Self-checking strategies for preparation for Module G

Lead-in:

 Who is this woman?

What is she holding?

What is strange about her?

What do you know about handicapped athletes?

Read the text about Pascale Bercovitch and answer the questions.

Happy Halloween (some more activities)

 Here are some more Halloween  activities for young kids. Let them enjoy reels.

Multisensory teaching can help them memorize the images and learn new vocabulary. You can catch their attention with the help of the following activities:

a) puzzles

For more advanced kids more complicated puzzles are suitable.

B) crosswords and word-finding activities, like these ones:

You can print some more games.

Happy Halloween!

.

Веst Halloween activities.

1. Go Trick or Treating.

2. Tour a haunted house.

3. Take a hayride.

4. Hold a Halloween costume party.

5. Carve a pumpkin.

6. Drink apple cider and eat donuts.

7. Visit a Pumpkin patch.

8. Watch Halloween movies.

9. Start a "You've been ghosted" game.

10. Display and eat candy corn.

11. Go through a Spooky Corn Maze.

12. Bob for apples.

13. Make and eat caramel apples.

14. Decorate with orange and black.

15. Have a bonfire.

16. Make your own Halloween costume.

17. Have a creepy food party.

18. Craft some Halloween decorations.

19. Light a path of luminaries.

29. Tell scary stories.

30. Tell your classmates what you did on Halloween. If you live in a country where Halloween is not celebrated, you can give a class presentation to share your knowledge with your classmates.

How to make kids recognize familiar words?

This game can be used in heterogeneous classes in elementary school, as well as in junior-high school for beginners or students with learning difficulties. Its aim is to make them recognize and memorize vocabulary and for learning prepositions, depending on the aim of your lesson.

Option 1.

 In this picture you can see a game that can be used for kids of different levels. Before they know how to match the pictures with the sentences, they should remember the words they have learned earlier. Thus, you can ask them what they see in each picture? e.g. "There is a table", "I see a pair of glasses".

Option 2.

If you revise prepositions, you can ask them to describe each picture with one sentence for instance, "There is a pair of glasses on the table", "The kids are under the tree". To make them speak more fluently, you can ask YES/NO Questions, e.g.

Are the glasses under the table?

No, they aren't (or just "No")

Are the glasses on the chair?

No, they aren't.

Are they on the table?

Yes, they are.

Option 3.

If you want kids to practice their reading and to recognize words, you can ask them to read the sentences and to look for the appropriate picture, as you can see in this video. Try not to use L1 until they do not understand you but if you do, tell the same words in English, so that they will repeat and memorize.

Option 4.

For more advanced kids, you can use this game as a memory one. So, they do not see any pictures or sentences and play it individually, in pairs or in small groups and connect pictures with semtences.

Strategies for Module E.

 Dear students,

I have created some more self-checking materials to practice for Module E.

1. Parts of speech

2. Vocabulary practice.

3. Reading comprehension.

Click the link and enjoy!

Nostalgia)). This post was written 10 years ago, when I was finishing a course, and for some reason it was not published. But the ideas are still relevant.

 Week 10. Reflections.

Week 1

I learned all the requirements of the course and started this blog. I called it "Don't give up". This motto is addressed both for LD students that I teach and for teachers who work with such kids. As it known, Albert Einstein and George Bush had LD but they overcame those obsticles successfully. So LD is not a sentence.


Week 2

I studied the ABCD Learning Objectives Framework and Effective Web Searches. I have never heard about these things so I had to learn them thoroughly. I learned more how to design a learning objective for my literature class based on the ABCD Model and browsed many valuable search engines. With the help of these tools I researched the new ways of preparation LD 11-graders to the matriculation exam in English Literature.

Week 3
I studied how to apply Skill-building Websites for Oral/Aural Skills and save Bookmarks with Delicious. Later I introduced this site to my students. They were very excited and opened their own accounts there, too. Now they can use their favorite and/or important sites everywhere and any time, which is necessary when they write their projects for the oral exam.


Week 4

 I studied more about Skill-building Websites for Reading/Writing Skills and Technology-enhanced Lesson Plans. This section was very important for me because what I taught had a close relevance to this part. Reading and writing skills were two skills that were developed in my translation classes. Students were asked to read some e-books for their theoretical bases of translation. They were also trained to understand the English texts by reading all carefully, then they had to translate all into Indonesian language accurately. That was an academic activity the students did from reading the text to writing the result of translation, because translation itself principally is rewriting process and product after reading activity. I also learned how to make a lesson planned enhanced with technology that can be seen at https://docs.google.com/file/d/0B-IlYgoe1g38MVVpbGJIUnBWSE0/edit?usp=drive_web.

