Bringing books to life: practical approaches to enhance ESL reading

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As educators, we all know the importance of fostering strong reading skills in our students. However, motivating ESL learners to engage with texts and develop a genuine love for reading can be a challenging task. In this blog post, we’ll explore seven innovative and practical reading activities that can transform your classroom into a vibrant reading community. These strategies are designed to cater to diverse learning styles, boost confidence, and make reading an enjoyable experience for your students. Whether you’re teaching beginners or advanced learners, these activities can be adapted to suit various proficiency levels and classroom settings.

Reader’s Theatre:

Readers’ theatre, is a form of performance where participants read aloud from scripts rather than memorizing lines and acting them out. It is often used as an educational tool to promote reading and comprehension skills in students. In ESL classrooms, reading theatre can be a valuable activity to encourage a love of reading in students who are learning English as a second language.

One of the main advantages of using reading theatre in an ESL classroom is its ability to engage students who may struggle with traditional reading exercises. The interactive nature of the activity allows students to participate without feeling self-conscious about their language abilities. This creates a safe and inclusive learning environment where students can build confidence in their reading skills.

Moreover, reading theatre offers a fun and creative way for ESL students to practice their pronunciation, intonation, and fluency. By taking on different roles and expressing emotions through their voices, students are able to improve their verbal communication skills while having fun. This can help boost their confidence in speaking English outside the classroom setting.

Assign students roles in a short play or script and have them practice reading with expression and fluency. Encourage students to create simple props or costumes to bring the text to life.

Perform the Reader’s Theatre for the class or a wider audience to boost engagement and confidence.

Book Clubs:

Book clubs and discussions are powerful tools for ESL students to deepen their love of reading while also improving their language skills. By engaging in meaningful conversations about books, students can practice their speaking and listening abilities in a supportive environment. These activities not only foster a sense of community within the classroom but also encourage critical thinking and analysis.

Organize small, collaborative book club groups where students read and discuss a shared text. Provide guiding questions or discussion prompts to encourage critical thinking and meaningful conversations. Allow students to take on leadership roles, such as facilitating discussions or presenting book recommendations.

Multimedia Presentations:

Multimedia presentations have become an increasingly popular tool in the field of education. With its ability to engage and stimulate learners, this form of visual aid has proven to be effective in enhancing learning experiences for students, especially those who are learning English as a second language.

One of the primary benefits of using multimedia presentations is its ability to cater to different learning styles. ESL students often have varying levels of proficiency in their language skills, and some may struggle with traditional teaching methods such as reading from textbooks or listening to lectures. By incorporating multimedia elements such as images, videos, and audio recordings, educators can provide a more dynamic and interactive approach that appeals to visual, auditory and kinaesthetic learners alike.

Have students create multimedia presentations (e.g., PowerPoint, Prezi, video) to showcase their understanding and analysis of a text. Encourage the use of visuals, audio, and other technological tools to enhance their presentations. Provide opportunities for students to present their work to the class or a wider audience.

Jigsaw Reading:

Jigsaw reading is a popular technique used in language teaching to promote active and collaborative learning. It involves dividing the class into small groups and assigning different sections of a text to each group. After individually reading and analysing their assigned section, students then come together in a new group with representatives from each original group. The students take turns summarizing their respective sections for the rest of the group, resulting in a complete understanding of the entire text.

This activity encourages collaboration among students as they work together towards a common goal, fostering peer support and communication skills. It also promotes critical thinking and analysis as students are required to not only understand their own section but also make connections between all the pieces of information presented by their classmates.

Divide a text into sections and assign each student or group a different section to read and become an “expert” on. Have students share the key information from their assigned section with the rest of the class, fostering collaborative learning. This activity helps build comprehension, communication, and teamwork skills.

Literature Circles:

Literature circles are a highly effective way to promote a love of reading in ESL students. These small, student-led discussion groups allow for collaboration and active engagement with texts, making reading more enjoyable and meaningful for language learners.

The concept of literature circles is based on the idea of promoting independent thinking and autonomous learning. In these circles, students have the opportunity to choose books that interest them and engage in discussions about their selected texts with their peers. This allows for a personalized experience with literature and helps to build a sense of ownership over one’s own learning.

One of the main benefits of literature circles is that they provide a safe space for students to practice their language skills. In an ESL classroom, where students may be self-conscious or hesitant to speak up, literature circle discussions can help boost confidence in expressing oneself in English.

Organize students into small, self-directed groups to read and discuss a shared text. Assign different roles (e.g., discussion director, literary luminary, illustrator) to encourage active engagement. Provide guiding questions and prompts to facilitate meaningful discussions and the exploration of various perspectives.

Book Trailers:

Book trailers are short promotional videos that showcase a book’s plot, characters, and overall atmosphere in an engaging and visually appealing way. They serve as a powerful marketing tool for publishers and authors to generate interest and excitement for their books. However, beyond their commercial purpose, book trailers can also be utilized as a valuable resource in ESL classrooms to encourage a love of reading among students.

One of the major advantages of using book trailers in ESL classrooms is their ability to capture attention and spark interest in reluctant readers. The use of audiovisual elements makes them more visually engaging than traditional book reviews or descriptions. This can be especially beneficial for students who struggle with reading comprehension or lack motivation to pick up a book.

Challenge students to create short, engaging book trailers to promote a text they have read. Students can use multimedia tools to create visuals, audio, and captions to pique their classmates’ interest. Showcase the book trailers in class or on a shared platform to encourage peer recommendations and reading.

Reading Challenges:

Reading Challenges are a great way to encourage and motivate ESL students to develop a love for reading. These challenges not only make reading fun and interactive, but also help in improving their language skills. One of the first steps in starting a Reading Challenge is setting achievable goals. The goals should be realistic and tailored to the level of the student. This will help them feel motivated and confident as they begin their journey towards becoming avid readers. For example, younger learners can be encouraged to read one book per week or pick up short stories whereas older students can aim to read a certain number of books within a given time frame.

Organize reading challenges or competitions, such as “Read-a-Thons” or “Book Bingo,” to motivate students to read more. Offer rewards or incentives (e.g., small prizes, recognition) to celebrate students’ reading achievements. Encourage students to set personal reading goals and track their progress.

As we’ve explored these seven engaging reading activities, it’s clear that there are numerous ways to make reading both enjoyable and effective for ESL learners. From the interactive nature of Reader’s Theatre to the collaborative spirit of Book Clubs and Literature Circles, each activity offers unique benefits that can cater to different learning styles and preferences.

