Window Swap is a website where people from all around the world submit views from their windows in short 10-minute long videos, most of them including background sounds. What’s not to like about a site that helps you travel without moving? And how about all the language learning opportunities it has to offer?
As of today, the window swap is completely random, and you cannot choose the place or window, pause, rewind or fast-forward. Ten minutes, however, should be enough for students to come up with a rather accurate oral description, a short written account, or jot down the main ideas they want to include in a more elaborate type of written description. As a comprehension activity, the students could read or listen to their partners’ descriptions and look for those windows on the website.
You will find the name of the submitter in the upper left corner and their location in the upper right (could this be a good time to revise countries and nationalities, too?) Once these are identified, students can follow the four steps in this worksheet to come up with their own descriptions:
- What type of house do you think the window belongs to?
- What’s the weather like? How about the overall atmosphere?
- What can you see through the window?
- How does this window view make you feel? What type of person can you imagine living here?
Descriptions will, therefore, move from the more general to the more specific, and end up with the student’s personal reaction and evaluation. For each question, students are provided with a series of adjectives they can use in their descriptions. Depending on the level, you may need to revise some of these first, and with higher levels, students may use the adjectives on the worksheet to come up with their own associations or use adjectives they’ve been working on recently.
“We welcome all kinds of windows, whatever the shape, whatever the view. Because what we usually take for granted is gold for someone else.”
Window Swap creators
Enjoy the trip!
Here’s a song-based Mad Libs activity using Flippity, a site that lets you create lots of different games, quizzes and flashcards using Google spreadsheets:
1.Students first select one of the stories (click on the picture below to get access to the main menu):
2. Then they fill in the boxes with one word belonging to each category:
3. They click on “Show me the story”:
4. Students read the result and discuss it in pairs, small groups and finally with the whole class. Although they should be able to identify the main topic, they will immediately see some sharp dissonances! This information gap will be solved by listening for detail so they can reconstruct the actual meaning. (If they click on “Go back”, they will be able to edit the song, type in the actual words and share the final results!)
The other two “stories” are based on these two songs:
I’ve worked on this set of songs so far, but I’d appreciate any other suggestions! Apart from appropriate language and a topic you can play with, the songs should have enough content words that could be replaced to create a specific (most of the times hilarious!) effect.
If you like the activity and have any ideas, could you please write them in the comments section below, or on my Facebook and Twitter pages?
Thanks for your help with this!
How would you finish these pictures? What if they were part of a story?
Finish the picture.pdf
This was one of those activities that surprise you every now and then: not only could the students working in pairs complete them in a short period of time, but the process involved questions and conversations about a wide variety of lexis as their creativity – and especially all the constraints – demanded more specific vocabulary. The students were also allowed to decide on the order of the pictures, which added some flexibility.
If nothing else, the task does help students to create and plan their stories in a meticulous way. Rather than a scaffold, the creative process here becomes a challenge, and basic narrative elements such as the setting, the characters, the plot or the ending need to be carefully thought out to complete the task successfully. A thorough planning stage which then paid off once the students got down to writing.
I also tried this activity with a higher group of students. This time, I gave them different writing tasks and asked them to draw their pictures based on them:
You’re writing the instructions on how to make something work.
You’re writing a recipe.
You’re writing a travel guide.
You’re writing a brochure advertising a hotel or resort.
You’re writing a story.
You’re writing an advertisement.
You’re writing a movie trailer.
You’re writing the description of a place.
Once the texts were written, I posted the pictures around the classroom for the students to examine and later on remember so that they could match them to the texts.
This is a flexible task which allows students to create meaning in so many inventive ways. Interestingly, it didn’t turn out to be as intimidating as I had thought it could be for some students. I think it also provides students with extra motivation to read or listen to their classmates’ texts: the starting point is the same for everyone, yet the results can often be really amusing.
Do you think the quality of writing could also be affected by all this?
Apart from traditional homework tasks based on lessons delivered in the classroom, there is still a myriad of activities students can do by themselves to practise their English, learn to work independently, and take responsibility for their own learning. Learner autonomy is in fact one of the most important things we can promote if we really want to get our students ready for the ongoing, life-long language learning endeavour.