On week 5, 

I did many things in relation to Project-based Learning, WebQuests, and rubrics. I learned more about Project-based Learning (PBL) as a method of teaching that allows students to gain a deeper understanding of the concepts and standards at the heart of a project (http://www.bie.org/about/what_is_pbl/). Talking about WebQuest, I read an explanation about it at (http://zunal.com/zunal-help/help-about-whatiswebquest.php). I tried to create Project-based learning and WebQuests though it is not good yet, but I was successful in applying this web application that can be seen at http://questgarden.com/164/08/7/131110091317/.

On week 6, 

I learned more about Creating Student-centered Classes and Interactive PowerPoint. On this week 6 I made tutor blog or web http://duniaterjemah.com/for managing my online teaching for my classes and asked students to create a learner blog. One of their learner blog can be seen at http://e-teachingweb.blogspot.com/p/the.html. I also made interactive PowerPoint slides for my translation classes that can be seen at https://sites.google.com/site/seanswebskillswikifall2013/powerpoints.

On week 7, 

I learned about Learner Autonomy, the One-computer Classroom, and Mobile Devices. This section was very invaluable for me to improve students' autonomous learning, applying one-computer classroom, and using mobile devices for enhancing teaching and learning process in or out the classroom with technology.

On Week 8,

I did many things in relation to Teacher Resources Online that could be applied and practiced for online teaching and learning process and activities. On this week 8 I created Class Site of Translation Studies that can be visited on https://sites.google.com/site/translationclasssite/. This site is a sample for my translation class. This class site has some slots that are very valuable for managing and organizing my class administratively. I also made a handout of translation studies in the form of a compilation composed based on some articles from internet. I attached it on https://sites.google.com/site/translationclasssite/lesson-materials.

On week 9, 

I completed my activity of Webskills class and tasks by writing a final project that describes what I planned and did for and during the Webskills program. You can read my final project on https://sites.google.com/site/seanswebskillswikifall2013/final-projects. Beside that I also learned more about Learning styles and technology connections from some articles, taking the lesson of four models of learning style: 1) Myers-Briggs Type Indicator; 2) Kolb/McCarthy Learning Cycle; 3) Felder-Silverman Learning Styles Model; 4) Grasha-Riechmann Learning Styles. Those are very important and inspired me to manage my classes based students characteristics and learning capabilty.

Now on Week 10, 

it is time for me to wrap up. This is the week that makes me sad to do because I will leave my all extraordinary instructors of Webskills program, especially Mr. Sean McClelland who is very patient and smart to lead me to be a good learner of Webskill class and all lovely friend from many countries that accompany me week by week that make me warm in following this program. But I really believe that our friendship will be on forever, ever after this program finished. Let's be our brothers and sisters in the world of Education.

What should I give as my advice? It is very hard for me to give advice because all things run well and completely. However, I want to say for new participants who will take the same program of Webskills next year, you should:
1. Spend your time some hours for concentrating and focusing on all assignments and tasks given weekly, though you are very busy on your school jobs and activities.
2. Be a hard learner that has an inner motivation to run fast in your learning process because it needs extra energy, time, and thought.
3. Be patient to all duties given in this program because all will lead you to be a professional teacher.
4. Be creative on making and creating a product of technology of teaching and other tools or media for our classroom facilities, for examples, creating a blog, class site, WebQuest, and other online tools of teaching and learning.
5. Be a literate learner on technology by learning how to operate computer programs, applications, internet, and other technology in education.
That's all I can say on this week. I hope that what I learned will be useful for me, my students, and institution. A great deep thanks given to all instructors, committees, and University of Oregon staffs, and Department of Education under the United States Embassy. May God bless you all for your kindness and good deeds. Thanks.

Module E for 4-5 points. Self-checking vocabulary exercises.

! חברים יקרים

.בחינם Eאני מציעה לכם תרגילים לאותר מילים לשאלון 

.אלו הת תגלילי אוצר מילים, חלק של השאלון 16471, שלב האחרון של 4 יחידות ושלב הראשון של 5 יחידות להכנה לבגרות

!בנצלחה

Дорогие ребята!

Я предоставляю вам бесплатные упражнения для самопроверки к модулю Е. Это словарные упражнения, часть вопросника 16471, который является заключительным этапом 4 единиц и начальным этапом на 5 единиц для подготовки к выпускному экзамену на аттестат.