Remember, the key to success lies in adapting these activities to suit your students’ needs and interests. Don’t be afraid to mix and match elements from different activities or to modify them based on your classroom dynamics. The goal is to create a positive and supportive environment where students feel encouraged to explore the world of books and improve their language skills.

As you implement these strategies, you’ll likely notice increased engagement, improved comprehension, and a growing enthusiasm for reading among your students. Keep in mind that developing a love for reading is a gradual process, so celebrate small victories along the way.

I’d love to hear about your experiences with these activities or any other creative reading strategies you’ve found successful in your ESL classroom. Share your thoughts and ideas in the comments below, and let’s continue to inspire and support each other in our mission to create passionate readers.

From questions to projects: Engaging students in meaningful learning through PBL

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Engaging students in meaningful learning experiences is at the heart of Project-Based Learning (PBL). This approach moves beyond traditional classroom methods by focusing on solving central questions or problems, often posed by the students themselves. By encouraging inquiry and exploration, PBL fosters deep engagement and critical thinking. In this guide, we’ll explore how to initiate a PBL lesson, from exposing students to captivating topics to guiding them through research and reflection. Whether you’re a seasoned PBL practitioner or new to this instructional method, these steps will help you create a dynamic and effective learning environment.

 

 

1. Expose students to an engaging topic that gets them thinking.

Project-based learning lessons are all based on solving a central question or problem. Ideally, these questions/problems are ones that are posed by the students. When students ask questions, this shows that they are actively engaged and thinking about the material. Hopefully, some of these questions can prompt further research, exploration and study. This is the beginning of PBL.

Before we can expect our students to ask questions, we have to start with exposure of some sort. This can happen organically or intentionally, and in many forms. A book, field trip (even a virtual one), or newspaper article aligned to the students’ interests are all great ways to get the students thinking and asking questions.

2. Pose the essential question that will drive the project.

Ideally, students will make observations and inquiries that can drive research and study. In many situations, however, you may need to help your students along by posing a central question for them. This can be especially necessary for younger students and teachers who are new to PBL.

When developing your question, be sure to keep in mind that it should not be Google-able!

For ESL students, constructing this question can prompt an interesting lesson. Play around with alternative ways to word the question while maintaining the integrity of what is being asked. This can be the center of a lesson on sentence structure, interrogative sentences, vocabulary and more!

Skinny and fat questions

In Project-Based Learning (PBL), it’s essential to understand the difference between “skinny” and “fat” questions. Skinny questions are narrow, straightforward, and typically have short, factual answers. For example, “What is the average temperature in winter in your region?” Such questions are useful for gathering specific information quickly but don’t encourage deep thinking or exploration.

In contrast, fat questions are broad, open-ended, and require more elaborate answers. They encourage students to think critically and engage in more in-depth exploration. For example, “How does the average temperature in your region change during a typical year?” This type of question prompts students to analyse patterns, make connections, and provide detailed explanations.

To help students understand the difference, you can use a visual aid: draw a skinny question mark for a skinny question and a fat question mark for a fat question. Then, have students discuss the differences in pairs. Provide them with a text containing a set of skinny questions and ask them to transform these into fat questions. Students should also write model answers for both types of questions on a separate sheet of paper. This exercise will help them practice developing more complex questions and improve their critical thinking skills.

Even though teachers and students who are familiar with PBL may develop individual questions that drive solo projects, it may be better to start out by having all students work on the same central question. You can even assign roles throughout the projects, based on student interests and strengths. As you (and your students) become more comfortable, students will be able to handle more autonomy and could even then work on individual projects according to their own interests.

3. Design a plan that lays out clear steps to follow.

Once you have identified the question that will guide the project, it’s imperative that you sit down with your students and create a plan.

The plan is a general guide that identifies the steps to investigating your central question or problem. Don’t worry if this needs to be adjusted as the project progresses. Having the plan in place will make things much easier This is a great opportunity to give your ESL students practice writing steps and outlines.

You will also want to design a plan separate from the students. Decide what standards you want to address in the project, figure out how you will assess the students’ understanding of those standards and outline the materials and resources you will need. This plan will serve as a guide to prepare you to assist your students throughout the learning process, and will also keep you focused on your learning objectives

4. Create a schedule with flexible deadlines and post it in the classroom.

With your plan outlined, you can now create a schedule. Just like the plan, the schedule may change, and that is perfectly okay. You’ll want to create loose deadlines around the key steps in your plan, and post the schedule in a place where the students can see and refer to it daily. Try using this template as a start!

 

 

The students should have an age-appropriate level of responsibility over setting and keeping deadlines, as well as making adjustments as necessary

5. Conduct research to explore the project’s essential question.

This is the part where your students will delve into the bulk of the investigation. This may include conducting interviews, internet research, reading books, watching documentaries or anything else that helps the students explore the driving question. ESL students will inherently need additional supports for this step. You may want to do a little work for your students by doing some of the research for them and narrowing it down to a few level-appropriate articles from which they can choose

6. Guide and monitor students during their research.

During the research and investigation phase, you will serve as the students’ guide. You will also be paying close attention to how well the students are navigating the learning objectives. You may see the need to pull some students aside and conduct mini-lessons or do some other form of more explicit instruction.

Remember, you want to make sure that the project is student led, but ESL students will most likely need some additional supports

7.  Develop the final product that exhibits students’ learning.

Once the students have conducted their research and feel comfortable and knowledgeable enough to answer their driving question, they will work on developing a product that both showcases their learning and teaches others.

For some projects, this product will be created during the research/investigation phase, and the last step may only involve a presentation of some sort. Regardless, all students should have an opportunity to present their findings to an audience. This provides students some authentic practice speaking and answering questions, and will also challenge them to think critically about the work they’ve completed.

8. Reflect on what students have learned.

This phase is commonly forgotten, but very important nonetheless. After all is said and done, you will want to give your students the opportunity to reflect on what they’ve learned. They should have the opportunity to think about and share what they would do differently, specific parts that were successful or unsuccessful, and further questions that were raised during their study.

9. Outline learning goals. 

As you prepare for your PBL project, it’s crucial to establish clear learning outcomes and objectives. Start by listing the standard numbers and the text of the standards or curriculum objectives you aim to meet. These outcomes should align with the success skills you want your students to develop, such as critical thinking, collaboration, and self-management.

Next, identify the literacy skills required for the project and those that will be the focus of your support. This is relevant for teachers across all subjects and grade levels. For instance, skills such as expository writing, reading informational texts, presenting ideas with evidence, and engaging in collaborative conversations might be crucial for the project. By explicitly naming these skills, you provide a clear roadmap for both you and your students, ensuring that the project not only meets curriculum standards but also develops essential success skills for future learning and careers.

