Changes in the children’s and YA book market
According to Nielsen Book’s research, print books remain popular among young readers. Despite the accessibility of e-books, most readers aged 8-17 don’t use their smartphones and tablets to read, preferring print books.
It’s not all good news, however, since the research also showed that the proportion of readers aged 0-17 had dropped by another percentage point. Percentages are dropping fastest in boys aged 8-10. (At the same time, though, those considered “frequent” readers are actually reading more per week.)
Instead of reading, children aged 3-10 are increasingly turning toward online activities, such as YouTube and computer games. Watching TV on mobile devices is another popular activity, which increased by 13%(!) points in 2015 over 2014 as a weekly activity among 0-17 year olds.
The research also split up UK readers into four groups: the “Superfans”, the “Distractibles”, the “Potentials” and the “Antis”. The latter group tend to be male (aged 14-17) and don’t like reading at all, preferring to use YouTube, social media and texting instead. The “Superfans”, on the other hand, are more likely to be female and love reading. The “Potentials” are the largest group; they enjoy reading but only occasionally. Finally, the “Distractibles” are mostly male, who enjoy some reading, but still prefer the internet and physical activities.
Source : Henry, Jo “Changes in the children’s and YA book market.” London Show Daily, April 2016, 14
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Open Mind opens doors
Open Mind allows teachers and students to enjoy the best combination of digital and print material. This flexible new course combines language development with the crucial skills students need to be effective and adaptable for work and study.
Open Mind is a ground-breaking adult course that provides learners with the professional, academic and personal skills they need. Not only are language skills developed in the course, but also the important 21st-century skills that students need in order to have a better awareness of self and society, to handle the demands of their study and learning and to deal with challenges in their work and career.
The course offers a flexible combination of materials to ensure that students are learning from a variety of sources: content-rich reading texts, speaking and writing workshops, high-quality video, self-study Online Workbooks, and projectable Student’s Books. The series now comes with new Digital Student’s Books, optimised for tablets, for a smart and versatile learning environment.
Authors
Low-level activities
Starter level
Word tennis: Vocabulary
This is a good activity to review key vocabulary for a variety of starter-level word groups.
- Put students into pairs and tell them to turn their chairs to face each other.
- Choose a word group (e.g. colours or furniture) and write it on the board.
- Explain that students should take turns to say one word they can think of that belongs to the word group.
- They should continue, like a game of tennis, with the ‘rally’ lasting as long as either of them can think of an appropriate word.
- The winner is therefore the last student to say a word!
- You may wish to follow this up by telling students to write down all the words they thought of.
- Tell the pair with the longest list to write it on the board, and then review spelling and pronunciation.
Dialogue build: writing and reading
- Put students into pairs and give each pair six strips of blank paper.
- Tell them to write a short dialogue to practise any English they know.
- Explain that they should write each line of dialogue on a separate strip of paper.
- Give students time to think of a dialogue and write the six lines of their dialogue on their strips of paper.
- Monitor and check for accuracy. When students have finished, tell them to mix their strips of paper and exchange them with another pair of students.
- Explain they should read the strips of paper and try to put the dialogue in the correct order.
- When students have completed the reordering activity, tell them to practice the dialogue with their partner.
- Tell students to continue to exchange their strips of paper with their classmates until each pair has reordered and practiced each of the dialogues.
Elementary level
Category game: vocabulary This is one way you might wish to revise key vocabulary:
- List the following categories in a column on the board: country, sport, meat, vegetable, fruit, animal, job, colour.
- Divide the class into groups, and write one letter at the top of the board, for example S. Tell each group to think as quickly as they can of a word for each category that begins with that letter (e.g. spain, swimming, sausages, etc.)
- The first group to finish should shout ‘Stop!’
- Tell them to call out their list of words and write them on the board next to the appropriate category.
- You may wish to ask groups to spell any difficult words. If all words are correct, award the group five points. If they make a mistake, deduct five points from their total.
- Then begin the game again by writing a different letter on the board.
One minute, please!: speaking
This is a good exercise to try top develop confidence and fluency with students at lower levels.
- Begin by writing a list of topics on the board, such as football, boys, school, parents, food, holidays, etc.
- Then divide the class into two teams and ask for a volunteer from one team to come to the front to sit in a chair facing the rest of the class.
- Explain that students from the opposing team should choose a topic from the board, and that the student must try to talk about that topic for no less than one minute.
- Add that while some pauses are allowed for thinking time, no pause should be longer than five seconds.
- If the student manages to talk for a full one minute, award five points. Give proportionally fewer points for less than one minute of talking time.
- Continue the game with students from each team taking turns to come to the ‘hot seat’ and talk about a topic for one minute.
- The team with the most number of points at the end of the game is the winner.
- You many wish to note any grammar, vocabulary or pronunciation errors and review these in a later lesson.
High-level activities
Intermediate level
Yes/no: speaking
This is a popular, fast-paced question and answer game.
- Have a volunteer come to the front of the class and sit in a chair facing the rest of the students.
