Wrote about their favourite books

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Today we continued our project that we started in the previous lesson. I wanted my students to write about their favourite books, focusing on the description of a character. I was quite happy with the results.

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I decided to follow a Process Writing approach with elements of Product Writing because they had a model to follow. Here it is step by step and a picture of the board with the:

  • Students had the information they needed for the text (title, author, type of book, favourite character, description);
  • I wrote a model of my text on the board, by eliciting student’s suggestions on how to phrase the information;
  • Students wrote a draft of their texts on their notebooks and gave me to correct;
  • Students wrote the final version of the project (posters) and drew their favourite character.
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I am quite proud of my board skills in this one 🙂

It was a very simple approach that required little preparation on my part. It wasn’t very open for students to produce ‘new language’, though. They had quite a fixed model to follow, but some of them did try to include some plot details, like the one who wrote about the adventures of Tin Tin, who asked me how to say ‘ the captain was a drunk’ (haha!). However, to me, they needed just to be aware of how to write about the basic details of a book and to make the connection with what we have been focusing on by describing the character. And this objective was met by all of them.

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Talked about their favourite books

Last class, I showed my students some books, such as The Tale of Peter Rabbit, Mulan, Sinbad, Sherlock Holmes stories, and so on. There was a good variety of genres and plots. We played a game where I would describe the story and they had to snap the correct book. It was fun and they were curious about some of the stories. So, we decided to vote on a book they would like to read together and they chose an adapted version of Mulan.

Something I like about the course book is that there is a CLIL section – which is a very soft version of CLIL, but anyway – and this time they are supposed to write about their favourite books. Since we were describing people’s facial features, they also have to describe their favourite character.

Today, I had them bring their favourite books and they wrote the basic information: title, author, type of book, favourite character, short description of their favourite character. Then, we sat in a circle and they shared this information. In order to make sure they paid attention to what their friends were saying, in the end of the activity I asked if they remembered something about their friend’s favourite book. There was a lot of emergent language in this activity, but I am still a bit frustrated that some of them only said “I like this book because I like it, it’s nice”.

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So, this unit’s project is going to be a description of their favourite books and characters. They are going to produce a poster with a short text. As I am trying to demand more from my students in terms of language production, I will also ask them to write their opinion of the book and, in the end, they will share their production to see if they are interested in reading any of their friend’s favourite books.

Let’s see how this goes. 🙂

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Practiced describing a person

Today it was one of those days where nothing very special happens, but yet students did produce much more than they normally do in my lessons. We played a simple back to the board game where students had to describe the features of a face that was projected on the board for the others to draw. Then, we voted on who drew it more similar to the original drawing. It was a lot of fun!

Regarding language production, they did try to use L1 and they did try not to speak and use gestures instead (and take their friend’s pencil of their hands to draw it themselves). However, the sentences they could produce were appropriate and there was a lot of new vocabulary that I wrote on the board (e.g. eyebrows, lips, eyelashes, fringe, etc.).

Then, it was time for Movers exercises. I love working with Fun for Movers and the activities are very well thought of for children, the book is colorful and so on. The only thing is that students find it boring. I don’t know why – they couldn’t say specifically what made it boring – so I can only guess. Maybe the activities are done at random, sometimes they have no connection with the main course book, so it may be hard for the students to make the connection. However, I always try to do the Movers activities on Mondays, so there is at least the time difference between the usage of books. It is something I would like to investigate more with the students, to see if I can improve the way we use this course book.

Finally, for the following lesson, we are going to continue describing people. Hopefully, we will be able to finish the Unit on Thursday because I think they are tired of describing faces (if they aren’t, I am!). I plan on doing some writing production because we have had many speaking exercises, but for writing there were only grammar activities.

Wrote about the reasons why they love their school

In my last post, I said I believed my students could write better sentences about their school. And I’ve done exactly what I said: I took their sentences, wrote them on paper slips and asked further questions to help them develop their ideas and wrote them myself on the paper.

Why did I write it myself? Mostly due to time constraints. I still have course books to follow and a deadline to do the test with them. And also because I am always late. As I keep bringing extra stuff for my students, I tend to end up having to rush things towards the end of the semester/year.

Regarding the activity and my expectations, I think my students did a good job. They answered the questions right away, reflecting and giving interesting reasons for liking a particular thing about their school. They mentioned games they played in the playground, the forest that surrounds the school and the fresh air they can breathe. It was a nice moment of meaningful input for them and assessment for me.

I really wanted to have them record a video for the school’s website, because in the end, the project was also a nice way to promote the school. But we shall see the arrangements for that.

Next class we are going to go back to using the course book. The main goal will be to describe people’s appearance by using parts of the body vocabulary.

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