"I strongly believe we need to be (re)creating a climate of knowledge building in the EAP classroom." Steve Kirk
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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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Shona Whyte
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is an online language learning program that helps you improve your English for free. Delete the scoop?
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This article was written by Dominic Braham and Anthony Gaughan and originally appeared in English Teaching Matters, the English Language Teachers’ Associations journal. Before we get started…... Via Ana Cristina Pratas
Shona Whyte's insight:
A huge variety of activities for all levels, many not requiring much if any preparation. Delete the scoop?
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David Deubelbeiss of English Central and EFL Classroom 2.0 recommends this quiz maker, saying it has the "most potential of any Youtube quiz maker. It has an attractive interface, is well laid out and designed and the library is very accessible. One downside - it doesn't allow you to edit the quiz after you've produced it (usually the case with just launched sites). I'm sure they'll work things out" Via David Deubelbeiss
Shona Whyte's insight:
Many of my undergraduate EFL students are big fans of English Central, so there is certainly an interest in video-based quizzes as an entertaining form of self-study. Delete the scoop?
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Shona Whyte: A 2012 article in English Teaching Forum by Crissa Stephens, with Rocio Ascencio, Ana Luisa Burgos, Tatiana Diaz, Jimena Montenegro, and Christian Valenzuela describing an action research project for group work on a film viewing activity. A clear description of class activities including the roles ascribed to each learner to ensure maximum participation and learning, many of which are relevant to other topics and teaching contexts. Delete the scoop?
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"Bingo Baker makes it easy to create bingo cards. You can generate hundreds of random cards and print them using the printer-friendly PDF (with no ads or watermarks). You can also save paper (and waste electricity instead) by playing your bingo game online (it works on the iPad). Instructions: Just type your words into the grid on the left. You can give your game a title and can change the BINGO column headings too. Then click the Generate button."
Shona Whyte: No images, just text, but very easy to use all the same and handy for different types of vocabulary practice in the language classroom. Via Sharon Hartle, Juergen Wagner, Evdokia Roka Delete the scoop?
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Shona Whyte:
Nice short (2min 45sec) video, no speech, showing one man going about his day.
David Deubelbeiss suggests using it for speaking/writing about daily routines: "Ask students to describe (as you play) or write (during / after) what this guy does in his day. Nice, real context for practicing speaking about routines." But it could just as easily be using for describing what is happening at the present time, to practice present continuous or for fluency.
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Language level: Pre-intermediate (A2) – Intermediate (B1) Learner type: All ages Time: 60 minutes Activity: Watching a short film, speaking and writing Topic: Communication and creativity Language: Narrative tenses Via TeachingEnglish, Louise Robinson-Lay, Juergen Wagner, Shona Whyte Delete the scoop?
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Nice lesson for intermediate learners and beyond, handout and play-by-play included.
Winner of onestopenglish Lesson Share competition: congratulations! Delete the scoop?
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Jackie Gerstein: "The "I Am Poem" is a template-based poem that requires students to represent themselves in the form of poetry as well as in visual form."
Shona Whyte: This is a great activity for intermediate learners and above, or it could be simplified for young learners. Class members write a poem about themselves using the template, then e-mail their poems with a photo to a Flickr account or shared Google Docs presentation. All class members can view each others' poems, and they can then be shared in class with each person reading their contribution aloud. Delete the scoop?
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"How to mimic natural English pronunciation and intonation through accent training and pronunciation practice using the shadow reading technique." Delete the scoop?
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Graham Stanley has an intermediate reading lesson plan based on Harry Quantum: learners work on the walk-through and start playing in class, then finish the gamr for homework. Includes advice on handling faster and slower learners, plus suggestions for post-play retell and writing activities.
Three years' worth of archives on the blog for those interested in exploring games for ELT. Via Yuly Asencion Delete the scoop?
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Communicative activities used in face-to-face classes as icebreakers can also be used in online teaching. Thanks to Missouri Spanish teacher Wendy Brownell (http://senorab1972.wordpress.com) for flagging this resource. Delete the scoop?
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Thanks to Larry Ferlazzo for sharing this resource! ImageQuiz is a fantastic new website that lets users create image-based quizzes with ease. Just upload your image, choose a title, and begin tagg... Via Todoele 
SidlyDerious's comment,
May 8, 3:11 AM
even if the concept is not new, it is great to see how effectively it can be used today
Ajaan Rob Hatfield's curator insight,
May 9, 8:34 PM
Great language teaching resource, thank you for sharing. 
Ness Crouch's curator insight,
May 14, 4:16 PM
Looks like fun and a great way to pre and post assess. Could also be a good tuning in activity... Delete the scoop?
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One way of encouraging effective interaction for learning is by using information gap activities.
Shona Whyte's insight:
Example of a high school EFL CLIL class in Germany, where pupils are grouped in one of five sub-topics, then re-grouped to share their expertise using a diagram to map information and a record answers to "why" and "how" questions. Neat example of creating a need to exchange information and a structure in which to record it. Delete the scoop?
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Valentina Morgana teaches English in a Milan upper secondary school and blogs about EFL and technology.
Shona Whyte's insight:
This post describes an initial lesson on C S Lewis' "The Lion, the Witch and the Wardrobe" with 12 year-old A1-A2 learners. Delete the scoop?