10. Establish milestones.

After defining your project’s learning outcomes and objectives, the next critical step in preparation is to establish milestones. Think of milestones as the key stages or significant moments within the project’s narrative. These milestones should reflect pivotal points where students make progress, achieve learning goals, or reach important stages of inquiry.

When developing these milestones, consider how the inquiry process will unfold and what specific learning experiences will occur at each stage. For example, milestones could include conducting initial research, completing a major component of the project, presenting findings, or reflecting on learning outcomes.

The Project Calendar, outlined in Section 4 of your project plan, will provide a detailed framework to expand on these milestones. This calendar will allow you to map out each milestone with specific dates, tasks, and checkpoints. By doing so, you ensure that the project progresses smoothly, students stay on track with their learning journey, and you can effectively monitor their progress towards achieving the project’s objectives.

 

Engaging students in meaningful learning experiences lies at the core of Project-Based Learning (PBL), a transformative approach that transcends traditional classroom methods. By centring on solving central questions or problems, often initiated by students themselves, PBL cultivates deep engagement and nurtures critical thinking skills.

Throughout this guide, we have explored the essential steps to initiate a successful PBL lesson. From sparking students’ curiosity with captivating topics to guiding them through thorough research and reflective processes, each phase serves to empower learners and foster a dynamic learning environment.

Whether you are a seasoned practitioner of PBL or new to this instructional method, following these steps will enable you to create an environment where students actively inquire, collaborate, and take ownership of their learning journey. By setting clear goals, designing thoughtful plans, and establishing flexible schedules, educators can ensure that PBL projects not only meet educational standards but also cultivate essential skills for lifelong learning.

As you embark on implementing PBL in your classroom, remember that each step is an opportunity to inspire curiosity, deepen understanding, and empower students to become active participants in their own education. Embrace the journey of exploration and discovery alongside your students, and celebrate the diverse insights and achievements that emerge from their collaborative efforts and individual growth. Together, let’s continue to innovate and shape learning experiences that prepare students for success in an ever-evolving world.

Unlocking the power of project-based learning

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In today’s rapidly evolving educational landscape, traditional teaching methods are being re-evaluated to better prepare students for the complexities of the modern world. One approach gaining significant traction is Project-Based Learning (PBL). Unlike the conventional model of isolated, teacher-centred lessons, PBL transforms the classroom into a dynamic, student-centred environment. Here, learning is driven by real-world challenges and interdisciplinary exploration, fostering deep understanding and essential life skills.

Project-based Learning (PBL) is a model for classroom activity that shifts away from the usual classroom practices of short, isolated, teacher-centred lessons. PBL learning activities are long-term, interdisciplinary, student-centred, and integrated with real-world issues and practices. It is a method that fosters abstract, intellectual tasks to explore complex issues. It promotes understanding, which is true knowledge. In PBL, students explore, make judgments, interpret, and synthesise information in meaningful ways. It is more representative of how adults are asked to learn and demonstrate knowledge.

There is forty years of accumulated evidence that the instructional strategies and procedures that make up Project Based Learning are effective in building deep content understanding. Research also shows that PBL raises academic achievement and encourages student motivation to learn. Research studies have demonstrated that PBL can:

  • Be more effective than traditional instruction in increasing academic achievement on annual state-administered assessment tests.
  • Be more practical than traditional instruction for long-term retention, skill development and satisfaction of students and teachers.
  • Be more serviceable than traditional instruction for preparing students to integrate and explain concepts.
  • Be especially effective with lower-achieving students.
  • Improve students’ mastery of 21st-century skills, such as critical thinking, communication, collaboration, creativity and innovation.
  • Provide a fruitful model for whole school reform.

What are the characteristics of PBL?

Project-Based Learning (PBL) has several key characteristics that distinguish it from other instructional approaches:

  • Students are at the center of the learning process. There is a balance between student control and teacher-planned structure. Students apply their interests and passions, learn through inquiry, and often work collaboratively to develop important life and communication skills. Students often work collaboratively and develop life and communication skills. PBL provides meaningful interaction about both the content (meaning) needed for language acquisition and the language needed for subject development. Students develop intercultural awareness as they learn about ideas and communicate with people from other cultures and they develop and explore different on the projects they are learning.
  • Projects focus on important learning objectives aligned with standards. The projects are developed around core curricular concepts that address national or local standards, with clear learning objectives. Project work culminates in student products and performance tasks that demonstrate understanding of content standards and learning objectives.
  • Ongoing and multiple types of assessment are used. There are multiple checks for understanding using varied assessment methods, and students have models and guidelines for high-quality work. PBL allows a student to demonstrate his/her capabilities while working independently. It also develops the student’s ability to work with their peers as well as building teamwork and group skills. A teacher learns more about the student as a person. It helps the teacher communicate in progressive and meaningful ways with the student or a group of students on a range of issues.
    Students have models and guidelines for high quality work and know what is expected of them.Opportunities for reflection, feedback, and adjustment are embedded in the project.
  • The project has real-world applications. Projects are relevant to students’ lives, and students may present their learning to an authentic audience, connect with community resources, or communicate through technology. To motivate students and show them the relevance of what they are learning in school, projects should be experienced as “real.” A high quality project reflects what happens in the world outside of school. It uses the tools, techniques, and technology found there. It can make an impact on other people and communities, and it can connect to the interests and concerns of young people. Students’ voices should be heard in a project, and they should be able to make choices about their work.
  • Students demonstrate knowledge through a product or performance. Students show what they have learned through presentations, written work, displays, proposals, or simulated events. In a high quality project, students make their work public by sharing it not only with the teacher but also with each other, experts, and other people beyond the classroom. This occurs both during a project, as part of the product development and formative assessment process and at its conclusion, when the product is shared and discussed with an audience. This public process and final presentation encourages students to improve the quality of their work and demonstrates what students know and can do.
  • Technology supports and enhances student learning. Technology tools are used in PBL to support the development of thinking skills, content expertise, and the creation of final products. With technology, students have more control over their final results and an opportunity to personalize their products. Students can use word processors, spreadsheets, presentation software, video editing tools, and a wide range of online resources to research, organize, and present their learning. The use of technology encourages students to explore topics in-depth, access up-to-date information, collaborate with peers, and showcase their understanding in dynamic, multimedia formats. This allows students to take a more active, creative role in the learning process and produce work that is tailored to their interests and abilities.
  • Thinking skills are integral to project work. Project work in PBL supports the development of both metacognitive and cognitive thinking skills. Metacognitive skills, such as planning, monitoring, and reflecting on one’s own learning, are essential as students take charge of managing complex, open-ended projects. Cognitive skills like critical thinking, problem-solving, and decision-making are also strengthened as students analyze information, generate ideas, and make choices about how to approach and complete the project. Throughout the process, students must engage in higher-order thinking to understand key concepts, synthesize information from multiple sources, and create original products or solutions. This emphasis on thinking skills helps students build valuable competencies that are applicable across academic disciplines and in real-world contexts.

