displaying 641 - 650 of 1635

Online learning takes many forms, and perhaps one of the most accessible and easiest to incorporate into classroom practice is blended learning. Blended learning can be the best of both worlds as it allows face-to-face interaction and access to online resources to help students understand material presented in class.

Fully online classes can suffer from students feeling isolated and unmotivated by a lack of a community of learners. Blended learning helps to reduce this issue by giving the students classroom time with a teacher and learner whether physical or through synchronous online video sessions. This helps to create what Garrison and Kanuka (2004) call a community of inquiry. A community of inquiry gives students the structure they need to process the enormous amount of content they can find online. In these communities students are able to reflect on material they find online and incorporate what they learn from these materials into classroom materials, providing a form of scaffolding. The goal of blended learning is to encourage students to link life experiences to what they have learned, ask questions, and develop self-motivation to become independent learners.
 

Tools for Blended Learning

Creating a blended classroom takes planning and preparation, but with the right tools, opportunities for student inquiry are plentiful. The tools listed below are great ways to add a blended learning component to your class. After each set of tools, suggestions are made for how to use these tools in a specific activity.  These activities are just a few suggestions, so be sure to share your ideas with us on the new American English for Educators Facebook page!

Online Storage Tools:

Google Drive – Google Drive allows for the online storing of a variety of documents and media. Unlike the other storage options listed below, Google Drive allows files to be opened by multiple users simultaneously. This allows for opportunities to engage in collaborative writing exercises by working on the same document from separate computers.

Dropbox – Dropbox is an online file hosting service. You can create a folder with the name of a specific class and share the folder with students of that particular class. Your students can then add homework and assignments to the folder, which are automatically updated as changes are made.

Box – Box has much the same functionality as Dropbox but has more limited features. Folders can be created and shared, allowing students to upload class materials to a shared space. While Box does support individual user accounts, its primary focus is large organizations, so much of its services are focused on universities or businesses.

Activities Using Online Storage Tools

Grammar Grab

The goal of this activity is to get students aware of the language and grammar used in the world around them while providing in-class support to understand its use. Using the cameras on their cell phones, students take pictures of signs, posters, or advertisements that feature English. Students can then upload these images to your preferred online storage tool. Then before class, you can then look through the images and choose the most interesting ones to discuss in class. As a warm-up at the beginning of class, show an image, and with the class investigate the grammar and how it is being used. More advanced students can look for signs, posters, or advertisements in the community that feature incorrect or misused English.

 

For example:        

   

                               ©Wikimedia Commons

In this sign items are banned and students may expect modals of prohibition such as “You must not smoke here”. However, the signs use gerunds. The students can then work together to hypothesize why it is correct to use a gerund in this situation. The goal of this activity is for students to work as a community of inquiry and notice grammar and how it is used in everyday life. By bringing in images the students have taken, you can get students to develop an awareness of how English is used in daily life and empower them to be active participants in their own learning.

Online Peer Review

Having students read and peer edit or review each other’s writing helps both writer and reader. However, students can often be reluctant to provide feedback that they consider critical in a face-to-face classroom setting. Classroom peer review sessions can be moved online to give students more anonymity when doing peer editing and review activities.

Have students complete class-writing assignments and upload them to an online storage tool.  You can then make copies of the students writing assignment. In these copies, remove the student’s names and other personal information. Then, assign each student a new paper to review and edit.

Engagement Tools/Polling Software

Nearpod – Nearpod allows you to create PowerPoint-style presentations that can be shared to each student’s own device. Students visit the webpage and input a unique code you provide and can then watch your presentation. A great benefit of this software is that, by using their own devices, students are able to interact with your presentation through a variety of activities such as exploring maps, answering questions, or watching videos.

Poll Everywhere – Poll Everywhere enables you to create polls that students can answer via the Poll Everywhere website or by text message. As students respond, their answers are displayed in real time via a central screen such as the classroom projection screen. Poll Everywhere has recently added a PowerPoint add-on that allows for polls to be inserted into any PowerPoint presentation.

Plickers – Plickers works through the use of printed QR codes that you give to students. During class, you can ask multiple-choice questions which students answer by holding up the cards with the correct symbol. You can then scan the classroom via a smartphone app. The app reads the QR code each student is holding to determine each student’s answer and then reports the results.

Kahoot – Kahoot takes the multiple-choice test and turns it into a classroom activity. Teachers create multiple-choice questions prior to class. In class, students can use a computer or smartphone to log into the game. On their screens, students see four answer choices, and they choose the best answer to the question that is displayed on the teacher’s screen.. After each question, the teacher’s screen will display the results including the number of correct and incorrect answers.

Activities Using Engagement Software/Polling Tools

Engagement tools and polling software can be a great alternative to paper-based quizzes to gauge student understanding of material. With these tools, you can pose questions to your class. Students can then answer as a class, in small groups/pairs, or individually. A benefit of using these types of online tools is that they allow students to determine their own understanding of the material instead of comparing themselves with the rest of the class. Students are able to track their own answer to each question. After each question, the answer is displayed on the screen for all the students to see. The ratio of student answers to each possible question is also displayed, allowing the class to see the correct answer and which answer was most commonly selected. When using this type of software, be sure to allocate time to analyze the students’ answers as a whole class exercise. This can provide both you and the students insight into which material they are finding the most challenging or which material they have mastered.

Multiple Choice Tests

Multiple-choice tests are used for assessment of individual students but can also be used as a collaborative activity and allow for more immediate feedback on results. Using one of the tools above, try giving students a multiple-choice test. After each question, take time to evaluate the students’ answers. If most of the class got the question wrong, stop and review the material by engaging in class discussions or small activities around that specific question. This gives students the opportunity to understand what mistakes they made and why. For the teacher, it provides an overview of how many students understand the material, what material is understood, and where more practice needs to be focused.

Class Question Bank

Polling software can be used in class to let students ask questions anonymously. Stopping for individual questions in large classes can be time consuming. Also, weaker students may be reluctant to ask questions on material they do not understand. Polling software can be used to allow students to ask questions as they occur, but the questions are recorded and saved to a question bank. At the end of the class or at the start of the next class, the questions that have been posted to the question bank can be reviewed and answered.

 

Reference

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.

Format: Text
Availability
Blended Learning
Text (PDF)

Online learning presents unique opportunities for language learners. The creation of the Internet has allowed for students around the world to access authentic language learning materials regardless of physical location. More recently the move toward Internet 2.0, or social sharing over the Internet, has made it possible for English learners to engage with native speakers across a wide array of tools and websites. In this world of effectively limitless authentic English language material, the role of the teacher may seem diminished.

Yet, the sheer amount of content now available online makes the role of the teacher more necessary. While students can access a wide array of language materials on their own, they still need guidance and support as to which materials can best assist them in their learning goals. In this new era of always available English language content, the teacher can serve as guide and facilitator to direct students toward content that can best serve their learning needs.

This week’s Teacher’s Corner highlights a few options we can use to work with students in the online learning space. First, we’ll explore options for pre-existing online learning material. The websites featured offer Massive Open Online Courses (MOOCs) on a wide array of topics which provide students opportunities to learn new content and subject matter in English.

Next, we investigate options for building your own online courses. Building an online course takes time but can be beneficial by providing students a single website where they can access English language learning material relevant to their level, needs, and abilities.