Удачи!

Vocabulary for Module E

Some more icebrakers for the first lesson.

 Here is a game "Find someone, who..." 

Ask your students general questions, for instance, "How are you today?" "What is the weather like today?" "Do you like English?" You can use some more activities from my previous post, and to make the atmosphere more relaxed, you can give them pages with the following questions, ask them to get up and to ask each other "Do you...?", "Are you...?" Make sure they don't speak L1. They are supposed to write their peers' names on the page.

For adults, you can compose a questionnaire with the following questions:

Find someone, who...

                                has more than two children

                                runs his/her own business

                                has been to America

                                speaks three languages and more

                                has pets

                                likes traveling

                                often goes on business trips

                                works on shifts

and many more. You can remove some irrelevant questions and add something new, depending on yours and your students' interests.

For kids, you can compose such questions, as:

Find someone, who...

                               likes chocolate

                               likes cats and dogs

                               is an only child in the family

                               does not like Math

                               plays football

                               whose birthday is next month

and many more.

The students walk around the room, ask each other and write their names. Then you ask them to sit down and ask: "Who likes cats and dogs?"

Possible answers: "I like them", "I like cats but I don't like dogs", etc. 
Next step is asking them to report. A student says: "Dany likes chocolate, Lena and Tanya speak three languages, Tom likes dogs but he does not like cats".

This activity helps students to get together and get interested in your course.

How to catch the students' attention.

 Icebreakers

First day of class? Are students too shy? Students don’t feel comfortable speaking English? We have you covered! Just choose whichever icebreaker questions or speaking activities you think will work best !

Icebreaker Speaking Games/Activities

Who are you?

First of all, we have “Who are you?”. It takes a little prep (just some paper and tape), but students really seem to get into it. They may not get to know each other from this one, but

they will certainly get comfortable talking to each other.

Here are some more links.

Two Truths One Lie

Next is an activity for your students to get to know each other. It can be a very short or very long activity, it's up tp you. It can even be easily turned into a game.

 

Paper Fight

This get-to-know-you activity is definitely active and can be bit hectic but if you and your students are keen, it can be an activity they will remember for a long time.  Good for building rapport between you and your students.

 

Deserted Island

The deserted island question is one that we have all done. It’s popular for a reason and students seem to really enjoy figuring out which items to take to the island. With no preparation and lots of talking, this is a good one to have in your utility belt.

 

Twenty Questions

Twenty questions is also another well-worn activity, but one that never gets old. An added bonus is that it can be used to review target vocabulary. It’s good as a warmer to get them comfortable with speaking English again.

 

Multipurpose

This next activity is an interesting one that will get them talking as well as get them thinking creatively. It can be used in a limited way to review vocabulary since it can only be used for a few words, but the few you review will definitely be stuck in their heads after this activity.

 

Personality Quiz 

Ah, personality quizzes. Accurate or not, people really seem to enjoy taking them. You might want to hide the fact that it is a personality quiz until the end. A great activity to get them talking and also a great activity to review or practice adjectives.

 

Riddles 

Next up, riddles! Logic puzzles! Knock their brains into gear and get them to think outside the box. To get the most out of this one, definitely put them in groups of three or four. Students get a lot more out of this activity when they can bounce their ideas off other students. 

Bingo Icebreaker

Use this bingo board to get your students to ask each other questions. Available as a Word file download to edit it for your needs!

 

Spot the Difference 

Last one! This one takes the most prep of all of them. The language production on this one isn’t that high either, but most students will really get into it. You can also use it to point out some extra vocabulary to get a bit more bang for your buck.

Icebreaker Conversation Questions

 

Small Talk 

Completely random questions, so random in fact, that every student can find at least a couple of questions that will pique their interest.

Have you ever…

Questions about students experiences using the present perfect (i.e. have you ever…). Everyone likes talking about themselves and the things that have happened to them! (These questions are also listed under grammar)

Comparatives / Superlatives

Questions based on comparatives (i.e. bigger, smaller, more interesting) and superlatives (i.e. the biggest, the smallest, the most interesting). Lots of questions to get students talking about

their opinions on many different topics. (These questions are also listed under grammar)

250 Conversation Starters

This is a site aimed at native speakers of English but it has a lot of questions in the “random conversation starters” section that would be suitable for intermediate and advanced students. A great extra source of questions if the questions above aren’t enough for you

How to teach irregular verbs?

How can you teach irregular verbs?