Some misconceptions

However, we should address some misconceptions. These are some of the most common myths and misconceptions that keep teachers from successfully implementing PBL in their classrooms.

  • Having students complete an activity or “make” something qualifies as PBL. PBL is not the same as hands-on learning or learning in cooperative groups, although these things happen in project-based lessons. What sets PBL aside from all of this is that everything is driven by the students’ quest to answer the central question. Ideally, PBL is also student-centered and driven, which is not always true for group or hands-on activities.
  • Students should only speak in English when conducting research and investigating. During the project, you should certainly encourage use of the English language as much as possible. However, there will be times where your students need to communicate or process new information in their native language.
  • Remember that PBL requires a lot from the student cognitively in comparison to traditional teaching methods. They are constantly communicating, analyzing and creating, and ELLs are doing this all while navigating new material in a foreign language.
  • There is no place for explicit instruction in a project-based learning lesson. I believe that it is perfectly fine to carve out time for explicit instruction during the duration of projects as needed. There may be times when you see your students struggling in a given area, or you identify a particular skill that needs strengthening in order to successfully complete the project. In those cases, feel free to pull a few students aside and give them a mini-lesson that can help them along.
  • PBL is simply not an ideal teaching and learning method for English language learners. Many teachers believe that PBL only works for “gifted” students or students who are performing at or above grade level. The research simply does not support this notion. ELL learners, as well as young learners and learners with disabilities, can all successfully and effectively participate in PBL. There are, however, considerations, adaptations and supports that can ensure that learners of all different backgrounds learn successfully from this way of teaching and learning.

The L1 dilemma: Balancing mother tongue use in the ESL classroom

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The use of students’ first language (L1) in English as a Second Language (ESL) classrooms has long been a topic of debate among educators and researchers. While some argue for an English-only environment, others recognize the potential benefits of strategic L1 use. This post explores the advantages and disadvantages of incorporating L1 in ESL instruction, supported by research, and introduces the concept of mediation as a valuable tool in language learning.

Advantages of using L1

While the goal of an ESL classroom is to maximize English use, research and practical experience have shown that judicious use of students’ first language (L1) can have significant benefits. The following advantages highlight how L1 can be a valuable tool when used strategically and in moderation.

  1. Natural learning process: Research by Cook (2001) and Woodall (2002) shows that switching between languages and translation is a natural phenomenon for language learners. By working with this innate tendency rather than against it, teachers can facilitate more effective learning.
  2. Reducing anxiety and encouraging participation: Goldstein (2003) found that when L1 was banned and punishments were imposed, students often remained silent, used L1 quietly, or felt ashamed. Allowing judicious L1 use can create a more comfortable learning environment, especially for beginners.
  3. Efficient explanation: L1 can provide quick and accurate translations of complex concepts or vocabulary that might otherwise require lengthy explanations in English, potentially leading to misunderstandings.
  4. Classroom management: Particularly with young learners or beginners, using L1 for giving instructions, explaining concepts, and establishing classroom rules can be more effective and time-efficient than struggling with English-only explanations. L1 can also be a significant time-saver in certain contexts. A quick L1 explanation can sometimes be more efficient than a lengthy English-only explanation, particularly for complex ideas or instructions.
  5. Bridging knowledge gaps: L1 can serve as a valuable tool to connect what learners already know in their native language to new information in English, especially at lower proficiency levels.
  6. Enhancement of metacognitive strategies: L1 use can help develop metacognitive strategies. By comparing and contrasting L1 and English, students can become more aware of language structures, improving their overall language learning skills.
  7. Enhancement of cultural understanding: Using L1 can help in explaining culturally specific concepts that might not have direct English equivalents. This fosters a deeper understanding of both cultures and languages.

 

Disadvantages of Using L1

While there are clear benefits to using L1 in the ESL classroom, it’s crucial to be aware of the potential drawbacks. Overuse of L1 can hinder language acquisition and create dependency. The following disadvantages underscore the importance of careful and limited use of L1 in English language teaching.

  1. Overreliance and dependency: As Harbord (1992) pointed out, excessive L1 use can lead to a strong dependency. Students might become too comfortable using their native language, reducing their motivation to challenge themselves in English. This can create a cycle where learners consistently fall back on L1 when faced with difficulties, hindering their progress in developing English language skills.
  2. Reduced exposure to English: One of the primary goals of an ESL classroom is to provide an immersive English environment. Overuse of L1 significantly decreases the amount of English input students receive. This reduction in exposure can slow down the natural acquisition process, particularly in areas like listening comprehension and speaking fluency, which heavily rely on consistent practice and exposure.
  3. Missed learning opportunities: When students frequently resort to L1, they miss crucial opportunities to negotiate meaning in English, problem-solve, and develop circumlocution skills. These missed opportunities can impede the development of critical language learning strategies that are essential for becoming proficient in a new language.
  4. Interference with language acquisition: Excessive L1 use can interfere with the natural process of second language acquisition. It may encourage students to constantly translate in their heads rather than thinking directly in English, which can slow down language processing and production.
  5. Unequal participation: In multilingual classrooms where not all students share the same L1, using a particular L1 can lead to exclusion and unequal participation. Some students might feel left out or at a disadvantage if they don’t understand the L1 being used.
  6. Difficulty in assessing true English proficiency: When L1 is frequently used, it becomes challenging for teachers to accurately assess students’ true English proficiency levels. This can lead to misconceptions about students’ abilities and potentially inappropriate lesson planning.
  7. Reinforcement of the idea that direct translation is always possible: Overreliance on L1 can reinforce the misconception that there’s always a direct translation between languages. This oversimplification can lead to issues with understanding nuances, idioms, and culturally specific expressions in English.
  8. Reduced confidence in English communication: As mentioned earlier, when students become too dependent on L1, they may lose confidence in their ability to communicate solely in English. This lack of confidence can extend beyond the classroom, affecting their willingness to use English in real-world situations.
  9. Limited development of English thinking patterns: Language and thought are closely connected. By constantly reverting to L1, students might not fully develop the ability to think in English patterns, which is crucial for advanced language proficiency.
  10. Potential for fossilization of errors: If L1 is used excessively, particularly for translation purposes, it might lead to the fossilization of errors that stem from direct translation or L1 interference. These errors can become ingrained and difficult to correct later on.