 

Massive Open Online Courses

Massive Open Online Courses can be a great option for highly motivated, self-directed learners in your class. These students can benefit from the MOOC philosophy of discovering courses and dedicating the time required to seeing them through to completion. MOOCs cover a diverse array of subjects so students are sure to find a topic interesting to them. However, these MOOCs are often designed for native speakers of English, so the language can be advanced.

There are a variety of ways to incorporate MOOCs into your classroom practice. A great place to start is by searching for MOOCs that are similar in content and objectives to your class. The MOOC material can then be used to supplement the material in your own teaching practice. The videos found in MOOCs are usually of high quality, featuring graphics, diagrams, or subtitles to help learners better understand the content of the MOOC. These videos can be a great supplement to the textbook readings in your own class.

Another option is to have students join a MOOC and take it together. Having this face-to-face community can help students succeed in the MOOC by giving them opportunities to discuss MOOC content with their peers. This could be done in a flipped classroom approach where students interact with the MOOC videos and readings at home and do the MOOC’s required homework in the classroom. For more on the flipped classroom model, see Week 4 of this month’s Teacher’s Corner.

Finding the right MOOC for your students can be a challenge, but the four websites below are a great place to start your search. Each offers a large selection of MOOCs on a variety of topics. Be sure to explore each and take try a few MOOC courses yourself before introducing them in your classroom.

Khan Academy – Khan Academy has perhaps the least number of courses available, but the site is often noted for the depth of learning in its courses. Khan Academy has no specific language learning classes, but it does offer test prep courses for students who may be interested in applying to university in the U.S.

Future Learn – Future Learn hosts a wide assortment of English classes that range from specific skills, such as university-level academic writing, to cultural classes that focus on specific material, such as Shakespearean plays. Future Learn’s courses usually have a specific start and end date but also list the expected hours per week that the class requires which can help students plan their course choices.

Coursera – Coursera has begun specializing in content made for specific universities, but you can still find general education courses on this website. The site does feature English language courses ranging from general skills, such as grammar and pronunciation, to specific skills, such as academic writing.

EdX – EdX features a selection of English language courses that are accessible to intermediate or higher language learners. These courses are often self-paced, meaning they have no official start or end date, so students can learn at their own pace.

 

Learning Management Systems

Unlike MOOCs, which are open to everyone, Learning Management Systems (LMS) are online courses built and run by individual teachers or schools. One way to think about the two is that MOOCs are something we learn from and LMS are something we learn with. MOOCs provide content for learning while an LMS is a place for teachers to host their own content.

LMS allow teachers to host online content for specific classes or student populations. These systems provide teachers an online space where they can collect and store content for students. This can give the class a more organized structure as students can have content delivered to them as opposed to students needing to search the Internet for materials. LMS also have the added benefit of providing the class with discussion boards, wikis (collaboratively-built websites), and glossaries where students can further develop their language skills through targeted language practice.

When using an LMS in your classroom, it is best to consider it the structural support for your class. It provides you and the students a central meeting place to read materials, check homework assignments, and organize the course. Most LMS are organized by weeks with each week hosting the material that will be covered in class. This reduces the need for paper handouts that students may lose and can help them keep track of when assignments are due.

The following LMS suggestions are free-to-use for students and teachers. The first two options are server-based and require more set-up and maintenance time. Each, however, has an active community of users who are able and eager to help in the set-up process. The last two options are web-based and can be used immediately after a sign-up process. However, each has a more standardized appearance and fewer options for customization. Explore each to discover what each can do and which provides the best fit for your classroom.

Moodle - Moodle is one of the largest, most established LMS platforms. It is open source, and a community of teachers and learners actively supports its development. As a result, it features the largest selection of tools for an LMS program. By using plug-ins (small bits of software that change larger software) that can be added to the basic site, Moodle can be customized to any learning context.

Sakai – The Sakai platform is another open source LMS. It features a wide assortment of tools for the online learning classroom including: chat functionality, a gradebook, test creation capabilities, and wikis.

Schoology – Schoology is different than Moodle or Sakai in that individuals can have free accounts, but schools or institutions must pay for the service. At the individual account level, Schoology provides the basic services of an LMS, such as the ability to post documents, share audio or video, and create discussion boards for students.

Canvas – Canvas is a web-based LMS similar to Schoology that contains many of the same features as the other leading LMS. Canvas provides online platforms for classes through its website, so there is no need to set up and install the LMS on your own server as is the case with Moodle and Sakai.

Format: Text
Availability
Online Learning: Fully Online Courses
Text (PDF)

To start this month’s Teacher’s Corner we will investigate the opportunities and pitfalls of online learning. By reviewing the literature on online learning, we can better understand how to implement it in our own teaching contexts. This week we will define terms common in the field of online learning and investigate the pros and cons of using online learning as part of our classroom practice.

Online Learning: Definitions

The discussion around online learning is troubled by a lack of a clear definition of online learning. Learning through Internet-based tools can take a variety of forms and it has at different times been referred to as Internet learning, distance learning, Web-based learning, and distributed learning. Means, Toyama, Murphy, Bakia and Jones (2009) define online learning as “learning that takes place partially or entirely over the Internet” (p. 9), a broad definition which highlights one of the challenges of online teaching and learning: it can take many forms. This broad definition provides teachers the flexibility to customize online learning to almost any pedagogical approach they would like to take.

Means, Toyama, Murphy, Bakia and Jones’ (2009) definition makes no difference between learning that occurs entirely online versus partially online. However, researchers have begun to separate online learning into two broad categories: online learning and blended learning. In online learning (sometimes called distance learning), all of the course activity takes place online with little direct interaction between the teacher and students. It is often considered a form of self-study and massively open online courses (MOOCs) are a great example of this approach. Students will visit a website to watch videos, take quizzes, and engage in discussion boards with minimal teacher interaction. In blended learning, students will often have a classroom component that is supported by Internet-based materials. These materials will often be selected for their ability to expand upon the material covered in class and clarify the ideas presented by the teacher.

Both online and blended learning can occur synchronously or asynchronously. In synchronous online learning, the teacher and students meet at arranged times and learn in real time, often communicating through live video or chat applications. In an asynchronous online environment, no real-time communication occurs. However the teacher and students communicate through emails, online discussion boards, or blog postings.

The best approach for your teaching context should be determined by your student population. Small class sizes with a localized population can make effective use of synchronous online material, while teachers with larger classes or classes with students in different time zones should consider building a course designed for asynchronous communication.

 

Online Language Learning: What to Consider

Over the last decade, much of the research interest in online learning has been centered on MOOCs. These courses initially showed the promise of delivering wide-spread education to tens thousands of learners around the world all sharing the same learning space. However, the power of MOOCs has diminished in recent years, and new research suggests they are troubled by low engagement and completion rates. Stein (2013) reports that course completion rates for MOOCs average 4%, and only half of all students who register complete the first assignment. These large MOOC-style courses appear to work well for highly motivated, self-directed learners, but for many students these courses appear to lack the social component of the face-to-face classroom.