The following homework choice board, intended for students at B1 level and above, suggests 16 tasks to practise all four skills as well as grammar, vocabulary and pronunciation:
- Students can choose the tasks based on their personal interests, or areas they feel they need more work on, which should result in extra motivation.
- In the process of choosing an activity, students will be taking into account the skills and language items that are being practised in class, but also what is relevant to them, especially when they can connect the task with their own life.
- The activities in the board are also flexible as far as proficiency level is concerned, which means that students can work at their own performance level.
- A few tasks have been designed so that they can be used later in class, resulting in excellent materials based on students’ interests which can be introduced in different lessons later in the year.
Although the tasks here have been selected so they are easy to keep track of, holding students accountable for their work, this should ideally be another step in helping students develop their learner independence skills. How would you use this board in your own student tracking system? How would you assess each of these tasks?
This post won the British Council’s TeachingEnglish Blog of the Month Award for October 2018.
“Everybody’s Changing is a song about something I think a lot of people will experience, which is when people’s lives start going different ways and you’re sitting there, thinking my friends are doing this, what am I doing? What do I do with my life? I think things like that are quite common to people and are probably more important than a lot of things that people write songs about.” (2004)
Change and finiteness are two of the main themes in “Everybody’s Changing” (Keane, 2003), topics which students should be able to relate to in different ways and around which a good reflective speaking lesson can revolve. Conversation questions such as these or these are good examples, although they may need to be adapted to the age group you’re teaching.
But why not introduce the topic by doing some language work using this song first? Here the lyrics have been broken down into 5 different grids corresponding to different parts of the song. Students write down the lyrics by using the letters on top in the columns directly below. There are a series of guidelines for them to follow:
- Black squares represent spaces between words.
- Each letter can only be used once, so students should be crossing out the letters as they use them.
- Students should start by looking for the shorter words first, which typically belong to function words such as prepositions, articles, conjunctions or pronouns. This will then allow them to identify word categories and help them to think of the type of word they should be coming up with.
- Other clues such as isolated letters, apostrophes, the position in the sentence and other context clues will help students solve the puzzle as the number of available letters falls.
The activity can be adjusted to different levels by pre-teaching a few words we may think the students will find difficult, or by adding or deleting letters in each one of the grids. As with any other similar activities, it is also important that we model the procedure before having the students work independently or in their teams. By working out the first lines together and explaining the type of thinking behind each decision to be taken, the students will soon understand the type of language skills they should be practising and will accomplish the task more efficiently. Play the song at the end so that they can check their answers!
Call it unimaginative or uncreative, but dominoes is one of those activities that always seem to work in the language classroom no matter the level or specific group of students. From simple vocabulary matching to more advanced grammatical collocations and sentence structure, dominoes is, in essence, a collaborative game in which students work together to solve a puzzle providing each other with valuable feedback along the way, and in which students are allowed to demonstrate uncertainty and check their knowledge of the particular language area being practised. Take, for instance, this set of dominoes to practise negative prefixes attached to adjectives that I’ve been using for years:
Apart from the activity itself and all the skills involved, what I really like about the game is that, once it’s over, it is often possible for students to identify patterns and write rules that may have gone previously unnoticed.
This other set of dominoes is more discovery-driven and based on rhyming words. Students pay attention to the last sound(s) and match them accordingly during the game: the final vocalic sound or, if the word ends in a consonant, the final vocalic sound + consonant. During the game, the students can ask each other in case of doubt or have the teacher model the pronunciation of individual words. And when they’ve finished, they will have hopefully noticed different spellings for the same sound and will now also be able to write down several pairs of common homophones, as in the following:
afford – reward – bored – board – ignored
sail – sale – inhale – female
delete – compete- wheat – receipt – meet – meat – indiscreet – seat
disguise – rise – prize – cries
appeal – steal – steel – wheel
flour – flower – hour – tower
mist – missed – insist
amaze – nowadays – raise
write – right – tonight – knight
lay – café – sleigh
pear – nowhere – square – hair – hare – nightmare
so – sow – sew – cargo
great – grate – weight – wait
later – favour – sailor – laser
niece – police – peace – piece
why – goodbye – lie – simplify
Do you use dominoes in your teaching?
