Using Resources Teachers are busy people yet many still spend a lot of time gathering and preparing resources such as readings, pictures, videos and powerpoints

Using Resources

Teachers are busy people yet many still spend a lot of time gathering and preparing resources

such as readings, pictures, videos and powerpoints.

How much time do you spend each week on resources alone?

Buboltz, B., & Lekwilai, P. (2014). Think: Short Stories for English Language Learners. (Ed.). Vancouver, WA: LCk Publishing.

Using Resources

For newer teachers, they will spend an average of two hours preparing for each hour of teaching. This often makes them feel

stressed which causes them to rush so quickly through their lessons that it feels like they are vomiting activities and

information all over their students.

For more experienced teachers, they will often fall into a rut of doing the same things over and over again which leads to

boredom and, eventually, outright bitterness.

Remember your teachers growing up? Which category did they fall into?

Using Resources

In this training, we are going to look at how we use resources with the objective of helping you get the most from every single resource you use. After all, the more time you spend gathering

and preparing resources, the less time you have to do something else.

Throughout this training, we will see 20 different activities and tasks that can be used with just a single resource.

HaikuMy mind in winter

Stress snakes around my stomachDo my teachers care?

Source: Buboltz, B., & Lekwilai, P. (2014). Think: Short Stories for English Language Learners. R. Echeverria (Ed.). Vancouver, WA: LCk Publishing.

Above is a reading resource, a haiku. A haiku is a Japanese style of poetry noted for three points:

1. There are only 17 syllables2. The syllables are organized into lines (5-7-5)3. There are two references to the natural world

For those of you more knowledgeable about haikus, you will know that they involve many more points and that there are debates that the 17 syllable framework applies only to the

Japanese syllables which would be the equivalent of 12 syllables in English. For the purposes of this training, please forgive the simplistic approach to haikus and focus on the main

objective, learning how to use resources in a variety of ways.




Throughout this presentation, we will look at activities and tasks revolving around the theme, vocabulary,

pronunciation, grammar, pragmatics, and of course reading, writing, listening and speaking.

How would you use this resource?




1. Vocabulary – Unknown Words

A. Begin by asking S's (students) to underline any words they are unfamiliar withB. Have the S's write a list of the unfamiliar words on the boardC. Divide the class into pairs or groups of 3D. Evenly assign the unfamiliar words to each pair or group asking them to both translate and define the wordsE. Have each group come up and write the translation and definition next to the word on the boardF. As a class, have S's try to come up with sentences for each wordG. When you feel all the S's understand the list, ask them to either write down the list or take a photo of the list with their phones (so it can be referenced later)

Note: In the case of a large list of unfamiliar words, pick the most important to assign instead of assigning them all




2. Vocabulary – Deep Definitions

1. Begin by writing 3 vocabulary words on the board2. Go through the first one as a class3. Ask students to go through each of the following steps writing it up on the board:

A. Translate - Translate the word into their language (use of mobiles or dictionaries is fine if they get the right meaning)B. Define - Help the students to find a definition for the word in EnglishC. Synonym - Help the students find a similar word (approximate words or phrases are fine if there isn't a clear synonym to the word)D. Antonym - Help the students find an opposite word (again, approximations are fine)E. Sentence - Help the students to generate a sentence properly using the wordF. Picture - Optional, help the students to draw a picture representing the word (especially helpful with low level students and visual learners)

4. Divide the students into pairs or small groups and have them go through the other two vocabulary words on their own. Depending on the level, 5 to 10 minutes is quite reasonable.5. As a class, go through all the words again making sure every student understands clearly




3. Vocabulary – Connected Words

1. Begin by asking the class, “What is nature?”2. “What are some examples of nature words?” Write this list on the board.3. Ask S's to read the haiku and locate any nature words (winter, snakes and maybe stomach)4. Write the 2 (or 3) words up on the board and circle them5. Draw a line from each circled word and have S's come up with related words (ex: “Winter” - summer, spring, fall, snow, cold, etc)6. Divide the class into pairs or groups of 37. Give the S's two nature words (ex: “Tree” and “Rain”)8. Have the groups try to generate as many connected words as possible in 3-5 minutes9. Ask S's how many words they came up with10. Ask S's to give you two sentences, one for each word.11. The sentences should talk about the word without actually using it (ex: “Winter” - “My favorite time of year is the cold and snowy season after autumn.” “Snake” - “I am scared of long and slimy reptiles with poisoned tongues.”12. Have each pair or group share with the class.