Therefore, when developing materials for online learning, it is important to design materials that allow students opportunities for communication and collaboration similar to what they receive in the classroom. Flesvig Bruland (2013) states that “learners who receive instruction in an environment with reduced opportunities for interaction, such as the online environment, do not exhibit proficiency levels as high as those who receive instruction in a face-to-face environment” (p.141).  Flesvig Bruland suggests that this lower proficiency level was the result of students disconnecting from the online class materials which lack a social and communicative component. Online learning should be designed to maximize student interaction with others and avoid more worksheet style activities such as fill-in-the-blank or multiple choice activities. As Canole (2013) argues, engaging online materials should:

  • Encourage reflection
  • Enable dialogue
  • Foster collaboration
  • Apply theory learnt to practice
  • Create a community of peers
  • Enable creativity
  • Motivate the learners

How does a teacher develop engaging online materials that fulfill the above criteria? This month’s Teacher’s Corner will offer suggestions to make the most of online learning for your classroom. Each week of this month’s Teacher’s Corner we will examine the background of the three most common ways to bring online learning into your classroom: fully online, blended learning, and a flipped classroom. We’ll also introduce digital tools that you can use to make your online learning space engaging and motivating for your students.

 

References

Conole, G. (2013). Designing for learning in an open world. New York, N.Y.: Springer.

Flesvig Bruland, N. (2013).  Examining the relationship between interaction and linguistic outcomes: Is the online learning environment a viable alternative to traditional classroom instruction for beginning language learners? (Doctoral dissertation).

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. US Department of Education.

Stein, K. (Dec. 5, 2013). Few Active Users, With Only a Few Persisting to Course End.

http://www.gse.upenn.edu/pressroom/press-releases/2013/12/penn-gse-study-shows-moocs-have-relatively-few-active-users-only-few-persisti

Format: Text
Availability
Theory and Research
Text (PDF)

For students learning English, writing can be a great way to express oneself, explore interests, and communicate opinions. However, writing can also cause anxiety about grammar, spelling, or making mistakes. Some students enjoy writing and some find it challenging or have difficulty thinking of topics to write about. This week’s activity, and its variations, can help inspire students who need fresh ideas or have concerns about creating perfect pieces of writing.

Activity: Grab Bag Writing

In this activity, students will choose story elements from grab bags and then write a creative story containing all of them. Stories can be revised and published, and students can share their writing with the class.

Level

High beginner and above

Goal

To improve students’ creative writing skills by having them incorporate random elements into a cohesive story.

Materials

  • Grab bags/containers for each of the story elements you plan to use
  • Paper cut into small slips
  • Pencils and writing paper for students

Procedure

  1. Decide which story elements you want students to choose at random. This could include characters, setting, and a problem/conflict, or any other elements you would like to include.
  2. For each element, create a grab bag using any containers available that are large enough for students to reach into. Label each of the containers with one of the elements.
  3. Record ideas for each element on the slips of paper (one idea per slip), fold them, and put them into the corresponding grab bags. The ideas should be creative and out of the ordinary in order to encourage students to write unusual stories. Below are some ideas for what to include in the grab bags:

    4. Characters

    Setting

    Problem/Conflict

    an alien from Mars

    an octopus

    a famous actor

    a person from a country very different from ours

    a police officer

    a snowman

    a government official

    a famous singer

    the school cafeteria

    a shopping mall

    a very quiet library

    a crowded beach

    a busy hospital

    a child’s birthday party

    a farm

    a large city

    someone is chasing the main character

    the main character has lost something important

    the main character is accused of a crime

    everyone’s hands have disappeared

    there is an overflowing river of green slime taking over the city

    the main character has suddenly become invisible to everyone else

  4. Once the grab bags are created, explain the activity to students. Tell the students that they will be writing a story, but that some parts of the story will be things they choose from the grab bags. Show them the grab bags and explain that each has different slips of paper with creative ideas for characters, setting, and problems that they will need to include in their writing.
  5. If your students need explicit instructions, you can model choosing items from the grab bags and creating a short story on the board or chart paper to show them how to complete the activity.
  6. Here are some options for how to use the grab bags:
    • Have each student choose an item from each of the grab bags and individually write a story.
    • Allow students to choose only one element from the grab bag. For example, they may choose a random setting but create their own characters and problem in the story.
    • Choose one slip from each of the grab bags and write them on the board for the whole class to use in writing individual stories. In this instance, every student will have the same character, problem, and setting, but their ideas for how the story progresses will be different.
    • Group students and have each group select elements from the grab bags to use in individual stories. This way there will be several stories with the same elements, but different plots.
  7. After students have finished writing their stories, they can share them with the rest of the class or in small groups. The best part of this activity is hearing the creative ways that students have incorporated the different elements they chose!
  8. If it is appropriate for your class, you can continue the activity by allowing students to work in groups or pairs to revise and edit their stories. Have them create a final copy and even add illustrations of a scene from their writing. These can be displayed in the classroom or shared in a class book for others to read.

Variations

  • Instead of having individual students choose one element from each of the grab bags, you can conduct this activity in other ways. One way is to choose characters, a setting, and a problem that the entire class must use in their writing. In this instance, every student will have the same character, problem, and setting, but their ideas for how the story progresses will be different. Alternatively, choose one of the elements, such as a set of random characters, for the whole class. Additionally, you can group students and have each group select elements from the grab bags to use in individual stories. This way there will be several stories with the same elements but different plots. Groups can also work together to write one story. All of these ideas create interesting pieces for students to share and compare after their writing is complete.
  • Have students choose pictures or photographs instead of story elements. Students can find their own pictures in magazines or on the internet and then use them to write a fictional story based on what they see happening in the image. A grab bag of pictures can also be prepared ahead of time and students can randomly choose a picture to use for their writing.
  • Place a random assortment of objects in a grab bag instead of story elements. Have students choose one object to inspire their story or a set of objects to incorporate into their story. As an added challenge, you can choose a setting where students’ object-based stories must take place.
  • This activity can also be used for advanced students to practice argumentative writing. In this variation, prepare two grab bags. One contains community members/roles and the other contains questions about specific issues. This is challenging to students because they must consider the point of view the community member might have based on the question they choose from the second grab bag. Students must use their ideas to formulate an essay. Before students begin writing, allow them to meet in small groups to brainstorm their ideas with classmates. Some ideas for community members and questions are:

Community Members/Roles

Questions

a teacher

a secondary school or university student

a recent immigrant

a police officer

a government official

a parent

a school headmaster or principal

a farmer

a religious official

Do you think social media is helpful or harmful?

Do you think recycling should be mandatory?

Do standardized tests show students’ abilities?

Should university education be free?

Are online classes as effective as learning in a classroom?

Do violent TV shows cause violence in real life?

Should healthcare be free?

Should cell phones be allowed in classrooms?

Should the school day be longer?

Format: Text
Availability
Activity
Text (PDF)

Students learning English can have differing reading abilities. Strong readers are more likely to enjoy reading in class, but those who find reading more difficult may not enjoy it as much or may even dread it. Planning activities that incorporate peer support and interactive tasks, and that can be adjusted for different reading levels, can help make reading enjoyable for all learners in your English classes. This week in the Teacher’s Corner, we will explore activities that can help make reading fun for all of your students.

Activity: Reading Relay

In this activity, teams of students will race to read a text and answer a set of questions about it. The first team to complete the questions correctly wins!

Level

Beginner and above

Goal

To improve students’ reading skills by having them answer comprehension questions and refer back to
the text.

