Travel Problems – a Dogme-ish lesson

Marc Jones / / Lesson Plan, Speaking

 
In this post I’ll go over a bit of a Dogme-ish (and I say Dogme-ish because it’s kind of Task Based due to the syllabus that I knocked up based on the absolute lack of any definite needs for my university students other than ‘learn some English’). With that, I designed a bit of a travel-based task cycle, of which every lesson stands alone or links. This is the final one in the cycle and perhaps my favourite. This is a role-play lesson with a bit of a difference.

  1. Give out slips of paper. Tell students to each write one different foreign travel problem on the slips. They don’t need to worry about spelling very much because it’s not the point of the lesson. Take all slips in.
  2. Put students into groups of 4 or 5 (I’d say groups of 3 might be too much work for one person – you’ll be assigning rotating roles to the students). The rotating roles are speakers who role play each travel problem and two or three listeners who listen to all or some of the following:
    • Grammatical accuracy;
    • Lexical appropriacy;
    • Pragmatic competence;
    • Pronunciation;
    • Communication strategies;
    • Fluency;
    • What they would do the same or do differently.
  3. Give the slips out, ensuring groups have as few duplicates as possible. Set the students to plan one role play (not script writing – focus on speech acts and reactivity) as a group for students 1 & 2 in the group to perform for 6 minutes. Then have students 1 & 2 perform the role play while 3 & 4 listen and then give feedback. Teacher monitors and takes notes.
  4. Focus on Form. Probably a good idea to cover things you noticed but the student listeners didn’t.
  5. All students planning again – 4 minutes this time.  Students 2 & 3 perform, 1 & 4 listen then give feedback.
  6. Focus on Form.
  7. As previous planning and roleplaying but with 2 minutes planning. 3 & 4 perform, 1 & 2 listen.
  8. Focus on Form again.
  9. No planning. 1 & 4 perform, 2 & 3 listen and give feedback.
  10. Student groups pick the most successful role play. Teacher randomly  (or not) selects pairs from each group to perform, gives feedback.

#ELTwhiteboard is not just for writing 

Marc Jones / / Uncategorized

Well, today is something a bit different. I thought I’d show you a picture of my whiteboard near the start of class. 
The students were answering the question on the main part of the board. We came upon one of the trickiest sets of loanword-versus-usage problems. Also there were a couple of issues with “(a pair of) THINGs” that is really a pluralised single item. 

Luckily I had some really with me. I would have loved to pull the socket of the wall, too. 
I almost always have Print Tack (or くつきむし [kutsukimushi] in Japanese) with me. It’s what I use for reading/picture gallery tasks, too.
Do you use the whiteboard or blackboard for anything a bit different? 

Here Be (Dungeons and) Dragons: 7

Marc Jones / / Pedagogy, Reflection

Back to the Campaign


I’m not satisfied with the RPG courses at the moment but I can see what it is that I want. I want to be able to just put everything in place like I have five years experience of RPGs rather than feeling my way blind. 
So what would I do with all my unearned experience? Well, I think I would like to delegate some of the Dungeon Master responsibilities to the students. Learner Autonomy is a good thing. The only problem is only about a handful are capable of putting together a scenario and scoring. Because Japan is a groupist culture, this means I would run the risk of putting noses out of joint. 
Another thing that I hadn’t thought through properly is item functions. The class at UOT has won some items but LCST has had no items in the game, yet. I was considering using these items to fiddle the game and let conscientious learners get high scores but in all honesty all the students are conscientious enough to keep me happy. Still, a few things could make it more interesting. 
So what I am going to do is add items in the next few stages and have clear benefits to them. 
I will ask of anyone wants Dungeon Master homework. I might even make a tutorial video about using Google Slides, too. 
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2, 3, 4, 5, 6

Here be (Dungeons and) Dragons 6: Interlude

Marc Jones / / Pedagogy, Reflection


Interlude, or stopping the game and assessing.

Who’s assessing?
Well, funny you should say that. At Ladies College of Suburban Tokyo (LCST) I went around two classes of twenty odd, checking portfolios in progress while the students planned repeat tasks. I assigned them to re-record the most difficult task of the last 4 weeks, listen to the new one, listen to the previous one and judge which is better and how or why? Also, it gives a chance to see what still needs to be done. These students are a bit more savvy with academic skills as well as IT, and I don’t have access to a CALL room so I didn’t run a lesson on PowerPoint and OneNote or Google Apps to collate work.
The students’ work outside class has been a good mix of practice with elllo.org and dreamreader.net but also a lot of indiscriminate grammar drills from high-school textbooks, despite my urge to study grammar from graded readers, listening or something with a lot of context or cotext.
At University Outside Tokyo (UOT), I had more students than usual after a prompt of “come to class or face failing again”. Some students were savvy, others not so. I showed how to use PowerPoint to gather pictures and annotate them for vocabulary and how to drag and drop multimedia files. I was hoping this would take about 50 minutes but young people in Japan, while mobile literate are sometimes not very computer literate. They’ll redo tasks at the start of the next lesson.
At least I know now what the demands are, how much time it takes me to get around everyone to give feedback and the students know to make better use of grammar drills and such.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2, 3, 4, 5

Reading Gallery Lesson – quick prep activity

Marc Jones / / Lesson Plan, Pedagogy, Reading

night-of-the-living-dead-group.jpg

Image from Night of the Living Dead, George A. Romero 1968 – no copyright.

