Tangrams for ESL

Level: Pre-Int +

Language focus: shapes, imperative, prepositions of movement and place.

Time: 5 minutes

Activity: Divide students into A (Architects) and B (Constructors). Architects stand behind Constructors. Architects receive a copy of the completed tangram (as attached below) Teacher gives Constructors the cut out shapes from the tangram. Using the diagram, Architects are tell Constructors how to arrange the shapes in front of them to replicate the completed tangram. The first pair to complete the activity wins.

Teacher top tip: watch out for wandering fingers! Architects may start pointing at certain tangram pieces rather than solely relying on verbal instructions!

Download ESL warmer now : Warmer-tangram

 

Teaching emailing skills in a real life fashion

Last Friday I delivered a three hour ongoing professional development training session to a group of teachers here in Madrid. The topic of the session was Communicative Business English skills. Prior to entering the world of teacher training, I spent five years working in the high end corporate environment, developing and delivering courses with clients such as Real Madrid F.C, Johnson & Johnson and Bankia. Over the years I trialed, tested and experimented extensively with the skills of telephoning, emailing and presenting.

When it came to presenting some activities to enhance emailing skills within the English classroom, I set the following task. I asked all the teachers in attendance to close their eyes for 30 seconds. I asked them to picture a person sending an email and to consider the following:

  • Where they were
  • Their position
  • How they were writing
  • The length of the email.

Rather interestingly, of the twelve teachers who attended, eleven of them described a person sat at a desk, in front of a laptop or desk top computer writing a medium to long email. When I asked the teachers to consider whether this was a modern or traditional method of sending emails, I slowly saw pennies beginning to drop in terms of where I was going with the activity.

While people do still send emails while seated in front of a computer, a large majority don’ t. How frequently do we send emails from our phones? On a crowded metro? Whilst in a bathroom? The reality is that the way in which we send emails have changed. Email have become much shorter pieces of work. If our classrooms are to represent real life then it is important that activities are adapted to reflect this.

Text book favourites such as Business Express, Intelligent Business, Market Express naturally all explore the art of writing emails. Typical ESL activities include identifying the purpose of each paragraph found within an email, analysing formal and informal register and identifying order and sequencing. While all of these activities are absolutely essential in the construction of well written emails, they inevitably all lead to the same “production” activity; drafting and handwriting a fictitious email. Chiocchi (2016, n.p) states that “with expectations for quick responses increasing, business email is becoming shorter and more concise.” Given that mobile devices allow us to access emails from any given location, the turn around time for returning mail has been dramatically shortened. Therefore, it appears logical that classroom practice also encourages shortened, fast-paced emailing.

Therefore, as a potential alternative to the traditional “drafted and write an email” , I propose the following. This is an activity that I have conducted with numerous groups over recent years.

Instructions:

  • Divide Students into pairs and label them A and B. Both students are employees at local firms  who are trying to coordinate a business meeting for the following week.
  • Student A receives Student A timetable (which represents his/her schedule for the following week)
  • Student B receives their respective timetable.
  • Using their mobile devices, students are to email each other to find a date and time that would be appropriate for both parties. This process is likely to involve a number of exchanges. (The ONLY solution to the task is Friday between 11.00 and 13.00)
  • Teacher must be Cced into every email set in order to provide content for post task feedback (correction, register etc)

Students have always responded very positively to the this activity (as did the teachers who participated in the training session last week!) Not only does it truly represent the way in which the nature of email sending occurs, it also brings the primary devices used to conduct business into our classrooms.

Feel free to use the following attachment to give it a go. I’d love to hear your comments regarding its success!

Emailtimetables.pdf

* Chiocchi, P. (2016). Giving Thanks for Email: 6 New Survey Implications for B2B Marketers. Retrieved 23/04/2016, from http://www.outwardmedia.com/show-blog?idea=112

The story behind this blog

As a teacher trainer, I am an avid believer that great teachers never stop growing. In today’s world, the ability to grow has never been easier. Articles, blogs, online materials, lesson plans and podcasts have enabled teachers to share a wealth of knowledge, experience and reflections, and they can be all be accessed through the keyboards of our computers. I encourage all TEFL teachers I train to read, trial new ideas and to reflect, to ensure continuous growth. However, how can growth be ensured for those of us who deliver the exact same course content on a monthly basis, year after year?

As a DOS at a TEFL training centre I naturally learn every month. Over the last five years I have learnt a lot about the way in which learning styles will often dictate how the course is completed. I have learnt how to simplify grammar (mainly on behalf of us Brits!) and how to tailor the feedback model used depending on the individual sat in front of me.  I have learnt how to instil confidence into the most self-doubting of characters and have also learnt when to sit back and allow the trainee to see just what they are capable of alone. There is no question of a doubt that on a monthly basis my training skills continue to develop. However, a huge part of me believes that I have stopped growing in the field of teaching. With the exception of the creation and delivery of model classes that I deliver during the first week of our four week TEFL program, I no longer have either the time or opportunity to teach ESL. How can I possibly inspire or motivate the trainees under my supervision to grow, reflect and research ideas if I myself feel so far removed from that field?

As an avid listener to podcasts and a reader of blogs, much thought has led me to believe that having my own space to research ideas and new trends and reflect on my findings may well encourage me to continue to grow. Practicing what I preach is immensely important to me and this blog represents that.

I hope to share my decade of experience with you all in the form of activities, warmers and reactions to podcasts or published articles. I also have the privilege of working alongside other trainers who have avid interests in areas such as the flipped classroom, NLP, accelerated learning, technology in the classroom and bilingual education. These day to day topics of conversation may well find themselves at the centre of some future blog posts!

As of January 2016, a final new role sees me as Mum to my gorgeous son. With an English speaking Mum living in Madrid, this little boy has naturally become an incredibly interesting social experiment! This blog will lastly serve as a space to reflect on the bilingual process and the acquisition of language.

Welcome to allthingstefl.com. I hope you enjoy!