Tag Archives: ideas

// Collaborative Learning \\

31 Jan



So I was on Twitter this morning and I saw this great article by Edutopia. Why did it catch my attention? Well, as I was reading I felt very related to most of what it says about certain schools that have left behind the traditional method. I am very lucky to work in a school very similar to the ones mentioned in the article and it is amazing to see how your students get involved in their own learning process.

If your school is trying to find new ways to engage your students and actually see them learn by doing, this article is perfect for you!


click on the image to read the whole article



Games with FLASHCARDS ready to go!

12 Mar

Imagine one day the internet doesn’t work and you cannot teach the lesson you had planned. Or another scenario, imagine you teach somewhere the internet is not available at all. What can you do? Simply go “old school” and use some wonderful flashcards! 😀

Next, I am sharing with you some flashcard games that you can use in class. Mainly with young learners who like using material they can touch and play with.

1 Guess where!
Children play in pairs. Child A turns all his flashcards face down and asks e.g. Where’s the car? Child B points to a card and guesses Here! Child A turns the card over and says Yes, you’re right! if it is the car, or No, this isn’t the car! As soon as child B guesses correctly and the car is found, they have the next

2 Pass the card
Play with the whole class. Children stand or sit with you in a circle. Show the first flashcard to the child on your left who names what’s in the picture e.g. T-shirt! This child then shows the flashcard to the child next to them, who names what’s on the card and passes it on round the circle in the same way. Once the flashcard has passed to three or four children, start the process again with another flashcard. Continue the game in the same way with all the flashcards.

3 Snap!
Children play pairs. Each child puts their flashcards facing down in a pile. They turn over their flashcards one at a time at the same time and say the words e.g. Giraffe! If they have the same picture, the child who says the word followed by Snap! first keeps the flashcards. The child with most flashcards at the end of the game is the winner.

4 Abracadabra!
Children play in pairs. Each child lays his flashcards facing down in a row on the desks. Child A points to Child B’s first flashcard, pretends to wave a wand and says e.g. Abracadabra! It’s the butterfly! Child B turns over the flashcard. If it’s the butterfly, they say Yes! and leave the flashcard facing up. If it isn’t the butterfly, they should say No! and leave the flashcard facing down. Child B then has the next turn.

5 Find your partner
Play with the whole class. Children choose a flashcard secretly and hold it so no one else can see. Then, they walk round the class asking other children e.g. Have you got an apple? / No, I haven’t / Have you got a plum? / Yes, I have until they find a partner with the same flashcard as themselves.

6 Memory
Children play in small groups using two sets of flashcards. They mix the two sets facing down and put them facing down. Child A starts turning two of the flashcards up and saying what they are in English. If they are the same, he can keeps them. If they are different, they have to be facing down again. The game finishes when all the pairs of flashcards have been found. The winner is the child with more pairs.

7 Noughts and crosses
Play with the whole class. Draw a noughts and crosses grid on the board. Stick a flashcard facing down on each space. Divide the class into two teams, one to play with noughts and one with crosses. Children in each team take turns to choose a card. If they can identify what’s in the picture, turn over the flashcard and write a nought or cross in the square. The first team to complete a row of three wins the game.

8 Hot and Cold
Play with the whole class. Ask two children to wait outside the classroom door for a moment. While they are outside the door, stick one of the flashcards somewhere in the classroom, where it is ‘hidden’ but nevertheless visible without moving anything. Involve the rest of the class in helping you to do this. Ask the two children back into the classroom and everyone asks e.g. Where’s the lion? The two children look for the flashcard of the lion and the rest of the class helps by saying Hot! Hot! Hot! if the children move near to where the card is hidden and Cold! Cold Cold! if they move away. When they find the card, the two children say e.g. Here’s the lion! and everyone claps and says Hurray! Repeat several times with different children.


Easy TESL Reward Systems

22 Dec

Very sweet ideas to have into account ^_^



Rewards are powerful motivators and can be used to increase your students’ productivity, behavior, study habits, and English skills. Everyone likes to receive a compliment, a shiny sticker, or even a high-five for a job well done. Your students are no exception to this. They love to see that you are paying attention to them and rewarding them for their efforts.