Note: This helps S's learn what to do when they forget a particular word they want to use.




4. Pronunciation – Silent Way Pronunciation

1. Take any word from the resource that your S's have difficulty pronouncing. 2. Break it down into its individual syllables (ex: “win” “ter”) on the board3. Point to the last syllable (generally best to start at the end of the word and work backward)4. Point at one of the S's and then tap the board under the syllable5. A couple times of this is usually enough for S's to figure out that you want them to say it6. If the student pronounces the syllable correctly, go to the next student and do the same7. If the student pronounces it incorrectly, still go to the next student and do the same8. When you find a student that can pronounce it correctly (or close if the whole class is struggling) use that student to help the others. For example, J is struggling but Z got it right. Have J pronounce the syllable and then have Z try. Continue alternating between the two until both have it right. If Z is really struggling, move on and try them again later or even the next day if need be. 9. Move on to the first syllable by itself and repeat steps 4-810. When everyone seems to have the pronunciation down, combine the syllables and have S's try to pronounce them together.

Silent Way relies on the S's discovering the answers for themselves, not being given the answer by the teacher. Throughout this process, the teacher should be silent. Discovering the answers will help S's with retention. That said, every group is different. Adapt to the needs of your S's.




5. Pronunciation – Differentiating Vowel Sounds

1. Choose a vowel sound that S's are particularly struggling with. From this resource, maybe “win”2. Write the syllable on the board and, below it, the syllable with other vowel sounds (ex: win, wan, when, won, whine, etc)3. One by one, point at the word and have S's pronounce it correcting them or using Silent Way Pronunciation.4. When they roughly have the words, put them into pairs or groups. 5. Have groups practice the sounds, correcting one another6. Have groups attempt to say the entire list perfectly (or reasonably well) 5 times fast7. All team members need to be able to say the list 5 times fast8. When the groups feel confident, have them demonstrate for the class

Distinguishing between different vowel sounds can be challenging for many S's. This sort of activity, aside from feeling more like a competition than a lesson, can help S's improve their enunciation of vowel sounds.




6. Pronunciation – Enunciation

1. As a class, have the S's read the haiku aloud2. Have S's repeat the first line. 3. Point to the letters which should be enunciated and have S's practice pronouncing those (ex My mind in winter.)4. Try to exaggerate these sounds5. Go through the second and third lines. By the end, it should all sound pretty funny.6. Put the S's into small groups and have them practice reading the entire haiku with enunciated sounds. (3-5 minutes)7. As a class, have each group recite the haiku aloud noting which group was able to enunciate best.

Natural speech is the long term goal but, in the meantime, exaggerating sounds and practicing enunciation can help build student awareness of how they pronounce each sound and which sounds they need to work on.




7. Vocabulary – Reinforcing Charades

1. Divide the class into teams or small groups2. Ask one of the S's from one team to come up to the front3. Show them a word from the resource4. Without speaking, the student needs to mime the word until their team can guess it5. S's are given a time limit of 30 seconds (less if the class is higher)6. The activity continues until every word has been mimed

This is a simple activity which can help to reinforce the words for the S's. Particularly, visual and kinesthetic learners.




8. Pronunciation – Speed Player

1. Draw on the board the symbols for “Play” “Stop” “Fast Forward” “Rewind” and “Slow”2. “Push Play” and begin reading the resource yourself, then “Push Stop” to stop3. “Push Play” again and ask a student to read the resource4. Bring a student to the front and have them “push” the buttons to control the student reading the resource5. Go through all the buttons with every student getting an opportunity to both push buttons and read the resource6. When everyone is finished, discuss with the S's what they thought of this activity and how it helped/didn't help them.

This simplistic activity can actually be quite beneficial as it helps with intonation, enunciation and reading speed.