Do you agree that irregular verbs are among the most challenging things in learning English? If you are not a native speaker and have studied English yourself, I am sure you agree with me. So, let your students play games. 

1) If you teach frontally, you can buy or prepare yourself a puzzle. Look at some short videos on my Instagram account of how kids play with it. Pay attention that the groups of puzzles are of different colors.

For instance:

pay - paid - paid

say - said - said

drive - drove - driven

rise - rose - risen

You can see the fragments of the lesson on how to teach irregular verbs. You can prepare the groups of verbs yourself.

Video 1.

Video 2.

Video 3.

Video 4.

Thus, you use a multisensory way of teaching that enhances kids' learning. Multi-sensory instruction incorporates the use of visual, auditory, and kinesthetic-tactile modalities in the components of learning to read. Thus, children see the spelling of the words, listen to the teacher and repeat, and play with the puzzle while matching the V1, V2, and V3 forms of the verbs.

2) Use interactive boards for online lessons.

Десять ошибок в изучении английского языка.

 Открытое письмо всем потенциальным и реальным клиентам. Какие ошибки вы допускаете при изучении иностранного языка?

1. Вы считаете , что если вы платите деньги, то преподаватель обязан если не выучить за вас язык, то по крайней мере в течение определенного времени наделить вас определенным количеством знаний.

Это невозможно, хорошие мои. Никакой даже самый гениальный преподаватель не в состоянии выучить за вас абсолютно ничего, а знания - это не мешки с картошкой и прочим урожаем, которые требуется собрать и погрузить в машину, да еще и в определенном количестве ))). Преподаватель - это путеводная звезда, который вас НАПРАВЛЯЕТ и учит вас учиться. Ваша задача - принимать полученную информацию и переваривать ее, а потом закреплять полученные на уроках знания с помощью домашних заданий и других источников - например, детских песенок и мультиков на начальном этапе.

2. Как только занятие закончится, вы забрасываете учебник и прочие материалы и вспоминаете о них за полчаса до прихода репетитора или поездки на курсы. Лихорадочно делаете пресловутую "домашку", чтобы препод вас не сильно ругал )).

Да, было такое в детстве )). Кто из нас этим не грешил в школе? Ну, поставила училка пятерку, и вы тотчас же забывали материал. Но если в школе вам необходимы были оценки, чтобы Марь Иванне не приходилось за вас краснеть, то к репетитору или на курсы вы ходите исключительно за знаниями, чтобы не потеряться за границей и/или не ударить в грязь лицом когда вам английский понадобится для работы. Теперь вы учитесь для себя, а не для Марь Иванны )).

3. Вы без конца пропускаете занятия.

Товарищи, я всё понимаю. Мы с вами уже не школьники и у нас у всех дел по горло: работа, семья, дом и еще тысяча и одна мелочь. Сегодня у вашего ребенка утренник, завтра гости приехали, послезавтра вы поругались с мужем/женой или (не дай Б-г!) заболели. Если вы учитесь на курсах, то во-первых, вы отстанете от программы и потом вам будет очень трудно, во-вторых, вам никто деньги не вернет за пропущенные занятия. Возможно, частный репетитор пару раз пойдет вам навстречу и перенесет занятие, но рано или поздно ему это надоест, и он вам вежливо укажет на дверь. Ну посудите сами: если это хороший репетитор, то к нему, как правило, очередь стоит.

4. Вы часто меняете репетиторов в надежде, что вот-вот отыщется идеальный и вдохновит вас на подвиг, имя которому — овладевание английским в совершенстве.

Скажите пожалуйста, а с какой целью вы решили ходить к репетитору? Отдать дань моде, что ли? У вас нет мотивации свободно общаться за границей или продвигаться по работе? Если нет, тогда незачем чужое место занимать: оставьте его тому, кто действительно мотивирован. Или у вас психологическая несовместимость с этим человеком? Это, конечно, веская причина его сменить, но идеальных людей нет.

5. «Я сменил/а кучу курсов и частных преподавателей, а воз и ныне там».

Опять 25? Ищем идеального репетитора или чудо-методику? А самим учить слова и грамматику никак? Чем с вами занимается репетитор — неужто заставляет вас переводить тексты про коммунистическую партию? Вряд ли. Наверняка этот человек постоянно учится на курсах повышения квалификации и владеет современной методикой, которая предполагает обучение навыкам общения. Более того, скорее всего, он/а с вами играет на уроке в сюжетно-ролевые игры, чтобы вы осваивали пока короткие фразы, необходимые для общения на улице или в магазине. Да и карточками и/или красочными учебниками наверняка, пользуется, чтобы вам нескучно было заниматься.