Materials

  • Containers (a paper bag or shoebox) for each team
  • Pencils and writing paper for students
  • Text (previously studied or not)
  • Questions about the text

Preparation

  1. Choose a text that you want students to use for the activity. This can be something they have been studying (such as a novel or part of a textbook) or a completely new passage.
  2. Prepare the questions you will ask students about the text. Keep in mind that students need to be able to answer all of the questions in the time available to play the game. You can write questions similar to those in the Listen and Buzz! activity from Week 1 of this month’s Teacher’s Corner. Depending on the level of your students, the answers to the questions can be things the students can locate within the text, or more challenging ones that require them to draw conclusions or use context clues.
  3. Once you have determined all of the questions you want students to answer, create one set of all of the questions for each team. For example, if your class will have ten teams, you need to create ten sets of all the questions. Cut out each of the questions and fold them up individually. Place each set of questions into a separate container for each team to use during the activity.
  4. If you have a lot of variation in reading levels in your classroom, group students into teams ahead of time. This way you can ensure that students who struggle can be on teams with strong readers. Teams with five or fewer members are best for this activity.

Procedure

  1. Introduce the activity to students by saying, “You are about to take part in a reading relay race. During the relay, you will have to read a text and work with your teammates to answer questions about the text. You will need to write the answers down on a piece of paper for your group.” At this point, you can put students into their teams and distribute paper and pencils if needed. Have each team choose a name or assign each team a number.
  2. Continue giving students instructions by showing the containers with the questions and saying, “All of the questions you need to answer for the race are in this box/bag. Each team has its own container. Only one person from your team can take a question at a time. They can take only one question. They must return to the group, read the question aloud, and you all must work together to find the answer and write it down. When you finish writing, another group member may come get a new question.”
  3. Place the containers in a central location, such as a table in the front of the room or your desk. It is helpful to put each team’s name or number on the containers to avoid confusion during the race.
  4. Tell students, “The first team to write down the correct answers to each of the questions is the winner. If you believe you have done this, send one person from your team to me with your written work. I will check it and announce when a team has won the race.”
  5. Answer any questions students may have about the relay activity. Be sure that they know which member of their team will go get a question first and what order will follow after that. If you prefer, you can tell students to go alphabetically by first name, by height, or by birthdate.
  6. Once the students are ready, yell “Go!” Monitor the teams as they complete the activity to be sure all members participate and that everyone takes only one question at a time.
  7. When a team has finished and you have checked their work, you can announce the winner. To wrap up, the whole class can review the answers to the questions as well as where they found them in the text.

Variations

This activity can be adapted for students with different reading abilities or levels of English proficiency. Instead of dispersing strong readers and struggling readers, you can create homogenous (unmixed) groups by placing strong readers/advanced students on one team, intermediate students on another, and struggling readers/lower level students together. The tasks can be adjusted according to the needs of each group. Keep in mind that since the activity is a race, you will need to create tasks that will take groups about the same amount of time to complete. Ideas for differentiation include:

  • Beginner students:
    • Create a cloze passage for the text and cut it up instead of using questions in the grab bag. Students must locate the corresponding section of the text and work together to fill in the blanks in the cloze.
    • Give students tasks to complete such as locating text features (headings, titles, captions, charts, etc.), finding dates or names, or counting how many times a specific vocabulary word is used in the text.
    • If students are just learning how to read, you can place words with a specific spelling pattern or sound that you want them to practice in the grab bag for their team. Instead of a text, give them a set of pictures. Then they can take one word at a time from the bag, work together to decode it and match it to the correct picture. This can also be done with vocabulary words or simple sentences and a set of corresponding pictures.
  • Intermediate students:
    • You can modify the relay for intermediate students by making the questions multiple-choice instead of open-ended. To make questions more accessible, make them multiple-choice or provide only two options for answer choices.
    • Cloze passages can also be used with intermediate students. Eliminating more words or using longer sections of the text can make them more challenging.
  • Advanced students:
    • Ask students to provide expanded responses to questions. For instance, if they are reading a persuasive essay, ask them to restate the author’s position and the three reasons used as justification. If they read a fictional text, ask for multiple examples of a specific literary element such as foreshadowing, symbolism, or metaphors.
    • Create questions that challenge students to use information in the text to make inferences or draw conclusions about things that are not directly stated by the author.
    • Have students use context clues to determine the meaning of unfamiliar or difficult words from the text.
Format: Text
Availability
Activity 3
Text (PDF)

Getting students to speak in English class is often a challenge. Many learners hesitate to talk in class because they have a lot of anxiety about making mistakes, especially in front of their peers. For this reason, it is important for teachers to plan activities that encourage learners to interact and relieve the pressure they often feel to speak perfectly. This week in the Teacher’s Corner, we will examine some fun ideas to get students talking in the English language classroom.

 

Activity One: Mystery Box

During this activity, students ask yes or no questions and compile information to try and determine what object is inside the mystery box. The activity can be completed in one session, until students guess correctly, or spread out over several class meetings.

Level

High beginner and above

Goal

To improve students’ speaking skills by encouraging them to ask questions and seek information about an unknown object.

Materials

  • A box that can be closed securely or has a lid (such as a shoebox)
  • A chalkboard/whiteboard and chalk/markers
  • A mystery object (suggestions in procedure)

Procedure

  1. Prepare for the activity by choosing what you will place in the box. It should be something that is familiar to students, either at school or in their everyday lives. Ideas include classroom objects, popular packaged foods like candy or canned items, a mobile phone, a book the class has read, fruits or vegetables (that won’t spoil too quickly), or objects that represent familiar places like a popular area of your town or city. Keep in mind that students will be able to pass the box around, shake it, listen to any noise it makes, as well as feel the weight of the object.  
  2. Place the object inside the box and secure the lid. You can make this activity more fun by decorating the box with question marks and labeling it as the mystery box. This also helps if you plan to repeat the activity frequently.
  3. Explain to students that there is something inside the box and they must ask you yes or no questions to try and guess what it is. Tell the class that they will be able to shake the box, listen for noise, and feel how much the object weighs before the questioning starts.  
  4. Decide how you will keep track of the information during the activity. You will need to keep a list of the characteristics and other information that students learn about the object. You can either do this yourself on the board or chart paper, or assign a student to be the scribe for the duration of the questioning session.
  5. Students can sit in a circle or at their desks and pass the box around so everyone has a chance to examine it, but they must not open it.
  6. Once students have had a chance to hold the mystery box, the questioning can begin. You can either have students ask questions one at a time in a specific order, or allow them to raise their hands if they would like to ask something. Remember that the questions can only elicit a response of yes or no. Some examples of questions are:
  • Does one use the object at school/home?
  • Can a person eat it?
  • Is it round? (other shapes)
  • Is it hard/soft?
  • Does it smell?
  • Is it red? (other colors)
  • Is it a fruit/vegetable?
  • Does one usually buy it?
  • Is it used for ________?
  1. As the class asks questions, write down what is learned about the object on a list or monitor the student scribe you have assigned. This list will help students, especially those who need visual support, to synthesize the information and make better guesses about what is in the box.
  2. After the allotted amount of time for questioning has passed, students can try to guess what the object is. They may solve the mystery quickly, or it may take several days of questioning to figure out what is inside the mystery box.

