Presenting for the 1st time!

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Posted by ΠΙΣΤΟΠΟΥΛΟΥ ΑΝΑΣΤΑΣΙΑ | Posted in About | Posted on 23-10-2014

Today was the first time I presented my work to a large group of colleagues!

Invited to the event “Creative Teaching in the Foreign Language Classroom” by our school advisor, Ms Marianthi Kotadaki, whom I truly appreciate for her support and recognition of my work, I took part with my own presentation, called “Activities that motivate my teenage learners.” It was a prezi, which you can see here. It would be unkind not to mention my principal as well, Mr Konstantoulas, who was even willing to advise me on my prezi presentation.

Although I felt nervous, I had rehearsed several times at home and that helped me keep a good pace. Now that it’s over, I realise I’d love to do it again! It was rewarding to see colleagues I’ve never met, approach me during the break to tell me how much they enjoyed the presentation!

Hopefully, the other presenters’ and my work will inspire our colleagues to do even more creative activities in class!

Activities that work!

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Posted by ΠΙΣΤΟΠΟΥΛΟΥ ΑΝΑΣΤΑΣΙΑ | Posted in Games | Posted on 06-08-2014

I always read books, surf the net and talk to colleagues, so that I can get informed about additional activities that pupils find interesting.

Here are some activities that engage pupils, as warm-ups or follow-ups:

1. Word Chains

A pupil comes to the board. S/he writes a word in English (e.g. hello). The other pupils take turns in finding the next word, which begins with the last letter of the previous word (e.g. hello-orange-elephant-time-eleven etc).

2. Hangman

Instead of actually drawing a hangman, I write the letters that aren’t found in the word underneath it. For example, if the missing word is “language”I write it on the board this way:

L _ _ _ _ _ _ E

_ _ _ _ _ _ _ _

3. What’s my job?

A pupil stands up, faces the classroom and thinks of a job. The other pupils ask him or her yes/no questions until they guess the job.

4. Define the word on the blackboard

A pupil faces the classroom, I write a word on the board and the rest of the pupils try to give the standing pupil the definition of the word, so that s/he can find it, as s/he is not allowed to turn around and see what’s written on the board.

5. Four-letter words

I write 4 rows of letters on the blackboard (e.g. EKTB-DMTNS-AEIOU-SD). They have to find 4-letter words, starting from the bottom row and moving upwards. They must use only one letter from each row. I usually allow them to find two or three-letter words as well. In this example, possible words are: same, sad, did, don’t etc).

6. Alphabet conversations

I write the letters of the alphabet on the blackboard and two pupils stand up. The first one has to start the conversation (the topic is free) by using a word that starts with “a”. The second answers by using the letter “b” and this goes on until the letter “z”, if possible (e.g. “Are you ok?”, “Before I answer, will you tell me something?”, “Come on, what is it now?”)

 

 

 

 

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