6. «Все равно я ничего не выучу с преподом, который не является носителем языка».

Так-с… Представьте себе ситуацию, что иностранец учит русский и всё время употребляет одну и ту же форму: «у меня есть друг», «я ходить в гости к друг», «я обедать с друг» и пр. Если для нас окончания — это естественно, то иностарнцу надо это всё объяснить. Точно также англичанин или американец может не понять, почему вам трудно дается какой-нибудь перфект, когда для него это естественно. Кстати, если носитель языка с вами будет говорить только по-английски, а вы на первых порах не будете понимтаь ни слова, вы точно выучите язык?

7. «Надо ехать в Англию на год, чтобы выучить английский».

Ну пожалуйста — кто же вам мешает? Только без языковой базы вам будет очень трудно. Более того, если вы там познакомитесь с кем-нибудь из своих соотечественников, будет соблазн говорить с ними исключительно по-русски.

8. «У меня нет времени»

Понимаю. Позвольте мне, человеку, владеющему английским, ивритом, украинским и на сегодняшний день изучающему французский, дать вам дельный совет. Вы водите машину? Прекрасно! Пока вы едете на работу, включайте диск, что преподаватель вам посоветовал или уроки из ютюба и слушайте. Пусть вам в одно ухо влетает, а из другого все-таки не совсем вылетает, а хоть отчасти задерживается. Разве вы не замечали за собой, что если вы будете все время слушать одну и ту же песню, то вы ее поневоле выучите. Также и с изучением иностранного языка. Если вы ездите на работу на общественном транспорте или ходите пешком, это не беда. Тогда дома слушайте во время уборки, готовки и прочих дел. Еще я очень рекомендую аналогичное слушание на ночь — помните как вы учили стихи наизусть? Вам же не случайно рекомендовали на ночь их учить: пока человек спит, его мозг продолжает работать, и наутро вы уже могли рассказать стихотворение без запинки. Также и с языком.

9. «Я не запоминаю слова».

Если в предыдущем пункте я писала про пассивное изучение, то сейчас я предложу активное. Уделите минут 15 в день для того, чтобы повторять слова — и лучше бы перед сном. Причем проговаривайте вслух, чтобы работали и зрительная память, и слуховая. В конце концов вы можете найти слова на нужную тему в ютюбе и слушать их. А еще я рекомендую их выписывать и класть на видное место: хоть на рабочий стол под стекло, хоть прицепить на шкафчики в кухне. Тогда вы будете пассивно запоминать их написание. Еще я рекомендую сложные слова писать в тетради: каждое слово по 2 строчки, например Wednesday, Wednesday, Wednesday… Проговаривать его «вэднесдай» или — о, ужас! — писать русскими буквами «венсдэй» — это не очень хорошая идея. Надо сразу стараться запоминать правильно, чтобы потом не переучиваться.

10. «У меня ничего не получится потому что я неспособный/ая».

Вот это самое страшное. Самотоксичность еще никому не помогла. Не надо пасовать перед трудностями, тем более, ругать себя за ошибки, ведь не ошибается тот, кто ничего не делает. Вы немало сделаете ошибок, вам будет трудно — а разве преодоление трудностей и первые успехи вам не доставляют удовольствие? Не ждите мгновенного результата, ибо изучение иностранного языка — это дело непростое. Для того, чтобы не потеряться за границей, надо потратить не менее полугода. А для того, чтобы свободно разговаривать, необходимо года 3, не меньше. Но усилия стоят того. Это сложно, но возможно.

Good luck!

P.S. Подробности: https://www.facebook.com/TEACHER.JULIA1/posts/pfbid02v5erF7Wg29Lc1qCXfqYsFZqX47Xy6mtvxe9RxLHD2x7AJzYuxkHJoGm93Fkd7vukl

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The importance of five C while teaching literature online.

 How to teach literature online.

In some of my online classes, students have organized small groups for “remote team working”. They do it in order to give presentations about authors and their literary production, contextualizing them historically, literately and sometimes politically. Thus, a short story “A Summer’s Reading” by B.Malamud was written in 1930s, during “the great depression” in the USA, and reflected the life of immigrants at that historical period. Another short story “Rules of the Game” by A.Tan is also about immigrants. Moreover, Israeli teenagers are supposed to analyze the way of life and language mistakes made by those who lived in America for some years and still did not speak English very well. I sometimes ask my students which mistakes the characters of the story make, which customs and traditions they still keep and which new ones they have accepted. The third novel is “The Wave” by M.Rhue which teaches students a higher order of thinking skills (HOTS) to help them identify why the certain events happened in the history, and the result of those actions. While reading this novel they understand what makes a dictatorship and how Hitler succeeded to make the majority of the German population follow his ideology.