Variations

  • Use the mystery box activity as a review of a text that students have been studying. For instance, if your class has been reading a novel, put something in the box that represents a character or part of the plot. Students then have to ask questions related to the story to figure out what is in the box and/or what it represents.
  • This activity can also be used to review informational topics in different subjects, such as science. If students have been learning about different characteristics of animals, you can put a small toy version, figurine, or photo of an animal into the box. Students then have to ask questions about the animal’s habitat, diet, or characteristics to guess what is in the box.
  • Make the mystery box activity completely student-led. Once you have repeated the whole process a few times with your class, you can get the students more involved by allowing each one to take turns placing a mystery object into the box. Then, the student who chose the object can lead the activity by answering questions from his/her classmates. You can even take a turn to ask a question yourself!  Another variation on this same procedure is to have students complete the activity in small groups.  Both of these are a great way to give students a chance to take on a different role, and to build a consistent discussion-based activity into your classroom schedule.

 

Activity two: “Find someone who…” Bingo

During this activity, students mingle and ask questions to determine if their classmates have had certain experiences or possess characteristics listed in spaces on a bingo board. The winner is the first person to complete a row on their card, shout bingo, and be able to verbally tell the class how their spaces were completed. This is an excellent activity to get students talking to each other at the start of a new school year or term.

Level

Intermediate and above

Goal

To improve students’ speaking skills by encouraging them to ask each other questions and find out information about their classmates.

Materials

  • A list of characteristics or experiences relevant to your class (see ideas below)
  • Blank bingo cards
  • Pencils/pens

Procedure

  1. Prepare for the activity by brainstorming a list of characteristics and/or experiences you will include on the bingo card. It helps to have more ideas than spaces, so that the cards will all be different. Students can also help with the brainstorming if you explain the activity to them beforehand. Here are some ideas to include on the bingo card:

Find someone who…

  • is an only child
  • plays soccer/cricket/tennis/etc.
  • has flown on an airplane
  • was born in another country
  • is a vegetarian
  • has a job
  • has more than five siblings
  • likes to dance
  • has a pet
  • walks to school
  • has traveled to another continent
  • likes spicy food
  • rides a motorcycle
  • speaks more than 3 languages
  • has a computer at home
  • likes to wake up early/stay up late
  • has been to a concert
  • loves/hates to eat ________
  • reads comic books
  • is the youngest/oldest child in their family
  • has been to an amusement park
  • knows how to swim
  1. Explain to students that they will choose twenty-five items from the list of characteristics and experiences and randomly write them in spaces on their bingo card. Tell them that during the activity, everyone will mingle throughout the classroom and ask each other questions using the bingo card. For example “Do you like to eat fish? Are you an only child? Do you play soccer? Are you the youngest in your family?” The goal is to find one person who meets the criteria in each space, write the person’s name, and be the first student to complete a row vertically, horizontally, or diagonally. It is important to inform students that they may not tell other classmates in which space to write their name. Instead, they must only respond to their classmates’ questions with yes or no.  
  2. Tell students they must yell “Bingo!” to signal that they have completed a row. In order to win, a student has to share with the class the information from the completed row on the card. For instance, “Juana has flown on an airplane. Li likes to dance. Nur reads comic books.”
  3. Give students time to fill their bingo cards with items from the list. If you choose, you allow students to include a free space on their cards.
  4. Once students have finished creating their bingo cards, instruct them to stand up and get ready to mingle. Remind the class that they must ask each other questions in order to complete their cards. Give students a signal to begin talking to each other. Circulate around the room and monitor students’ discussions during the activity.
  5. When the first student yells “Bingo!” ask the rest of the class to pause and listen. The student with a completed row must explain which of their classmates met the criteria on his/her bingo board. If the student has in fact completed a row, they are designated the first place winner. The game can continue until there are second and third place winners, so that students can get more practice speaking to each other.
  6. To wrap up the activity, ask students to share something new that they learned about a classmate. If needed, provide a sentence frame such as “I learned that ________ likes to eat ________” or “I learned that ________ has ________.” You can call on students individually or ask for volunteers.

Variations

  • This game can be used to review vocabulary or information about a topic that students have been studying. The activity works well at the end of a unit or when preparing for an exam because you will have a lot of vocabulary to use. First, compile a list of definitions or information that you want students to review during the game. You will need to make a small card with the vocabulary word for each of the definitions you choose. The definitions should be relatively short, as they will fill the boxes on the bingo board. For instance, if you are reviewing vocabulary associated with polygons, the definitions could be has eight equal sides and angles or the prefix meaning six. The activity can be completed exactly as in the procedure outlined above, except that students will write definitions on their bingo board. Additionally, you will need to distribute a word card to each student. This will be their assigned word during the game. When people ask “Does your word mean has eight equal sides and angles?” the students must answer yes or no. When the student finds a match, they should write down the word and the name of the student who had the card. Remind students that they may not tell their classmates the vocabulary word they have been assigned, or give information other than yes or no answers. If you have more students than words, you can make multiples of some of the word cards. When someone gets bingo, they can explain how they completed a row by saying “(Name of student) had the word ________ which means ________.” You can also make the review more comprehensive by requiring students to complete the whole card instead of a single row to earn bingo.
Format: Text
Availability
Activity
Text (PDF)

English language learners spend a lot of time listening, whether in classroom scenarios or the real world. Teachers know that being able to listen and comprehend content is a very important skill for students learning English. This skill is necessary not only to follow classroom instructions, but also to grasp important messages and information from what they hear.

In spite of the importance of listening skills, they can sometimes be neglected in the language classroom. Activities to isolate listening skills can be dry and boring.  This week in the Teacher’s Corner we will take a look at some easy ideas for making listening fun in the English language classroom.

 

Activity One: Listen and Buzz!

In this activity, students are divided into teams. Teams listen for specific information in a text, radio broadcast, or podcast and compete to be the first to buzz in and state the information correctly. The team with the most points at the end of the game wins!

Level

Intermediate and above

Goal

To improve students’ listening skills by having them listen for specific information in a text, radio broadcast, or podcast.

Materials

  • Any text or passage you want students to learn from (Radio programs or podcasts can also be used.)
  • One ‘buzzer’ for each team (This can be anything for students to use to create a noise that signals that they are ready to answer. Ideas include party noisemakers, drums, whistles, empty water bottles filled with beans or pebbles, bicycle horns, or bells. Alternatively, students can also yell ‘buzz’ or another designated word, or even clap to signal they are ready to answer.)

Procedure

1.     Prepare for the activity by reading or listening to the text you plan to use. As you examine the text, make a list of key information you want students to listen for during the exercise and use it to write questions. The questions should be about the main information or facts you want students to learn from the text. Here are some suggested questions for different types of texts.

If students will listen to a biographical passage, use questions such as:

·       Where was the person born?

·       What is his/her birthdate?

·       Where did he/she attend university?

·       What are two major accomplishments of this person?

·       Why was this person important in history?              

If the text is fiction, ask:

·       Who is the main character?

·       Where does the story take place?

·       What is the character’s problem?

·       How is the problem solved?