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Shona Whyte:
"Created by Heather Macdonald College of William and Mary and Rebecca Teed, SERC and updated by Gail Hoyt, University of Kentucky, Jennifer Imazeki, San Diego State University, Barbara Millis University of Texas, San Antonio, and Jose Vazquez-Cognet University of Illinois at Urbana-Champaign.
This module on Interactive Lectures provides strategies and specific examples of techniques and activities designed to involve students in large and small lecture-based classes. The module is designed for the instructor who does not want to replace lecture, but rather to enhance and punctuate lecture to create an interactive classroom experience." Via Nik Peachey 
Konstantinos Kalemis's comment,
August 9, 2012 9:44 AM
Interactive lectures can increase student engagement with course material and facilitate learning. In traditional lectures, the majority of class time is devoted to the instructor’s delivery of information. During interactive lectures, the instructor interrupts the lecture to allow time for short activities.
These activities can take on many forms as discussed later, but they are important in that they allow students to use material learned in class and contribute to their own learning.During lecture breaks, the instructor poses a question or problem that promotes students to actively work with the concepts learned in class. Because learners tend to retain information based on their involvement in the learning process, transforming students from passive receivers of information into active users of information leads to increases in student retention of material. The idea of incorporating activities within lecture time is often met with the criticism that it wastes time that could be used to cover additional course material. However, sustained lectures that exceed the typical attention span of 10-20 minutes do not ensure that the material is actually reaching students. In fact, students record in their notes a greater percentage of material from short lecture segments than they do from longer lectures. Many of the activities described below take only a few minutes to implement, but still provide important learning opportunities for students.Another benefit of using activities within lectures is that it can create a feedback loop for instructors to get information about student learning earlier than the exam or major assignment date. Seeing students struggle with an activity can be the stimulus for the instructor to review important concepts related to that activity. In recent years, the lecture has fallen on hard times. Prominent researchers have raised doubts about its use, claiming that lectures rely on rote learning and fail to promote active engagement. Yet most of us have either attended or delivered wonderful lectures—lectures that have expanded our thinking, provided fresh insights, or opened our eyes to new worlds. Clearly, lectures can be an efficient way of transmitting large amounts of information in a relatively small amount of time. Delete the scoop?
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Shona Whyte:
Nice account of an EFL lesson using authentic online ads for flatmates by Genevieve White, who teaches adult learners in Lerwick and keeps the blog Notes from a Shetland ESOL classroom. Delete the scoop?
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Silvia Rosenthal Tolisano (Langwitches blog) tries out TinyTap, "a new app that caught my eye for its potential to make students creators and designers of games on the iPad."
Shona Whyte: Read her account of using the app with older learners to make language learning games for younger schoolmates. Interesting for the method and learner comments as well as for the app itself. Delete the scoop?
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Shona Whyte:
Veraguas EFL Teachers blog recommends this video for teaching or reinforcing prepositions of place to young learners.
Deathless lyrics: "Preposition, it’s your ambition
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Shona Whyte Nice language activity for all levels of learners using http://www.just-the-word.com.
Leo Selivan, British Council: "Very often students know the meaning of a word but don’t know how to use it correctly. This is often because they don’t know what words go with what other words, i.e. collocations. For example, students are familiar with the word party but may not know the verbs have or give that go with it and, as a result, say *make a party. This activity helps students expand their collocational knowledge of the nouns they already know, but it can be adapted for other parts of speech." Delete the scoop?
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Using Jing to record your screen as you provide feedback on students' written work.
Nice presentation of learning task, example of student response and teacher's feedback, followed by a walk-through of screencasting software Jing.
So pedagogy, technology, concrete examples - what's not to like? Delete the scoop?
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EFL teacher/MA student Laura Patsko talks us through an unplanned intermediate lesson using the IWB in a dictogloss activity with two students.
Dictogloss involves the teacher reading a script which the learners write down, leaving space for more details picked up in subsequent listenings.
Laura then had the learners write their text on the IWB, which they used to edit: moving words around, adding and replacing elements. She then worked on accuracy, and finally had them highlight useful expressions for their notebooks.
Her blog post has explanations, the recording, plus photos of the IWB and IWB slides, so it's very easy for other teachers to follow. So whether you're looking for ideas for your teaching, or examples of practice that may be different from what you're used to, this is a nice post (and Show and Tell is a nice blog). Delete the scoop?
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A nice homework activity by Rob Whyte (no relation): short video (an advert) with interesting images and fun voiceover, some vocabulary words and a few comprehension questions. You could imagine any number of follow-up speaking or writing activities, and there are many more similar videos on the site. Delete the scoop?
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US slam poet and high school English teacher Taylor Mali on the interrogative intonation of today's "most aggressively inarticulate generation."
Use with advanced EFL learners/trainee teachers for language learning, learning strategies, and tools.
INPUT Word stress: identify stressed, unstressed (reduced) syllables. Any rules? (-ion, al(ly), ed)
declare
OUTPUT
REFLECTION
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Steve Kirk argues that in language for academic purposes classes, fluency activities where learners "just speak" are insufficient: learners also need to learn to develop "contentful" contributions.
I think a) this is also true of other second/foreign language teaching contexts and b) a strong version of task-based teaching can help address this concern.