9. Speaking – Constant Talking

1. Bring two S's to the front to model this activity2. Ask student 1 to talk about the resource for 20-30 seconds3. They can't stop talking during that time4. If they run out of things to say, they can fill the silence by saying “watermelon” repeatedly5. After the 20-30 seconds is complete, student 2 must talk about the resource for the same time6. S's continue to alternate speaking constantly7. Divide the class into pairs or groups of 3 and ask each group to do the same8. Continue this for 3-5 minutes9. When the class is done, ask them to share what they thought of the activity and how it helped/didn't help them

The first few times S's do this activity, there will be a lot of “watermelons.” However, each time the S's get better at thinking on their feet and more comfortable pulling language knowledge out to use in the moment.




10. Theme – Gallery Walk

1. Divide the class into pairs or groups of 3 and give each group a blank piece of paper2. Have the groups write the resource (or part of it) on the paper3. Ask each group to draw a picture representing the resource4. When the groups are finished, ask them to hang their pictures on the walls around the class5. Conduct a Gallery Walk (S's walk around the classroom looking at all the pictures)6. When finished, have each group talk about their picture. Why did they draw what they did? 7. Ask the class to talk about which pictures they liked and why8. Leave the pictures on the wall as a permanent resource

Gallery Walks allow S's to connect to the resource in a unique way and helps them to develop their creative abilities.




11. Reading - Jigsaw

1. Divide the class into pairs or groups of 3 and assign each group a section of the resource2. Each group should consist of a Leader, a Speaker and (if 3) a Writer3. Groups need to analyze their section and accomplish the following tasks:

A. Paraphrase the section into their own wordsB. Decide what it means (negotiate meaning)C. Determine their opinions of the sectionD. Be prepared to share

4. The Speaker of each group shares their section with the class and what they thought about it5. Ask the class if they agree with the opinions or if they have other ideas6. After every section has been shared, ask each group to think about them and decide what their opinions of the resource are. “What did you agree with?” “What did you disagree with?” “After hearing the entire resource, have your opinions changed?”7. The Speaker of each group shares their opinions

This can be a good activity prior to a class discussion. This is about getting S's familiar with the materials and also learning how to paraphrase and state their opinions, a challenge for some.




12. Theme – Think, Pair, Share

1. Show students the resource and ask, “What do you think about this?”2. Give S's 1-2 minutes to think about their answers3. Put the S's into pairs or groups of 3 to discuss 4. As a class, have S's present their thoughts

Many S's are challenged by being put on the spot. Giving them time to think and discuss with their peers before speaking helps them to feel more comfortable and thus lowers their affective filter (fears and anxieties).




13. Theme – Who Wrote It

1. Place S's into pairs or small groups and give them the reading.2. Ask the teams to guess/predict who wrote the resource. “Who are they?” “Why did they write it?” “How old are they?” “Where are they from?” “Is this person similar to you?” “What do you think of this person?”3. S's prepare answers. When they are finished, join their pair or group with another pair or group to share and compare answers. 4. Ask, “Did both groups have the same answers?” “Why?” “Why not?” “Do you agree or disagree with the other group?”5. Bring the class together for a discussion.

A resource is more than the text itself. It comes from the author and generally includes aspects of the personality and experiences of the author. Understanding who wrote it can help S's understand what was written.




14. Theme – Researching Types of Resources

1. Place S's into groups of 3 or 42. Ask them to research details about a type of resource. (ex: “Haikus have 17 syllables, 2 references to the natural world and are organized by line in 5-7-5 syllable lines)3. Have the S's write down three or four details related to this type of writing (one for each group member)4. Hang the lists on the wall5. Conduct a Gallery Walk (S's walk around the classroom looking at whats on the wall)6. Bring S's together and ask, “What did you learn about ______?” “What is the most important detail?” “the least important?”

For S's used to highly structured systems, both research and background knowledge of different types of resources can be unfamiliar. This activity helps S's understand and build awareness of the particular type of resource.




15. Theme – Appreciating the Writing

1. Individually, ask S's to write their answers to the following questions:

A. “I understood/I thought about...”B. “I felt...”C. “I'd love to ask the author...”

2. Place the S's into small groups or pairs and have them share their answers.3. When finished, ask S's to share one of their answers with the class.

This activity originates from Alex Silverman of SIT Graduate Institute.