  1. Explain the activity to students. Tell them that they will hear you read a passage (or hear a radio broadcast/podcast) and need to listen for specific information. Note that they will be divided into teams.
  2. Give students the questions you have created so that they know what information you want them to find. These can be presented orally or written on the board. To challenge advanced students, present the questions in a random order, not as they will be heard when the text is read. For beginner students, the questions can be presented one at a time before reading the section of the text that contains the answer (perhaps one paragraph at a time).
  3. Divide the class into equal teams using any method you prefer. The game works best if the number of questions is close to the number of members on each team. Teams can line up in designated areas of the classroom. Be sure there is some space between the teams so that you can tell who is buzzing in during the activity. Teams should have a name for scorekeeping purposes.
  4. Once the teams are in place, distribute the buzzers (or noisy objects) and/or explain to students how you expect them to signal that they have heard an answer to one of the questions about the text.
  5. Tell students that only the person in the front of the line may buzz in. Explain that you will call on the first person that buzzes in to provide a response. Once they have attempted, they pass the buzzer to the next person in line and go to the end. If their response is correct, all teams must send the student at the front of the line to the back of the line. If their response is incorrect, other teams have a chance to buzz in and answer the question. This works best if you say “Incorrect!” to signal that other teams may buzz in. Teams earn a point for each correct response.
  6. Continue to read the text aloud or play the audio until all questions have been answered. If students were unable to answer some questions, read the text or play the audio again and give teams another chance to buzz in.
  7. Close the activity by reviewing the answers to all of the questions with students.

 

Activity Two: Secret Message

During this game, students line up in teams and whisper a secret message down the line. Each student must listen carefully to in order to recall, and be able to repeat, what they hear.

Level

Beginner and above

Goal

To improve students’ listening skills by having them listen closely to pronunciation and recall phrases/sentences.

Materials

  • A notepad or single sheet of paper for each team
  • Pencils or pens

Procedure

  1. Divide the class into two equal teams and have students of each team line up in a row. If the class is very large, you can form more than two teams.
  2. Assign each team a name and write the names on the board for scorekeeping purposes. At the same time, label each of the notepads or sheets of paper with a team name.
  3. Explain that the first member of each team will think of a sentence and secretly write it on the paper or pad for their team. They must be careful to do so in a way that does not allow the rest of the team to see it. If needed, you can ask that they come up to the front of the room to write down the sentence.
  4. The first person from each team (the student who thought of the sentence) must whisper the phrase or sentence into the ear of the next person in line, in a way so no one else hears. Then, the second person whispers it to the third. This continues until the sentence reaches the last person in line.
  5. When the last person hears the sentence, they must repeat it to the teacher, who will check to see if it matches the sentence written on the team’s paper.
  6. If the final member of the team repeats the sentence as it is written, the team earns two points. If it is nearly correct, the team earns one point. If it is very different from the original sentence, no points are earned.
  7. Once the score has been recorded, the first person in line goes to the end of the line, and the activity is repeated with the next team member. Continue until all members of each team have had a chance to create a sentence. The team with the most points wins!

Variations

  • For beginner students, one word or a short phrase can be used instead of a sentence. The speaker can also whisper the word/phrase to the teacher instead of writing it down if needed.

With a little preparation, this game can be played with vocabulary words/sentences or key information you want students to review from a lesson. For example, if students have been learning about weather, you can ask them to form sentences with weather words and provide a list on the board. Words can be crossed off as they are used. If there is information you want students to review, you can prepare the sentences yourself and show/whisper them to the speaker to be passed down the line. 

Format: Text
Availability
Activity
Text (PDF)

In typical English sentences, we may use several grammar structures at the same time. One example of a grammatical form used in conjunction with other forms is modal verbs. Modal verbs are often used to give advice or opinions. For example:

We should go to a restaurant.

However, this advice is too simple and direct. When advice is given in English, the expectation is that a reason is also provided. One grammatical structure that is often used to explain advice is an adverb clause of reason. For example:

We should go to a restaurant because we are all hungry.

When combined, these two grammatical structures can allow students to give advice and explain their reason for that advice.

In this activity, students will practice both modal verbs of advice and adverb clauses of reason. It can be difficult for students to think of advice and reasons for that advice without a clear context. In this week’s Teacher’s Corner our context is a space mission gone wrong. Students will give advice and reasons to help their team members who have been stranded on the Moon. The activity below is a modified version of a United States National Aeronautics and Space Administration’s (NASA) teambuilding exercise.

In this activity, students are part of a space mission travelling to a science base on the Moon. During their descent to the surface of the Moon, their spacecraft crashes 80km from the Moon base. Now they must examine their supplies and decide which materials they will need to survive the 80km journey to the moon base.

The exercise was designed to test the ability of astronauts to think creatively and work together as a team. Each item in the worksheet below has a primary use but can be used in other ways as well. Encourage your students to think creatively about all of the items. For a list of suggestion on ways the items can be used, see Appendix B.

Level

Upper intermediate and above

Language Focus

  • Speaking (primary focus)
  • Writing (secondary focus)

Goal

Students will use modal verbs and adverb clauses of reason to discuss what survival tools they will need to survive on the moon.

Materials

  • Teacher: whiteboard or chalkboard; markers or chalk; tape
  • Students: pencils or pens, writing paper

Preparation

  • Print enough Stranded on the Moon worksheets for each student in class. Print one copy each of the images in Appendix A to place on the wall or chalkboard.

Procedures

Warm Up

  • Place on the board the two pictures in Appendix A
  • Ask students some questions to elicit the vocabulary: Astronaut, Moon
    • What do you call a person who works in space? (Astronaut)
    • Is this astronaut on Earth? (No)
    • Where is the astronaut? (the Moon)
  • Next, write on the board: An astronaut should be _____
  • Ask the students what characteristics an astronaut needs. List the characteristics the students name on the board.
    • An astronaut should be _____.
      • Brave
      • Strong
      • Smart
  • Once students have listed some characteristics, ask them why astronauts should have these characteristics. Tell them to form pairs or small groups and think of reasons why astronauts should have the characteristics the class listed.
  • While the pairs/small groups brainstorm ideas finish the An astronaut should be ____ sentence from above with so/because _____.
  • After the pairs/small groups have generated ideas, have them share ideas with the class. Write the ideas on the board. For example:
    • An astronaut should be brave because they will be far from home.
    • An astronaut should be smart, so they can solve problems.
  • After the pairs/small groups have presented their ideas, tell them that today they are going to be astronauts! Tell them the goal of today’s activity is to see if they can be great astronauts!

Moon Mission: A Crash Landing

  • Have students combine their pairs/small groups to form larger teams of 4-5 students. Tell the students that in this activity they will be astronaut teammates.  With their teammates they are travelling to the Moon.
  • Explain to the students that two days ago they left Earth to travel to a research base on the Moon. As they began to land on the Moon, they lost control of the spacecraft and crashed 80km from the Moon base. Now they must use items from their crashed spacecraft to help them reach the Moon base.
  • Next, give each student a copy of the Stranded on the Moon worksheet. Tell the students that first they should work alone to complete the worksheet. Remind them that good astronauts should be able to work independently, so no talking for now!
    • On the worksheet are fifteen items. Students should list these items in order of importance from 1-15. One being most important and fifteen being least important. Also they should provide a reason for the rank they assign each item.
      • Note: this part of the activity could take some time, if more time is needed this could be assigned as homework and the activity continued in the next class.
      • For Moon facts and suggestions on how items could be used, see Appendix B.
    • Encourage the students to use the grammar structures practiced in the warm up when they list the reason for each item’s rank.
      • For example: We should take the oxygen tanks, so we have air to breathe.
      • For items students think are unimportant, encourage them to use the negative form. For example: We should not take matches because there is no air on the Moon to make fire.
  • Once students have finished their list and reasons, have them share their ideas with their team.
  • Tell the team that they now must make a final team list. However, the team may only take the items listed in the top ten. They must leave five items at the crashed spacecraft. Students should use the grammar forms practiced in class to argue for the items they consider to be the most important.
  • Once each team has finalized their list, have them report to Mission Control (you!) on the items they plan to take and why.
  • Finally, have each team share their final list and reasons. If time permits have the whole class come together and make one final class list.