 

Practical Suggestions for effective L1 use

  1. Principled Approach: Use L1 judiciously without feeling guilty, while avoiding overreliance. View L1 use as part of inclusive practices, recognizing that all language classes are multilingual to some extent.
  2. Language Learning Strategies: Encourage learners to draw on their knowledge of L1 and English to develop language learning strategies. Ask them to make comparisons between the two languages to enhance understanding.
  3. Register and Appropriacy Discussions: When examining phrases with particular registers or degrees of formality, ask learners for L1 equivalents to open up discussions about appropriacy and register.
  4. Creative Language Play: Highlight instances of words and phrases that are easily mistranslated with humorous consequences. This can encourage creativity and heighten language awareness.
  5. Multilingual Approach: Nayr Ibrahim suggests approaching language classrooms from a multilingual perspective, where all of the learners’ linguistic resources are accepted and managed. This approach is not only inclusive but can aid language learning.

The use of L1 in ESL classrooms is a complex issue that requires a balanced approach. While it’s important to maximize English exposure, judicious use of L1 can be a valuable tool for enhancing learning, reducing anxiety, and creating a more inclusive classroom environment. By implementing these practical strategies, teachers can harness the benefits of L1 while minimizing potential drawbacks, ultimately creating a more effective and supportive learning experience for their students.

Remember, the key is to strike a balance and adapt your approach based on your specific teaching context, student needs, and learning objectives. As the field of language education continues to evolve, staying open to new research and methodologies will help you make informed decisions about L1 use in your ESL classroom.

Getting teenagers to write creatively (III)

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Introducing students to the world of creative writing can be both exciting and enriching. By engaging them in imaginative and collaborative activities, we can help them develop their storytelling skills and unleash their creativity. Below are some dynamic and fun activities designed to make creative writing an enjoyable experience for students.

A. Chain Stories
Chain stories are an excellent way to introduce children to story writing in a collaborative and fun manner. Here’s how to proceed:

  • Set the stage: Pre-select a theme (e.g., mystery, fable, soap opera).
  • Set up authoring teams: Arrange students into groups of three.
  • Write part A: Everyone writes the beginning of the story and passes it to another person in the group.
  • Write part B: Each student writes the middle part of the story they received and then passes it to the third person in the group.
  • Write part C: The last person writes the ending of the story.
  • Illustrate the story: Encourage children to illustrate their stories, bringing them to life visually.

B. Chain stories enhanced:

  • Theme twister: Instead of pre-selecting a theme, have each group draw a theme from a hat (fantasy, adventure, historical fiction).
  • Genre roulette: After writing their part, have each group spin a wheel to determine the genre the next writer must continue the story in (horror, comedy, romance).
  • Surprise ending: The last person writing can choose one of three surprise ending cards to determine the final twist of the story.

C. Magazine Marvels
This activity sparks creativity by using images as inspiration for story writing.

  • Individual or group work: Students can work alone or in small groups.
  • Picture sets: Each student or group receives a folder containing a set of pictures.
  • Story creation: A story must be created using at least five of the pictures. Characters in different pictures can be melded into a single character (e.g., all the young boys in the set can be named John, even if they have different faces).

D. Magazine Marvels revamped:

  • Prop box challenge: Instead of pictures, provide a box of random objects (feather, button, toy car). Students must weave these objects into their story.
  • Picture exchange plus: After creating stories, have groups swap folders and write an “alternate ending” using the new set of pictures.

E. Building a story from a character
This activity focuses on character development through visual prompts.

  • Find pictures: Ask students to find pictures or photographs of people from magazines, newspapers, or the web.
  • Write descriptions: Students write a vivid description of the person in the picture, inventing their personality, movements, feelings, and life history.
  • Workshop: Conduct a writing workshop where students read each other’s descriptions, compare them to the actual picture, and help each other improve the texts.
  • Exchange and match: Groups exchange descriptions and pictures with another group, then read the texts and try to match them to the corresponding pictures.

F. Building a story from a character expanded:

  • Character interview: After writing a description, students can interview their character in small groups, developing their personality and backstory.
  • Character swap: Groups exchange character descriptions and write a new story from their perspective. This encourages seeing things from a different viewpoint.

G. Describing Places
Stimulate students’ imagination for descriptive narrative writing with a guided modelling exercise.

  • Model the Narrative: Start a story and involve the students by eliciting descriptive details from them.

Example: “One day, you were driving along a deserted country road. The sun was beginning to set, and the sky was… What colour was it? Red? Yes, red, but was it just red? Bright red… and yellow, that’s it. There was no traffic, and the nearest village was… Where was the village? Near? Far away? How far was it?”

  • Build Together: Encourage students to add interesting details, helping them with new vocabulary.
  • Categorise Contributions: Write the contributions on the board, classifying words into categories (e.g., verbs, adjectives, nouns).
  • Group Writing: Students then write their version of the story in groups, using the vocabulary and details discussed.

Interactive describing places:

  • Sensory scavenger hunt: Before writing, have students complete a scavenger hunt in the classroom or outdoors, listing sights, sounds, smells, textures, and tastes.
  • Blindfolded description: One student describes a classroom object while others have their eyes closed. Students then write a descriptive paragraph based on what they heard.

 

Getting teenagers to write creatively (II)

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Engaging students in creative writing can be a powerful way to enhance their language skills while fostering creativity and critical thinking. The following activities are designed to inspire students to explore different writing styles and genres, from crafting imaginative media stories to conducting fictional interviews and delving into historical events. These exercises will not only improve their writing but also promote collaboration and constructive feedback among peers.

By using real-world sources such as news headlines and historical events, students will learn to research, plan, and articulate their ideas effectively. Through fun and interactive tasks, they will develop a deeper understanding of language use, narrative structure, and the importance of editing and peer review. These activities are intended to be enjoyable and educational, making the process of learning English both practical and engaging.

A. Media Stories from the News

Preparation: Find headline stories from websites like The Guardian or the BBC. Print the headlines and articles separately. Alternatively, if you have a computer lab, students can read the stories online

Procedure:

  • Selection: Ask students to choose a headline that catches their interest.
  • Brainstorming: In groups, students brainstorm ideas suggested by the headline and build a story around it. Encourage them to outline, plan, and draft their stories.
  • Peer review: Groups exchange their drafts and provide constructive feedback by commenting at the bottom of the page. This feedback should guide the final editing process.
  • Comparison: Once finished, students either receive the original texts or look them up online to compare with their stories. They discuss aspects such as word choice, style, and organisation.