16. Writing – Personal Writing

1. Using the resource as a model, ask S's to individually write their own. 2. When S's finish, have them exchange their writing with another person.3. Ask the S's to correct/edit/offer suggestions to their peer.4. Return the writing and ask S's to do a second draft including the corrections/edits/suggestions from their peers.5. Either:

A. Turn in the writing to the teacherB. Share with the classC. Hang on the wall and conduct a Gallery Walk

This activity works best with creative works like short stories, poems, haikus or short opinion statements.




17. Speaking – Question Generator

1. Place S's into pairs or groups (or alone if 1 on 1)2. Ask S's to look at the resource or topic and generate questions3. S's should generate a question for each question word: What, Where, When, Why, Which, How, How much, How many (depending on time and S levels, you can reduce the number of question words used)4. When finished, put two groups or pairs together and have them quiz one another using their questions (in 1 on 1, S quizzes the teacher)5. Paired groups choose their top 3-5 favorite questions and write them on the board6. As a class, come up with the best answers to each question. Answers should be exactly 10 words long (helps S's get to the point quicker, useful for many reasons)7. Write all answers on the board8. At the end of the activity, ask S's to write down or take a picture of the board

This activity helps S's to connect better to the resource. You can alter this activity by making the focus about a theme (You're about to start your study abroad, what questions do you have?)




18. Listening – Active Listening in 1 Minute Speeches

1. S's work in pairs or groups to prepare a 1 minute speech about the resource2. Other S's need to follow these rules:

A. While the other person is talking, maintain eye contactB. While the other person is talking, don't think about what you want to sayC. While the other person is talking, try to create a picture in your head of what they're talking about

3. When the speech is finished, give S's 1 minute to think about it4. Ask S's to draw a picture or write down a few key words about the speech5. Put the pairs or groups back together and have S's share what they remember:

A. First time, just share the facts, no opinionsB. Second time, just share opinions and feelingsC. Paraphrase the speech

6. Bring together the class and listen to the next 1 minute speech

This activity can really helps S's getting ready to take examinations.




19. Speaking – Instant Speeches

1. Have S's prepare (either alone or in groups) a 1 minute speech about the resource2. Ask S's to give their speech3. Other S's comment on the speech using the sandwich method (positive comment, need to improve comment, positive comment)4. Now tell the S's that they have just 30 seconds to give the same speech, give them time to prepare (maybe 1-2 minutes)5. Ask S's to give their speech6. Other S's comment on the speech using the sandwich method7. Now tell the S's that they have just 10 seconds to give the same speech, give them time to prepare (maybe 1-2 minutes)8. Ask S's to give their speech9. Other S's comment on the speech using the sandwich method

Helps S's to avoid going on tangents and to stay focused on the points they really want to make. Also helps to teach S's how to give peer feedback.




20. Writing – Dear Teacher

1. Have S's read the resource2. Ask S's to decide what they feel about it, (like, dislike, why, reasons, details)3. Now have S's write a letter (model on the board if letter writing is new) to their teacher telling the teacher what they think about the resource.4. Place the S's into groups and have the S's read their letters aloud to the group.5. Have other group members comment on the letter before sharing their own.6. Bring the class together, ask, “What did everyone think of the resource?”7. Write details on the board including how many liked, didn't like and their reasons8. Ask, “What kind of resources do you like?” “Would you read more like this one?” “Why?”

Helpful for S's to state opinions and also gives you a chance to determine what they are likely to enjoy in the future.




Conclusion

What you have just seen are 20 different activities you can do with just 13 words. Each of these activities can be adapted in a variety of different ways and there are countless other activities you can also do.

When working with resources, get the most out of them. You have better things to do with your time then endlessly preparing resources. Additionally, by using the same resource in a variety of different ways, the students are better connected to the materials, their knowledge is reinforced and you can hit all the different learning styles. At the end of your class, ask the students directly which activities they liked the most and which ones they learned the most from. That will give you a better idea of their learning styles and preferences which will make it easier to prepare future lessons adapted to the specific needs of your students.

Take a look at the haiku again. How would you use it?

Documents

Using Resources Teachers are busy people yet many still spend a lot of time gathering and preparing resources such as readings, pictures, videos and powerpoints