- Explain that the class must ask as many questions as possible in a time limit of one minute.
- The volunteer must answer each question truthfully, but avoid saying the words Yes or No. If they say Yes or No in reply to a question, they lose and are replaced by another volunteer.
- You may wish to demonstrate the activity first by asking for a volunteer and questioning them yourself. Try to ask questions that naturally expect a Yes or No answer. Question tags are good for this: You’re Spanish, aren’t you?
- Also, repeating back their answer with rising intonation as if asking for clarification is a good trick:
A: What nationality are you?
B: Spanish
A: Spanish?
B: Yes…Ah!This can be great fun and but remember to keep the pace as fast as possible. It’s a good revision activity for various tenses (simple present/ simple past, etc.), question tags, and practicing intonation.
Whisper, whisper: speaking/grammar
This simple activity is a nice way to review reported speech.
- Put students into groups of three and tell student A to whisper a sentence to student B. Student B must then tell the student C what student A said, using the reported speech.
- Student C then whispers a new sentence to Student A and so the game continues.
We’ve got so much in common!: speakingThis is a handy ‘getting-to-know-each other’ activity you might wish to use with a new class.
- Put students into pairs and tell them to ask and answer questions to find three things that they have in common with each other. You might wish to write a few ideas on the board, such as What’s your star sign? What’s your favourite food?, etc.
- When each pair of students has found three things they have in common, tell them to stand up and tell the class what those three things are.
- You can then mix the class again by telling students to find a new partner who they have something in common with.
Party time: speaking/vocabulary
- Brainstorm adjectives of character (shy, generous, etc) and write as many as students can think of on the board.
- Then tell each student to choose one of the adjectives of character from the board. Explain to students that they are all at a party, and that they must mingle and chat to each other in the role of their character adjective.
- Explain that they must pretend to have that character, but that they must never say what the adjective is.
- Have students write the name of each student in the class on a piece of paper. Tell them to start mingling, and explain that they should try to speak to everyone and identify the character adjective they are representing.
- When they think they know what adjective the person they are speaking to is trying to express, they should write it next to their name and move on to speak to someone else.
- At the end of the game, tell students to sit down and then call out the name of each person in the class and ask students to say the adjective they thought that person was trying to represent.
Upper Intermediate level
If….writing/speaking
- Give students two or three strips of paper each and tell them to write the beginning part of a second conditional sentence on each strip.
- Write a few examples on the board to give them some ideas, such as ‘If I was a bird…’, ‘If I went to Rome…’
- Make sure students only write the beginning part of the sentence. When they have finished collect all the strips of paper and mix them.
- Put students into small groups and divide the strips of paper between each group.
- Place the strips of paper face down on the desk in front of the students.
- Tell students to take turns choosing a strip of paper, turning it over and reading what it says.
- Explain they must finish the sentence. Demonstrate this activity by using the examples on the board: ‘If I was a bird… I’d fly around the world’ ‘If I went to Rome I’d visit the Vatican Museum.’
- When students have finished tell groups to swap their strips of paper and continue the activity.
- You may wish to monitor and make notes of any errors students make. At the end, read out the incorrect sentences and have the class listen and correct any mistakes they hear.
Soap opera drama: speaking
- Choose a famous soap opera that all your students know.
- Tell them to list six of the most famous characters, and have them explain to you the personality and profile of each one.
- Then divide the class into groups of six and tell each student to choose a different character.
- Explain they must prepare a scene from the next episode of the soap opera!
- Tell them that the scene should include all the characters, and give them time to prepare their ideas.
- When students are ready, have each group come to the front of the class and perform their role play.
- For each role play award up to five points for each of the following categories: level of interest, level of acting, accuracy of language, pronunciation.
- The winner is the group with the most points.
Mini presentations: speaking
- Tell students to individually make a list of three things they are interested in (e.g. a hobby or sport they have, etc.).
- Give them time to make their list, then put them into groups to exchange their ideas.
- Tell students to choose one of the three topics on their list and prepare a one minute presentation.
- When they are ready, have student come to the front of the class to give their presentation.
- Give each student up to five points for each of the following categories: level of interest, eye contact, fluency, grammatical accuracy, range of vocabulary, pronunciation.
- Finally, give your feedback to each student on their performance before announcing the winner.
Chain story: listening/speaking/writing
- Tell students to sit in a large circle.
- Explain they have to tell a story, each taking turns to add a sentence as the story goes around the class in a circle.
- Begin the story yourself, with something like ‘It was a dark, stormy night when suddenly Jennifer heard a noise at the door.’
- The student on your left should then continue the story, adding the next sentence.
- The student on their left should then add the next sentence, and so on until the story has gone around the whole class.
- When the last student has concluded the story, say your first sentence again and have students each repeat their part of the story as it goes around the class once more to help them remember.
- Finally, put students into pairs and tell them to write the story. Monitor and help with grammar and spelling.