B. News Stories with a Twist:

  • Headline hunt: Instead of pre-selecting stories, have students search online news sites (age-appropriate) for headlines that intrigue them. This encourages them to be more invested in the chosen topic.
  • Spice up the headlines: Instead of just headlines, use intriguing snippets of news stories. Example: “A group of penguins has taken up residence in an abandoned amusement park…”
  • Photo prompt: Use captivating news photos instead of headlines. Students write a story based on their interpretation of the image.
  • Genre mashup: After brainstorming story ideas, have groups choose a genre (mystery, sci-fi, romance) to twist the original news story into. This injects creativity and challenges them to think outside the box.
  • “Fake News” challenge: For more advanced students, consider a fun “fake news” challenge. Groups create a fictional story based on the headline, then compare it to the original news article after revealing it was fictional.

C. Interviews

Preparation: Students work in pairs or small groups and choose a fictional character they would like to interview.

Procedure:

  1. Character selection: Students share their chosen character and explain why. They outline the plot of the film, book, or game where the character appears.
  2. Question writing: Pairs write imaginative, funny, or deep questions for their character and then provide the answers.
  3. Newspaper report: Students write a semi-formal newspaper report of the interview. They can use the internet to compare their report with real interviews.
  4. Publication: These reports can be displayed on the school notice board or in the school newspaper.
  5. Character Interviews Gone Wild:
  • Character roleplay: Instead of just writing questions and answers, have students roleplay the interview! This can be done in pairs or with one student acting as the interviewer and the rest as the character.
  • Modern interview format: Explore different interview formats like podcasts or talk shows. Students write the interview script accordingly.
  • “What If” scenarios: After the interview, have students write a short story exploring a “what if” scenario based on the character’s answers. This encourages them to think about the character’s motivations and potential future.
  • “Fact or fiction”: Incorporate a “fact or fiction” element. Students write an interview with a historical figure, but some details are fictional. The class then guesses which parts are true based on research.
  • Character spotlight wall: Display the interview reports on a bulletin board with a picture of the character students drew. This creates a visually engaging “character spotlight” wall.

D. Historical Events

Preparation: Present a few historical events for students to choose from.

Procedure:

  • Group formation: Students form groups based on the event they choose. Each group looks up information about their event in the library or online and reports back to the class.
  • Monologue writing: Groups imagine what the protagonist of the event was thinking at the time and write a short monologue (e.g., Columbus when he heard “Land!” on October 12th, 1492).
  • Peer review: Groups exchange their monologues and provide feedback.
  • Creative twist: Groups then write about a bizarre or unusual situation happening simultaneously elsewhere. They share their writing and refine it using feedback.
  • Illustration: Encourage students to decorate their texts with drawings, cut-outs, or collages to illustrate their stories.

E. Historical Events with a Twist

  • Mystery at the museum: Present historical events with missing details. Students research and write a story filling in the gaps.
  • Dear diary: After imagining the protagonist’s thoughts, have students write a diary entry from their perspective.
  • “Alternate ending”: Students research a historical event and write an alternate ending to explore “what if” scenarios.
  • Time travel twist: Combine historical events with a time travel element. Students write a story about a character from the present who travels back in time and interacts with a historical figure.
  • Create a time capsule: Students can include their creative writing pieces in a time capsule to be opened by future students.
  • Group murals: Have groups create a large mural depicting their chosen historical event and the fantastical situation they wrote about. This fosters collaboration and visual storytelling.

Getting teeenagers to improve their writing

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Teenagers and writing: it can be a love-hate relationship. While some teens embrace the creative freedom, others grapple with making their ideas shine.

Teaching teenagers to write well can be a challenging task, especially when it comes to mastering style, linking words, register, clarity, cohesion, and coherence. These aspects of writing are crucial for effective communication, but many students find them difficult to master. Here’s a toolbox to equip your students to become confident and compelling writers.

Linking words: Building bridges between ideas

Linking words are the invisible bridges that connect sentences and ensure smooth transitions but using them effectively can be challenging for students, even in their native language, and even more so in English. They often rely heavily on simple connectors like “and” and “but.” Here’s how to help students expand their repertoire of linking words:

  • Text samples and highlighting: Provide students with text samples and ask them to circle linking words and cohesive devices. Together, build a reference table of these words, categorizing words by function (e.g., cause-and-effect, contrast) and and display it in the classroom.
  • Text analysis questions: Ask questions that prompt students to analyse how the writer has structured the tex, e.g. How does this word connect the ideas? What effect does it have on the flow?, and offer tips for each type of text they need to write.
  • Discussion and conclusions: Encourage students to discuss the model texts and draw conclusions about the use of linking words.
  • Collaborative Writing: Promote writing in pairs or groups to allow for peer support and collective brainstorming.
  • Peer Review: Encourage students to read each other’s work and provide feedback.

Knowing Your Audience

Textbooks are great, but real-world examples are even better!

  • Textual toolbox: Equip your students with a “register toolbox.” This can be a simple folder containing samples of diverse texts: friendly emails, formal business letters, news articles, narratives, etc. Ask them to identify differences in tone and style.
  • Formal vs. Informal: Create a table on the board with columns for formal and informal elements. Have students fill in the table with examples from the texts.
  • Rewrite Exercises: Give students a letter written in an inappropriate register (e.g., a formal letter to a friend) and ask them to rewrite it in the correct register. Alternatively, provide a business letter or a formal email and ask them to adjust it for a more informal audience.
  • Sample task: Provide a hyper-formal letter to a friend and challenge students to rewrite it in a more casual tone. Repeat this with other scenarios, like business communication or student-teacher exchanges.

 Style: saying it right, saying it well

Teenagers often struggle with style, leading to overemphasis and confusion in their writing.

To help them develop a better writing style, consider these tips:

  • Avoid artificial emphasis: Teach students that good style does not require excessive emphasis. Good style thrives on clarity. Show students how excessive exclamation points, underlining, and caps weaken their writing. Teach them to express emphasis by choosing strong verbs and vivid descriptions.
  • Descriptive Writing: Provide examples of writing with overused emphasis and ask students to improve it by being explicit and descriptive. For instance:

Before: “I have NEVER seen such an awful dog!!!! It MUST belong to Beth…”

After: “I had never in my life seen such an awful dog: fat, dirty, bad-tempered, with its eyes half shut. I had no doubt, it had to belong to Beth. It was the sort of dog she would have: ferocious and unlovable.”

  • Organisation: Teach students to organise their ideas before writing. Encourage them to brainstorm, make notes, and plan their composition. Remind them that it’s normal for new ideas to arise during writing, and they should jot these down separately to incorporate later.
  • Editing and feedback: Stress the importance of reviewing and editing their work. Encourage students to write multiple drafts and seek peer feedback.