If you decide to use a Reward System for your students (and I highly recommend you do) here are some easy ones to get you started. I divided this list into two: Extrinsic and Intrinsic Rewards. The Extrinsic Rewards require some kind of effort or cost on your part – most are very affordable and easy to set up. The Intrinsic Rewards don’t cost you anything and most of them can be implemented with little to no prep at all.

I should also preface by saying that I have…

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EFL classroom activities and resources for Halloween

23 Oct

more ideas for next week!!!

Oxford University Press

EFL Halloween activitesAs Halloween is nearly upon us, Stacey Hughes, teacher trainer in the Professional Development team at OUP, has been busy creating a collection of ghostly classroom activities for you to use with your class. 

It seems that everyone likes a scary story. As autumn days grow shorter and darker, forcing us indoors, this is the perfect time to tell ghost stories.

Ghost stories and tales of the supernatural have been around for centuries and are a feature of nearly every culture.  Though many people may not believe in ghosts today, stories about haunted castles, enchanted ruins and spooky spectres are still very popular.

Why do we like to be scared so much? One theory is that frightening stories cause a release of adrenaline which makes us feel a ‘rush’. Adrenaline is the same hormone that is released in a fight or flight situation, and, because there is no real danger, we enjoy this…

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Using POSTERS in the ESL class

16 Aug

In my lessons I like using all different sorts of teaching resources and material. One of them is the poster. Maybe I am wrong, but I haven’t seen many teachers using them, which is a pity because they can be very useful. Posters are attractice, colourful and provide a strong visual focus. We can make a good use of posters and let them help us introduce an activity, a topic or a game.

When I studied the ESL teaching degree, I had a very good didactics teachers who gave us wonderful tips and ideas on classroom games and activities. I still keep all the classnotes I took because I like going through them every now and then to refresh my teaching resources.

Here you have some ideas my university teacher gave us on how we can use posters as an attractive resource for the ESL class:

  • Poster quiz
    Divide the class into groups and get the children to prepare 3-5 questions about the poster e.g. Can you see … / Is there … on the poster? What colour is…? How many … can you see? Children then take turns to ask each other the quiz questions they have prepared and score points for their group.
  • Sort the words
    Stick three or four different posters (related to units the children have done) on different walls around the classroom. Make a pack of word cards for these posters and shuffle the cards. Divide the class into groups and give out the word cards. Children walk round the class sticking their word cards by the pictures on the correct posters.
  • Point to the poster
    Stick three or four different posters (related to work the children have done) on different walls around the classroom. Say e.g. I can see the seaside! I can see some bananas! Children listen and point to the correct poster as fast as they can.
  • Poster bingo
    Children draw a grid with six squares and draw a picture or write the name of one thing they can see on the poster in each square. When children are ready, say the names of different things on the poster in random order. Children listen and write a cross on the picture or word if they have included it in their grid. The first child to write a cross on all six words in their grid calls Bingo! and is the winner.
  • Stop!
    Divide the class into teams. Describe the poster orally deliberately including some incorrect information. Children listen and call out ‘Stop!’ when they hear a mistake. If they are right, their team scores one point; if they can correct the mistake they score an extra point.
  • I’m thinking of…
    Use a poster with different coloured objects. Say I’m thinking of something in the poster and give a clue e.g. It’s yellow. Children take turns to ask you questions e.g. Is it a …? until they guess the object you have chosen. Children can then play the game in groups.
  • Odd one out
    Say groups of three or four words, including one which is not on the poster. Children listen and identify the word that isn’t on the poster. In pairs children then prepare a group of words based on the poster in the same way. They take turns to say their words to the class and identify the odd one out.
  • True or false
    Say sentences about the poster. Children look at the poster and stand up if the sentence is true or put their hand on their heads if it is false. Children can then write one true and one false sentence about the poster and play the game again in groups.
  • Word check
    Hold up word cards one by one as children look at the poster. Include some word cards for things that are on the poster as well as some that are not. Children clap their hands if the word card corresponds to a picture on the poster and fold their arms and stay silent if it does not.
  • Kim’s game
    Give children one minute to look at the poster and remember as many things as possible. Remove the poster and either give them 3-5 minutes to work with a partner and write down all the things they remember or divide the class into two teams and invite different children to take turns to name items. Give two points for each item correctly remembered and keep a score on the board.
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