Source : www.onestopenglish.com
Learning for the 22nd century increasingly means being social and connected
Social Media adds so many layers of depth to traditional learning strategies to include modern/now literacies , why would we not want to expose, facilitate and support our students in becoming literate in the area of global, network, media, information literacies and digital citizenship?
Communication has changed in the world around us. It is more visual, it is more concise, it is shareable, it is exponential in terms of the reach of our communication…how is this reflected in our current curriculum and pedagogies?
Information has changed our lives. The way we have access to it, the way we filter it, the way we consume it, the way we need to evaluate it, the way we produce it, the way we disseminate it. Social Media plays an integral part in the way information flows in our daily lives. Why would we not give the learners in our classroom the opportunity to play, experiment, touch, mold, nurture, take apart, put together, create, disseminate, connect and learn to live and thrive in a world of exponential growth of information?
The lines between our lives and “digital lives” are blurring at an accelerating speed, just as the difference between citizenship and “digital citizenship” is becoming hazier
The world is shrinking. Connecting, communicating and collaborating with people from around the world, due to technology, is sometimes easier than the same task involving people from the same geographic location… how can we not give our students the opportunities to broaden their geographic and cultural horizons by interacting beyond their culture, language and perspective.
[button color=”grey” size=”medium” link=”http://langwitches.org/blog/2015/10/13/can-social-media-have-a-role-to-play-in-managing-a-successful-classroom/” ]Source[/button]
]]>In the classroom of the future, small groups of children work messily together on a number of “expeditions” to create amazing machines out of LEGO , scan seashells to be printed in 3D to help them explore under the sea, and tell them their own stories using sound.
By using the latest technology , such as 3D printers, fully immersive work stations – which are rather like working on two screens with one of them a touch screen projected onto the table in front of you- and hybrid text books, it’s hoped that teachers and publishers will be shifted from being providers of information to being supporters and prompters of the learning experience.
The hybrid textbook is much like a traditional textbook with text and pictures but also connects to a world of students -, teacher and publisher – generated digital material with the wave of a smartphone over an invisible watermark.
Its creator Hewlett Packard believes that this will help the students of today prepare for their own future in the knowledge economy- if in a rather controlled way that keeps parents and teachers happy.
Education can be innovative and international, and publishers can find new ways of delivering material in the future.
Author: Mark Piesing
Source: Frankfurt Show Daily
]]>Throwing or bouncing balls to drill language
The simplest use of a ball is for students to throw and catch it while drilling something like months of the year or pairs of infinitive and irregular past forms of verbs. This can be done with all three of the ways mentioned in the introduction above – one student on their own, two or more students cooperating, or a more competitive version with more challenging throws or things said to catch the other people out. You could also have one or two people throwing and catching while everyone else chants, perhaps as teams. Other sequences which students can drill include Days of the week, Numbers, Times and Dates, Adjectives and adverbs, I me my mine, you you your yours, etc.
Going beyond drilling with throwing and bouncing balls
Another obvious activity that could be considered one step above drilling is brainstorming as a ball goes back and forth, e.g. “banana”, “apple”, “grape” etc if the topic is fruit. The same thing can be done for grammar by brainstorming things like past participles (“been”, “seen”, “watched” etc) and uncountable nouns. You can also do the same thing for pronunciation, brainstorming words with “iz” ending (“passes”, “churches” etc), words with long vowel sounds (“arch” etc), single syllable words (“fan”, “bar” etc), words stressed on the first syllable (“power”, “waterfall”, etc), and so on.
Target practice games for practicing English
Target practice in the classroom can be played with students aiming balls at the places that the teacher or a student says or writes up on the whiteboard. If you don’t have enough balls for one per student or don’t want lots of things flying around the classroom at the same time, students can use paper (screwed up into balls or made into paper aeroplanes) or one person from each team can throw, with their teammates helping them work out where to do so. To add extra language, you can let students try again if they can describe where their ball actually ended up (“It’s in front of the box” “That’s right. Try to throw it behind the box again then.”). You can also play the opposite game of one person throwing and the other students competing to be first to correctly shout out where the ball has ended up.
Ball actions
As well as listening for where the ball has gone, students can listen for what someone is doing with the ball, e.g. “You are bouncing it on the door” and “You are kicking it”. Students can also race to do the action that is shouted out or written up (“Balance the ball on your shoulder”, “Hold the ball between your knees”, etc), challenge each other to do tricky things (“Can you head it four times?” etc), or think of and do actions that no one else has (“We are holding it with our little fingers”). One person or group can also do a whole sequence of actions that the other people must try to remember, as practice of Past Simple and/ or sequencing language (“after that” etc).
TEFL dodge ball
This is kind of the opposite of the throw and catch games at the start of this article. People try to avoid the thrown ball, and if it hits them they have to answer the question, come up with the next word, guess the next missing letter, etc. If they are wrong, they lose a point or are out of the game. If they are right, they can throw the ball next, perhaps also setting the next challenge. If you and the students can stand the chaos, this works best with everyone running around freely, rather than gathered at opposite walls as in the normal rules of dodge ball.
Article written by Alex Case for UsingEnglish.com
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