 

Conquering confusion: From jumbled to organized

Teenagers often struggle with organizing their thoughts. Here’s how to help them write with clear structure:

Planning power: Discourage the urge to jump right in. Encourage students to brainstorm, use graphic organisers or mind maps to help them structure their ideas, take notes on ideas, examples, and supporting details.

Text samples: Collect and share examples of well-organised writing. Discuss what makes these texts clear and coherent.

The art of digression: Explain that new ideas are inevitable. Instead of cramming them into the existing text, have students jot them down on a separate sheet to revisit later and integrate seamlessly.

Revision is revision: Revision isn’t just about grammar! After writing, guide students to analyse the flow of ideas. Do points jump around? Are transitions clear? Encourage editing to ensure a logical sequence.

Peer power: Peer editing workshops are gold! Students learn from each other’s strengths and weaknesses, fostering critical thinking and self-awareness about writing style and organization.

Bonus Tip:  Collect anonymous samples of confused writing and have students revise them. This self-reflection helps them recognize their own patterns and develop editing skills. Organise in-class writing workshops where students can practice writing, receive immediate feedback, and discuss their work with peers.

By providing plenty of opportunities to see and discuss text samples, students can use these references to improve their writing. Engaging in collaborative activities and continuous practice will help them master these critical aspects of writing, leading to more effective and confident communication. Remember, the key is to make it fun, engaging, and collaborative! Let’s turn writing into a journey of self-discovery and unlock the hidden potential in every teenager.

Common challenges students face when writing in English

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Writing is an essential skill for students to develop, especially in a language as widely used as English. It not only helps them communicate effectively but also promotes critical thinking and creativity. However, writing can be a challenging task for many students, particularly when it comes to different genres.  In today’s globalized world, being able to communicate proficiently in English opens up numerous opportunities for personal and professional growth. Whether it’s through academic papers or emails, having strong writing skills will benefit students throughout their lives.

Moreover, learning different genres of writing is equally important as each genre serves a unique purpose and requires specific techniques. For instance, academic writing involves formal language, evidence-based arguments, and proper citation methods. On the other hand, creative writing allows for more freedom of expression and encourages imagination.

However, mastering various genres of writing can be daunting for many students. One common challenge they face is understanding the expectations of each genre. Many are not aware that there are specific structures and conventions to follow while writing different types of texts. As a result, they struggle to produce well-written pieces that meet the requirements set by teachers or exams.

Another difficulty students encounter with different genres is adapting their style of writing accordingly. For example, switching from casual to formal tone in academic writing or using descriptive language instead of conversational tone in creative writing can be confusing for some learners.

Additionally, limited vocabulary knowledge can hinder students’ ability to write effectively in various genres. Each genre has its own set of vocabulary and expressions that are commonly used which may differ from what students are familiar with.

Furthermore, time management poses a significant challenge when it comes to mastering multiple genres of writing simultaneously. Juggling between assignments that require different writing styles can be overwhelming, and students may struggle to produce quality work within the given deadlines.

To support students in understanding and mastering different writing styles in English, educators can provide guidance and resources. This includes teaching the conventions of each genre explicitly, providing examples for students to analyze, and giving them opportunities to practice with feedback.

Understanding the differences: Breaking down the key elements and expectations of each writing style

From persuasive essays to research papers, each writing style has its own unique set of rules and expectations. As educators, it is important to not only introduce these different styles to our students but also provide them with the necessary support and guidance to understand and master them.

The key elements of different writing styles can be broken down into four main categories: purpose, audience, structure, and tone. Understanding these elements is crucial for students as they navigate through various assignments and assessments.

Firstly, the purpose of a piece of writing refers to its intended goal or objective. For example, an argumentative essay aims to persuade readers about a particular viewpoint while a descriptive essay focuses on painting a vivid picture through sensory details. By understanding the purpose of each style, students can tailor their writing accordingly.

Secondly, keeping the audience in mind is essential when it comes to effective writing. Different styles may require different levels of formality depending on who will be reading the piece. Students must consider factors such as age group, education level, and cultural background when determining their tone and language choices.

Structure is another crucial element in writing styles. It refers to the organization and flow of ideas within a piece of text. Some styles follow a strict format such as the five-paragraph essay while others allow for more flexibility. Educators can help students develop an understanding of structure by providing them with templates or graphic organizers specific to each style.

Tone plays a significant role in setting the overall tone of a written piece. The appropriate use of language and word choice can convey emotions ranging from formal and authoritative to conversational and friendly. Students should be encouraged to experiment with varying tones as they develop their own unique voice in their writing.

In addition to understanding these key elements, students must also familiarize themselves with the specific expectations associated with each style. This includes the use of citations and references in research papers, the inclusion of a clear thesis statement in persuasive essays, and the incorporation of sensory details in descriptive writing.

As educators, it is our responsibility to support students in mastering these different writing styles. This can be done through providing clear explanations and examples, offering practice opportunities, and giving constructive feedback on their writing. By breaking down the key elements and expectations of each style, we can help students become confident and proficient writers in any given situation.

In the next few articles you will find some ideas and tips that I hope will be useful. If you would like to learn more about how to help students overcome misconceptions and improve their writing skills, subscribe to my newsletter.

More Teacher Training Adventures in Ephesus! Exploring the Library of Celsus: Insights for teaching

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Ever get that feeling of standing on the shoulders of giants? That’s exactly how I felt when I recently visited the awe-inspiring Library of Celsus.

The Library of Celsus in Ephesus, located in ancient Anatolia (modern-day Turkey), was one of the largest and most renowned libraries of the ancient world. Built in the 3rd century BCE, it housed thousands of scrolls and served as a hub for scholars, researchers, and students from various corners of the ancient world. The library symbolized the pursuit of knowledge, intellectual exchange, and the celebration of diversity in learning.

Just like the Library of Ephesus, our classrooms should aspire to be havens of learning, curiosity, and collaboration. As ESL teachers, we should strive to cultivate environments where learners feel empowered to explore, question, and engage with the English language. Here’s how we can draw parallels between the library’s ethos and our teaching practices:

  1. Embracing diversity: The Library of Ephesus welcomed scholars from diverse backgrounds, fostering a rich tapestry of ideas and perspectives. Similarly, in our classrooms, we should celebrate the linguistic and cultural diversity of our students, creating inclusive spaces where everyone’s voice is valued.
  2. Cultivating curiosity: Just as the library inspired curiosity and a thirst for knowledge, our aim needs to be to ignite the same passion for learning in our students. Through engaging activities, thought-provoking discussions, and real-world applications of language, we have to encourage learners to explore beyond textbooks and embrace lifelong learning.
  3. Fostering collaboration: Scholars at the Library of Ephesus didn’t work in isolation; they collaborated, debated, and exchanged ideas. Likewise, our teaching approach needs to emphasize collaborative learning, where students actively engage with each other, share experiences, and learn from one another’s perspectives.
  4. Access to resources: The library provided access to a vast array of resources, enabling scholars to delve into various subjects and disciplines. In our classrooms, we have to leverage modern resources, including technology, multimedia materials, and authentic language sources, to enrich our teaching and cater to diverse learning styles.
  5. Creating a supportive environment: Lastly, like the serene ambiance of the Library of Ephesus, our classrooms should be a place of warmth, encouragement, and support. We should strive to create nurturing environments where students feel safe to take risks, make mistakes, and grow both academically and personally.