This is an activity similar to one I did before from this TBLT Task Ideas Linoit Board where you can get students to choose one thing from a set of limited options. For this lesson I chose eight films from the top 50 list on imdb.com and copied and pasted the story synopsis into text files. You could get your students to choose. I didn’t because I was a bit short of time for various reasons. I then set my students in groups of four to choose one film to watch together.
I ran the text files through TagAnt to tag them for parts of speech in AntConc corpus concordancer. You’ll want the TagAnt tag list handy to check grammar in AntConc.
Open the tagged files in AntConc. Check the clusters, N-grams and word frequencies (including tags). In my mini corpus I found that the most key grammar was present simple passives and also there were a lot more proper nouns than expected. I kept this in mind for Focus on Form and actually did need to focus on form on passives.
Print the untagged text files after changing fonts and tidying them in your favourite word processor. Print, cut, and pin/stick to the wall.
I had my students in groups of four take rotating turns to read for: new vocabulary, storyline, setting, and characters. For odd numbers – groups of five with two assigned to new vocab or groups of three with setting and characters both assigned to one student. Dictionary checking halfway through the task and again at the end. They then read and choose which film to watch (or which trailer to watch as homework and write about in their learning journals).
A lot of my students chose a film because ‘it was the only film we understood and liked’, which is fine, in my opinion. I told them that I don’t choose to watch films that I don’t understand the story synopses of. I also had borne in mind the number of proper nouns counted in the corpus so remembered to tell students who looked a bit stuck that if the difficult word was capitalised in the the middle of a sentence it was probably a place or a person.
It wasn’t bad but it wasn’t as good as I expected. Even with short texts. the lesson was a bit hard. Some pictures of the films probably would have been useful. Anyway, you live and learn, don’t you?

Here be (Dungeons and) Dragons 5

Marc Jones / / Pedagogy, Reflection

The crap lesson

This week at LCST the task was to ask which metro station a sightseeing spot is near. Unfortunately the lesson wasn’t very good. The first steps of the task were very poor. It wasn’t helped by assuming students would be able to just ask where a foreign place is. The complexity of the task needed to be thought about first.
I suppose this needs to be key in task design. Perhaps a task design process should be considered. A preliminary idea is:

Task Design Process

  • Idea

  • What language functions are necessary?

  • What different skills are needed?

  • What is likely to occur?

  • What can be done to scaffold to enable best-case scenarios?

  • Review

  • Check what could go wrong at each step.

So, anyway, after a focus on form on questions and longer answers, I’d say the task was finally done well, but I’ll check over everything so far in next week’s review lesson.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2, 3, 4
Read the future chapters 6

Here be (Dungeons and) Dragons 3

Marc Jones / / Pedagogy, Reflection

The Wrath of the Math

“Huh?”
“Your points are 2 for taking a taxi, plus 1 if you told the driver where exactly to let you out. Then roll the D4. Add courage points to the D4. Divide them by 5.”

I should have seen this coming. How often do you see any English for arithmetic in EFL materials? Never. How many of these ladies at Ladies’ College of Suburban Tokyo (LCST) have played RPGs before? None, so the D4 terminology from the first lesson went in one ear and out the other of some students.
Next time I will provide a little bit of Focus on Form on the arithmetic terms and hope that our dining role plays go well, because other than the maths, it was a good lesson.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1, 2
Read the future chapters 4, 5, 6
 

Here be (Dungeons and) Dragons 2

Marc Jones / / Pedagogy


With last week’s descent into the ‘dungeon’ being somewhat gung-ho, this week was a wake-up call. The group at University Outside Tokyo (UOT) changed. Our one woman was absent along with two other male players. Perhaps this is what led to one player stepping over the line or testing the boundaries of what is and isn’t acceptable in the classroom.
Our game at UOT is based on interacting with a non-player character (NPC) who is a foreign exchange student. This week we took him sightseeing (with our female player absent only our male NPC was in play). Unfortunately three of the players decided that a good place would be a massage parlour.
There was part of me that was close to ranting and raving. However, I didn’t. Instead, I appealed to the group’s lack of impropriety and asked if this was acceptable to them. It wasn’t. We finished the game, and after the transcription stage I called bullshit. I pulled rank as both ‘Dungeon Master’ and classroom teacher. Yes, I played my ‘Don’t be a dick!’ and ‘I grade your work’ cards. Do I feel slightly uncomfortable setting boundaries with adults? Yes, actually. Am I glad I did it? Absolutely.
There is a public transport-themed game stage next lesson with this group. I don’t think this will provide opportunities for lewd outbursts.
Read Here be (Dungeons and) Dragons previous ‘chapters’: 1,
Read the future chapters 3, 4, 5, 6

Omitting Others? A(nother) case for Dogme

Marc Jones / / Materials, Pedagogy

During the last few months and to an extent the last year or so there have been a few bits and bobs about diversity in ELT. Two examples off the top of my head are:
The queering (or actually not) OF ELT materials by Angelos Bollas (talked about at Innovate ELT 2016 and this year’s IATEFL). 
Emily Hird’s post on diversity in ELT materials (by big publishers). 
All of this leads me to believe that one OF the best tools we have at our disposal as teachers is Dogme, going materials light. This gives greater opportunity to go to places prompted by the learners and teachers rather than hem in conversation by implicitly suggesting a norm in a textbook. 
A case in point would be the usual heteronormative, racially homogeneous family tree. One might get into hot water from bosses in very conservative institutions. If the work is learner centred, the basis of learners’ families is the basis of discussion. The way other families are portrayed on TV and in movies often come up in questions. How many learners have divorced parents? Step-siblings? Half-siblings? LGBTQ relatives that are married or living together? Heck, even straight people merely living together is risqué on coursebook land.  That’s just an example of what could come up when talking about one topic.
If you have a diversity problem in your materials, are you sure they aren’t overly simplistic? If they are overly simplistic in diversity, as well as language that learners may require  to meet their communication needs, why are we pussyfooting around the deficiencies of expensive dead trees and not instead boldly using our learners’ lives to teach real life.