Therefore, while teaching English literature, it is highly recommended to keep student’s attention with the help such Cs as Content, Context, Cultural Engagement, Curiosity and Creativity.

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1.Content

While teaching, especially in an online classroom, it is especially important to choose the material that can provoke the learners’ interest so that they will be interested what the literature piece is about. Therefore, the Israeli Ministry of Education has created the Literature Program which contains poems, stories and novels whose content is interesting to young Israelis and are easy to follow. Besides, it is highly recommended to give students virtual pre-reading tasks. For instance, general knowledge questionnaires and quizzes for self-checking, working in pairs and small groups. Teaching HOTS while- and after reading together with the traditional content questions, helps to develop critical thinking in the kids of all ages. The content of the certain story or poem can be better understood if you use some pictures and graphic organizers on Miro or Wakelet. Moreover, students can upload them or even create themselves, which also enhances their motivation to learn “boring” literature.

 

2. Context

Bridging text and context is an important part of the final exam in English Literature in Israeli high schools. The context vies with the literature for the students’ attention. It can include the following things:

·  the settings of the poem, the story or the novel

·  how it can been read at different times and in different situations

·  biographical details about a writer’s life

·  how it relates to literary traditions

·  times and places referred to in the literature piece

Thus, context is best used to drive student argument about a text, rather than bolted on to demonstrate knowledge.. Since each context requires a special vocabulary and certain acquired skills, what a course often becomes is the study of literature in a particular context. Therefore, before teaching a poem, such as “Count That Day Lost” by George Elliot, we need to let our students know that it was written in Victorian England and to tell or display some virtual materials about general realities of that period. After you have done that, it is a high time to show them a short film where the poem is recited and kids can see some views that will keep their attention and think about the historical, literary and cultural context. Exposing students to other work written at the time can demonstrate how the past, and its people, were just as nuanced and complex as we are now.

 

3. Cultural engagement

Research claims that learning and understanding literature from a variety of cultures broadens  students’ horizons what the society is, who humans are, and why the world has become as it is. Since Israel is a multi-cultural society, it is very important to make your students pay attention to this aspect. In addition to compulsory pieces of literature, Israeli students are supposed to choose some books for home reading. With the ever growing trend of globalization and modernization, it becomes more and more common to see teaching and learning practices on literature that are different from the teachers’ and the students’ cultural backgrounds. Language exists in a socio-cultural context and the intercultural approach is much wider, more demanding, richer and has authentic interpretation of language more than communicative language teaching (CLT) and content-based instruction (CBI). While taking part in an online discussion, both frontally and in groups, students are supposed to discuss the forenamed aspects.
 

4. Curiosity

As it was mentioned above, it is very important to provoke students’ interest while teaching “boring” literature, especially in virtual classes. For instance, visualizing leads to curious and creative thinking. And brainstorming is a powerful way to encourage students to think creatively. According to the research, it is very important to catch your students’ attention at the very beginning of teaching a new piece of literature, so that it will provoke their interest and motivate them to look forward for next chapters and next literature lessons in general. If you can hook students at the first of a unit, then your job will be a lot easier for the duration of the study and students will be naturally more engaged with the content. Therefore, you can show a short video, tell a proverb, give an interesting quotation or ask a question that will make them think. In other words, you should intrigue them.

When they are intrigued, they can work in pairs, and you can offer them some space on the smart board, so that they will write their ideas and predict what the story or a poem is going to be about. They can work in groups and this collaboration encourages them work together. In such a case, each student is involved in the classroom activity and responsible for the task. Everyone is motivated and no child is left behind.

 

5. Creativity.

Finally, students can create their own pieces of art. For instance, they can draw pictures of the characters and scenes online and publish them on the walls of the virtual classroom. Moreover, they can invent a different ending of the story or think what might happen ten years later. For instance, they can imagine what might happen if the main character meets someone who influenced his life when he was young and continues to do so. In addition, the main character can find this person, write him a letter, which can be published in the virtual classroom. In my opinion, teachers should divide the class in pairs, so they can play this game. The main character might become a famous and rich person and give interview to different journalists or other people. These activities develop the skills of negotiation and leadership.

Read the whole article, pp.4-9