Optional Expansion Activity:

  • Conditionals are another grammatical structure that pairs well with this activity. Students can present their ideas in grammatically complex ways: We should take rope, so we can tie things. If we tie the parachute with rope, we can make bags to carry items.
  • This activity can be extended into a writing activity that can be done in class or as homework. Have students, alone or in teams, create a writing journal that begins with the following sentence:

With our items prepared, our team began the 80km trip to the Moon base.

Have the students describe their journey to the Moon base and how they used each item to survive!

Encourage your students to learn more by having them visit the following websites:

Apollo Archives
This website contains a collection of photographs from the NASA lunar missions.

Moon Base Alpha
In this game by NASA, players work to fix damaged equipment at a lunar research station.

Format: Text
Availability
Activity
Text (PDF)

Conditionals are always fun grammar to learn in class. The ability to use them to discuss unreal situations gives students a chance to discuss creative topics and ideas. The second conditional is usually constructed with:
If clause + simple past + would/could/might + base form of verb

For example:
If I traveled to the U.S., I would go to New York.

However, conditionals can be richer and more complex if we combine them with infinity of purpose. This to + verb + grammar structure is often used to answer the question “why.”

I traveled to the U.S. – Why did you travel to the U.S.?

I traveled to the U.S. to visit the Statue of Liberty.

Combining conditionals and infinity of purpose can provide students the form and structure to create complex sentences that express complete ideas.

If I traveled to the U.S., I would go to New York to visit the Statue of Liberty.

In this week’s Teacher’s Corner we’ll use both the second conditional and infinity of purpose to express complete ideas in a single sentence. Specifically, we’ll practice how to use these two grammatical structures to write a letter for a job. Which job? Astronaut!

Level

Intermediate and above

Language focus

  • Writing (primary focus)
  • Speaking (secondary focus)

Goal

Students will use the second conditional and infinity of purpose to discuss what they would do as an astronaut.

Materials

  • Teacher: whiteboard or chalkboard; markers or chalk; tape
  • Computer with Internet connection (if possible), projector
  • Students: pencils or pens, writing paper

Preparation

  • Print out the photos in Appendix A.
  • Print out one copy of the worksheet If I Were An Astronaut for each student.
  • If your classroom has a computer and Internet connection, open this video before class to allow time for it to load – Life Aboard the ISS.
    • Note: If your classroom does not have computer access, instead of playing the video, print out the images to show to the class.

Procedures

Part 1: If I were an astronaut

  • Begin the activity by playing the video: Life Aboard the ISS.
    • If a computer and Internet are not available, show the pictures in Appendix A.
  • After watching the video, place the students in pairs or small groups.
    • Ask the students: Do you want to be an astronaut? If you were an astronaut, what would you do?
    • Have them talk with their partner about their decision. Have each pair/small group create a list of things they would do as an astronaut.
  • While students work in groups, on the board draw the following table:

If I were an astronaut, I …

Would

Could

Might

 

 

 
  • Next, take a vote by show of hands and ask how many students want to be astronauts.
    • Ask the students: What would you do if you were an astronaut? Write some of their ideas on the board. For example:
      • Fly around in space
      • Take pictures of the Earth
      • Travel to the Moon
  • Use the ideas the students generated and place them in the table above. For example:

If I were an astronaut, I …

Would

Could

Might

-Take pictures of Earth
-Be away from home for a long time

-See my country from space
-Make new discoveries

-Go to the Moon
-Meet a space alien!
  • Fill in the chart with ideas to help students see the differences between would, could, and might.
    • Would – an action they can do as an astronaut
    • Could – a possibility
    • Might – a possibility with a small chance of occurring
  • Take one of the ideas from the chart and write it out as a full sentence on the board.
    • For example: If I were an astronaut, I could make new discoveries.
  • Ask the class: Why do you want to make new discoveries?
    • Elicit ideas from the class. Choose several ideas to finish the sentence.
      • For example: If I were an astronaut, I could make new discoveries to help people on Earth.
      • For example: If I were an astronaut, I would take pictures of Earth to show to my friends back home.
  • Have students return to the list they created in step two and have them write their ideas out in the complete sentence structure:
    • If I were an astronaut, I would/could, might _____ to (verb) _____.

Part 2: Astronauts Wanted!

  • Give each student a copy of the If I Were An Astronaut worksheet. Inform the students that the National Aeronautics and Space Administration (NASA) is the agency that sends astronauts to space. NASA often hires new astronauts.
  • Read the instructions as a class.
    • In this activity, students should circle all of the conditional and infinitive of purpose grammar structures they can find.
  • Once students have finished, check the answers as a class.
  • Tell the students that today they are going to write a letter to NASA describing why they would be a great astronaut, just like the one in the worksheet.
  • Using their list of ideas they generated in Part 1, have the students write letters explaining why they would make a great astronaut.
    • Students should list why they want to be an astronaut and why they would be a great choice.
  • Once students have completed their letter, encourage them to share it with the class by reading it aloud.
    • Students could also post their letters on the walls of the classroom for others to read as a fun reading activity.

If your students have access to the Internet, encourage them to learn more by visiting the following websites:

Space Station Camera
This website broadcasts a live camera feed from the International Space Station (ISS). The cameras show Earth as the space station passes overhead.

ISS Website
NASA is home to the International Space Station, which contains facts and figures about the ISS and the astronauts who have lived there.

ISS Fact Book
This book has information about all experiments conducted on the ISS. This writing may be too advanced for most students, but the book contains many pictures, charts, and maps for students to investigate.

If I Were an Astronaut

Read the letter below. Circle the conditional and infinitive of purpose grammar structures you can find. Then write your own letter to NASA!

Dear NASA,
I am writing to be considered for your astronaut program. If I were an astronaut, I could take pictures of space to share with people on Earth. I am great at taking pictures, and my photos might help others to get interested in space. Maybe those people will become astronauts too! Also, if I were an astronaut, I would be the first person from my country in space. I would speak to students in my country to encourage them to study science. Finally, if I were an astronaut I would speak English with other astronauts to improve communication between countries. This would create friendships between nations and help to create world peace.

Format: Text
Availability
Conditional and Infinity of Purpose Activity
Text (PDF)

Adjective clauses function in a sentence the same way as adjectives. They explain or modify nouns or indefinite pronouns such as someone and everyone. Unlike adjectives, however, adjective clauses come after the noun or pronoun they describe. A typical adjective clause has a relative pronoun such as who/whom/which/that + subject and verb. For example:

Cell phones, which are more like computers than phones, are an important part of daily life.

Adjective clauses are used when using an adjective creates an awkward sentence structure. For example:

I am a chocolate-loving person is an awkward sentence structure. Therefore, we use an adjective clause to make the sentence easier to understand. For example: I am a person who loves chocolate.

Adjective clauses are not used when one adjective can be used to effectively express an idea. For example:

She is an intelligent person. Not She is a person who is intelligent.

