Tools, techniques, activities:

Chapter 15 by Jim Scrivener “Learning Teaching”

1. Flashcards
a) Which resources do you need to find good pictures?
b) What characteristics should flashcards have in order to be clearly visible?
c) Which are some tips to keep your flashcards organized and lasting?
d) What can you do with flashcards?

2. Picture stories
a) What can you do with picture stories? Think of them as a resource at secondary
school
b) There are two broadly different approaches: Accuracy and fluency. Can you
describe them? Give examples.
3. Storytelling
Basic technique
Basic technique
4. Songs and music
a) Ideas for using songs in class
● Gapped text
● Song jumble
● Matching pictures
● Reading or listening comprehension
● Dictation
● Picture dictation
● Listen and discuss
● Sing along
● Compose
● Action movement
b) Ideas for using music in class
● Set the mood
● To start the class. To have something to say
● As background music
● For pleasure
● For “imagining”
● For relaxation
5. Fillers
a) Some suggestions
b) Some common fillers

6. Lexical games
Dominoes, bingo, word jumbles, instant crossword, etc
7. Dictation
a) Keyboard dictation
b) Collocation dictation
c) Wall dictation
 d) The bad cold dictation
e) The wild dictation
f) Dictogloss
g) Draw what you hear (my idea): Students draw a sentence dictated by the teacher.
The teacher dictates 4 to 8 sentences. The students can draw on the board or in their
folders. After that, the students try to remember the sentence (that was previously
dictated by the teacher) looking at the drawing. They write the original sentence
next to each drawing. In this way several skills are involved: listening, drawing,
remembering, writing

8. Sound effect recording

9. Poetry
a) Reading poems
b) Writing poems
10. Drama
11. Projects
Some ideas
12. Getting to know a new class
Icebreakes and GTKY

13. TV, DVD and video

a) Video in class
b) Using video recording in class
● Preview
● Viewing activities
● Follow up activities
● Other ideas
Chapter 3 by Jim Scrivener “Learning Teaching” (pages 64 to 75)
4. Giving instructions
a) Complex instructions
b) Planning instructions
c) Improving instructions
5. Monitoring
a) Your role in pair and group activities
b) Deciding on your role while students do an activity: step 1 and step 2
c) Monitor discretely, vanish, monitor actively, participate
6. Gestures
Creating new gestures
7. Using the board
a) Organization
b) Board drawing
8. Eliciting
a) What is eliciting?
b) Advice when eliciting
c) Lead in questions
d) Planning questions to elicit specific things
9. How to prevent learning
a) TTT (teacher talking time)
b) Echo
c) Helpful sentence completion
d) Complicated and unclear instructions
e) Not checking understanding of instructions
f) Asking: Do you understand?
g) Fear of genuine feedback
h) Insufficient authority/over politeness
i) The running commentary
j) Lack of confidence in self, learners, material, activity/making it too easy
k) Over-helping/over-organizing
l) Flaying with the fastest
m) Not really listening
n) Weak rapport
Timelines
Working with dictionaries