Image: Ishan Manjrekar, Creative Commons
Anagrams are words formed by rearranging the letters of a different word, as in “elbow”-“below”, “act”-“cat”, “save”-“vase”, or “stressed-dessert”. In this activity (B1/B1+) based on Billy Joel’s “The Longest Time” (1983), the students read the lyrics and try to find the forty-five anagrams that have been included. The students write their answers on the right-hand column, which also indicates the number of anagrams they are expected to find in each line.
The Longest Time.pdf
1 said 2 me 3 tonight 4 still 5 left 6 write 7 what 8 could 9 time 10 once 11 was 12 now 13 goes 14 where 15 arms 16 there 17 miracle 18 how 19 need 20 how 21 me 22 maybe 23 last 24 feel 25 right 26 could 27 wrong 28 maybe 29 this 30 for 31 much 32 when 33 take 34 start 35 said 36 on 37 heart 38 now 39 are 40 wonderful 41 and 42 care 43 things 44 bad 45 intend
The students will be using their knowledge about grammar and vocabulary to rearrange the letters of the words whenever communication is interrupted as they read. Word categories and collocations will prove useful in some cases, spelling will be decisive in a few others, yet a good number of anagrams will be solved by focusing on meaning and thinking of words with similar letters (and which belong to the right category and with the right spelling) that might be the most appropriate for that context.
The activity is checked by having the students listen to the song at the end. Did they solve most of the anagrams? How did they solve them? Which anagram did they find the easiest? And the most difficult? Why? After checking the meaning of some of the anagrams in the song, can they now write a sentence using some of them?
The students first fill in the fifty gaps in the text by looking for a word in each hexagon with the same number:
- The words are no more than six letters long (they can also be two, three, four or five letters long!)
- The words read in a clockwise or anti-clockwise fashion starting at any point in the hexagon. For example, the first word is “little” (a six-letter word with no extra letters in the hexagon); the second one is “funny” (the students circle the extra “e” in the hexagon, which they will need in the next step.)
- It’s important that the students cross out the letters that they use, or circle the letters they have not used and which they will need later. Model the procedure with the first few words.
Apart from working on spelling, the students will sometimes need to choose between different possible combinations (e.g. 7 – “have” or “go”?; 9 – “ten”, “net” or “buy”?) by looking at the text and focusing on meaning and context clues. In other cases, they will be facing problems related to agreement, number or tenses as they put their comprehension skills to the test.
Once the students have completed the fifty gaps (or most of them), have them write the nine words that can be read across each row A to I formed by the letters that have not been used and which are in the right order. The students read the text again and decide which box each word belongs to.
A forgotten – B feeling – C sweetest – D travelling – E potions – F forgetting – G everybody – H sculptor – I wonderful
This exercise in reading comprehension, grammar, vocabulary and spelling is finally checked by listening to “Your Song” by Elton John (1970). The students correct any mistakes as they listen and identify any problems they’ve had.
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Don’t Get Me Wrong
Students use grammatical and lexical knowledge, context clues and comprehension skills to solve this puzzle and reconstruct the lyrics of “Don’t Get Me Wrong” (The Pretenders, 1986). The students first start in the centre of the circle at number 1, follow the arrows outwards and inwards, and move clockwise. The lines are numbered for easier reference. There are three rings:
- The inner ring, in which the words cannot be changed or moved. These belong to the beginning of odd-numbered lines and the end of even-numbered lines.
- The middle ring contains a series of words which must be put in the right order.
- The outer ring, which the students use to end or start a line by looking for a suitable phrase somewhere in the ring. The students are also provided with a few prompts in the writing sheet to help them move on.
Finally, the students listen to the song, check their answers, and try to explain any mistakes or difficulties.
This positive, vibrant song about one’s feelings in somebody’s proximity can also be used as an introduction to this short film. After summarising what the song is about, have the students watch the short film and discuss whether the woman or the man in the film would be the singers of “Don’t Get me Wrong” and explain why. Perhaps both in different ways? The students can then watch it again and write a short review using these questions as a guide:
- What is the title of the film?
- What genre is it?
- Where is it set?
- What is the story about?
- What is the main theme?
- What do you think of the film?
- Would you recommend it?
“If music be the food of love, play on”
William Shakespeare, Twelfth Night
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This is your song.