Many textbook exercises have students combine sentences using adjective clauses. In this week’s Teacher’s Corner we’ll use a different approach by having the students deconstruct adjective clauses into two separate sentences. This approach gives students the opportunity to understand the relationship between two simple sentences and how they come together through the use of adjective clauses.

This week we’ll practice adjective clauses by learning about Grace Hopper, who was one of the world’s first computer scientists. Her early work on computers led to the development of the first computer programming language and helped create much of the software we use today.

 

Level

Intermediate and above

 

Language Focus

  • Reading, writing (primary focus)
  • Speaking (secondary focus)

 

Goal

Students practice deconstructing sentences with adjective clauses

 

Materials

  • Teacher: whiteboard or chalkboard; markers or chalk
  • Students: pencils or pens, writing paper

 

Preparation

  • Print enough My Hero: Grace Hopper readings for each student in class.
  • Print enough Adjective Clauses – Sentence Deconstruction worksheets for each student in class
  • Print out a copy of the Adjective Clauses – Sentence Deconstruction Answer Key

 

Procedures

Warm Up

1.     Begin the activity by asking the class: What is one item you cannot live without?

  • Have the students call out their answers and write them down on the board.

2.     If no students answer “cell phone” (unlikely!), elicit the idea from the students.

3.     Next ask the students: Why can’t you live without your cell phone?

  • Tell the students to write down all the ways they use their cell phone.

4.     Once students have made a list of all the ways they use a cell phone,

  • On the board write: I can’t live without my cell phone, which I use to _____.

5.     Have students add their ideas to the sentence to create adjective clauses. Once they have created sentences, have the students form pairs/small groups and share their idea with their partner(s).

6.     After the pairs/small groups have shared their ideas, encourage them to share their ideas with the class to see which students have the most creative or unique ideas.

 

Reading Practice: Adjective Clauses

1.     Begin this part of the activity by asking the students: Do you have a hero?

  • Elicit answers from the students about their heroes

2.     Tell the students that today they will learn about a woman who is a hero to many people. She helped to develop the technology that is used in computers and cell phones. Without her ideas, we would not have the technology we have today.

3.     Next, pass out the My Hero: Grace Hopper Reading Activity. Give the students several minutes to read the information.

  • If time permits, have students take turns reading the information out loud to the class.

4.     Once students have finished reading, check their comprehension by asking:

  • What computer did Grace Hopper help program? – (Mark I)
  • What is the name of the computer programming language she created? – (COBOL)
  • Do people still remember her? – (Yes, each year there is a conference celebrating her work)

5.     Have students read through the information again. This time have them underline each example of an adjective clause they can find.

  • Once finished, have them check their answers with a partner or review as a class.

6.     Next, give each student a copy of the Adjective Clauses: Sentence Deconstructing worksheet.

7.     Have the students read each sentence and form two smaller sentences.

  • Once the students have finished, review the answers as a class.

8.     Finally, have the students use the adjective clauses from the worksheet as examples to write their own descriptive sentences about someone they consider to be their hero.

9.     Once the students have completed their sentences, have students take turns reading their sentences out loud with the subject missing.

  • One student should read his/her sentences while the rest of the class guesses his/her hero.

i.     For example: He is a famous football star who played for Real Madrid and LA Galaxy. – (Who is David Beckham?)

  • The first student to guess correctly now reads his/her sentences aloud to the class.

Encourage students to visit the following websites and learn to code:

https://code.org/

https://csedweek.org/

 

 

My Hero: Grace Hopper – Reading Activity

Directions: Read the information below about the work of Grace Hopper. Grace was a computer scientist who created the first computer programming language. Circle or underline the adjective clauses in the paragraphs.

Technology is a part of everyday life. We use computers to do many things to make life easier and faster. Even our cell phones are a type of computer that we can use to call friends, write messages, and play games. Have you ever thought about the origins of computers? There were many early researchers who helped create the first computers, but one of the most interesting people was Grace Hopper.

Grace Hopper was a university professor who quit her job to join the Navy during World War II. She joined the Navy to serve her country by helping to develop new technology. She joined the Navy during an interesting time when computers were beginning to be built.

Grace joined a team which built one of the first computers. She was responsible for programming this computer called the Mark I. She understood how complicated it was to program a computer which required lots of math at the time. She invented a programming language that made it easier for people to program computers. Her programming language was called COBOL. Thanks to her early work, computers became easier to use. In only a few decades, computers moved from big machines the size of rooms to smaller devices that could be used by individuals. These personal computers, which were programmed using Grace Hopper’s ideas, became a part of everyday life.

Grace Hopper is my hero because she played an important role in the development of technology we use every day. Some people may think that computers and math are only for boys, but they are wrong! Grace Hopper is proof that anyone can excel in math and science. Each year, the Computer Science Education Week is held around December 9th, which is Grace’s birthday. Her work is also celebrated every year at the Grace Hopper Celebration. This conference, which celebrates the work of women in science, is attended by people from all over the world. Each year they discuss new ideas and technology that carries on the work started by Grace Hopper.

 

Adjective Clauses - Sentence Deconstructing

The following sentences are from the reading My Hero: Grace Hopper. Change each of the sentences into two separate smaller sentences by making the adjective clause a separate sentence.

1. There were many early researchers who helped create the first computers.

________________________________________________________________________________

2. Grace Hopper was a university professor, who quit her job to join the Navy during World War II.

________________________________________________________________________________

3. She joined the Navy during an interesting time when computers were beginning to be built.

________________________________________________________________________________

4. Grace joined a team which built one of the first computers.

________________________________________________________________________________

5. She understood how complicated it was to program a computer which required lots of math at the time.

________________________________________________________________________________

6. She invented a programming language that made it easier for people to program computers.

________________________________________________________________________________

7. These personal computers, which were programmed using Grace Hopper’s ideas, became a part of everyday life.

________________________________________________________________________________

8. This conference, which celebrates the work of women in science, is attended by people from all over the world.

________________________________________________________________________________

 

 

Adjective Clauses: Sentence Deconstructing – Answer Key

The following sentences are from the reading My Hero: Grace Hopper. Change each of the sentences into two separate smaller sentences by making the adjective clause a separate sentence.

1. There were many people who helped create the first computers.

There were many people. They helped create the first computers.

2. Grace Hopper was a university professor, who quit her job to join the Navy during World War II.

Grace Hopper was a university professor. She quit her job to join the Navy during World War II.

3. She joined the Navy during an interesting time when computers were beginning to be built.

She joined the Navy during an interesting time. During this time, computers were beginning to be built.

4. Grace joined a team which built one of the first computers.

Grace joined a team. The team built one of the first computers.

5. She understood how complicated it was to program a computer which required lots of math at the time.

She understood how complicated it was to program a computer. Programming a computer required lots of math at the time.

6. She invented a programming language that made it easier for people to program computers.

She invented a programming language. The programming language made it easier for people to program computers.

7. These personal computers, which were programmed using Grace Hopper’s ideas, became a part of everyday life.

These personal computers became a part of everyday life. They were programmed using Grace Hopper’s ideas.

8. This conference, which celebrates the work of women in science, is attended by people from all over the world.

The conference is attended by people from all over the world. It celebrates the work of women in science.

Format: Text
Availability
Adjective Clauses Activity
Text (PDF)

Pages