The legacy of the Library of Ephesus reminds us that we don’t teach English. We teach people. Teaching is not just about imparting knowledge; it’s about fostering a love for learning, embracing diversity, and nurturing intellectual curiosity. As ESL teachers, let’s draw inspiration from this ancient beacon of knowledge as we continue our mission to empower learners worldwide.

Getting teenagers to write creatively (I)

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Writing is an interactive process by nature as it evolves out of the symbolic interplay between writer, text and reader. By making conditions more ‘authentic’ than the ones in traditional classroom tasks, awareness of audience, purpose and intentionality is reinforced. While planning a written piece, the writer is constrained to consider the audience and to adopt a reader-oriented approach so as to achieve a persuasive, emotive or objective function. Interactivity can be promoted in class by implementing some of the following suggestions (adapted from L. Hamp-Lyons and B. Heasley 1992):

  • Group-brainstorming on a given topic.
  • Whole class discussion of how a particular text might need adjustment according to the audience it is addressed to.
  • Collaborative writing: students work together to write a previously agreed text.
  • Whole class text construction and composing on the blackboard.
  • Writing workshop or in-class writing: students consult each other and co-construct texts while the teacher moves around listening to their comments, providing    feedback or answering questions. The teacher keeps track of their progress and works out a record of most frequent questions, doubts and inaccuracies for a future  ‘error analysis session’.
  • Group research on a text topic: students divide out the responsibility for different   aspects of the information-gathering stage on a certain topic. They then pool their  results and work together to plan a text, which may be collective or individual.
  • Peer-editing.

In this way writing becomes communicative and purposeful; at the same time, it enables the students to challenge their language practices and gain the most from the experience. Making writing interactive requires imagination on our part as teachers, but is rewarded by the creativity and enthusiasm that most students display in response.

In order to help our students feel more confident and improve their writing, we need to help them build up from the foundations.

Building vocabulary

Many times I have heard students complain that they lack the necessary vocabulary to write, be it a story, a description or an essay. It may be all right while they follow the step-by-step guidance provided by the teacher or the coursebook, but what if they have to do a writing task by themselves, particularly of the narrative or descriptive kind?

Students seem to operate on a very limited vocabulary repertoire. While their passive vocabulary may be quite extensive, their active vocabulary is often very limited and they end up using the same words again and again:

People always walk or run

Girls are pretty or not pretty, sometimes they can even be beautiful!

Something they like is nice, if they don’t it is not nice

And you do things slowly or quickly

And that’s it! What can we do to help them build up their active vocabulary?

Describing people

Character

Brainstorm on the board adjectives beginning with each letter of the alphabet. If you feel students are going for the most common, give definitions and ask them to say the adjective: ‘Someone who always says ‘Please’ and ‘Thank you’ and lets old ladies go first on the bus is ….?’

If any letters are missing, ask students to use dictionaries and look up more adjectives and provide a simple definition. Have them keep a written record in their notebooks.

Then play a game. Student A begins by saying: ‘I like my friend Albert because he is amiable’, the second follows: ‘I like my friend Betty because she is brilliant’, and so on.

Manners of walking 

Ask students how many words they know that describe different manners of walking. They will probably come up with run, walk, jump and very little else.

Write a few verbs on the board and ask the students to mimic them if they know the meaning. If they don’t, mimic and encourage them to produce a simple definition in English they can remember easily, like:

Stagger: walk like someone who drank a lot

Some interesting and useful verbs:

Slip  crawl  limp  slide  creep  steal  stagger  hop  prowl  spring  stumble  linger 

For revision, give students blank cards and ask them to work in groups. One group should work with verbs of movement, another with adjectives that describe character.  Have them write a set of definitions and the set of words on separate cards. Have the groups exchange the cards and ask them to match the pairs.

This activity can be done with other lexical sets, for example sounds made with the nose and the mouth, ways of speaking, etc.

Puff  snore  sniff  yawn  pant  cough  blow  splutter  sneeze  sigh  hiccup  sob

Ask students to look for pictures or photographs of people and write a vivid description of this person, invent a personality from how they react to the photo, describe how the person moves, feels, their character, etc. this can be done as a writing workshop in class.

In groups, they read each other’s description comparing them to the actual picture and help each other improve the texts. Then they exchange descriptions and pictures with another group, read the texts and try to match them to the corresponding pictures.

You may wish to choose a description from a novel, short story or newspaper, and make copies for the students to read. Encourage them to discuss the good and bad points of the text, the vocabulary used and ask them what they would imitate from it.

Describing places

To excite students’ imaginations when writing a narrative that requires description, you can try modelling the narrative as if you were telling the story and eliciting enriching elements from them.

Suppose they have to write a story about what happened to them one evening when their car broke down in the middle of nowhere. You may begin like this:

‘One day, you were driving along a deserted country road. The sun was beginning to set and the sky was …….

What colour was it? Red, yes red but was it just red? Bright red … and yellow that’s it.

There was no traffic and the nearest village was ….

Where was the village? Near? Far away? How far was it?

Suddenly the car began to slow down and eventually it stopped. I tried to switch on the engine again but nothing happened. 

How did you feel?

You can build the story together by encouraging them to add interesting details and helping them with new vocabulary. It is a good idea to write the contributions on the board classifying words into categories, e.g. verbs, adjectives and nouns. Afterwards, you can ask the students to write their version of the story in groups.

You can also make copies of a short narrative or description omitting all verbs and adjectives and numbering the blank spaces. In pairs or groups, students fill in the missing details. If you would like to make it easier, you can provide two or three options from which they can choose. Depending on the kind of text and the level of the students, you can supply options with different connotations.

When they have finished, you can give them the original text to compare and discuss the differences and / or similarities between the two.

Beautiful sounds 

Words have meanings but when you read a text aloud, they also have sound. It’s sometimes difficult to concentrate on the sounds of words without thinking about their meaning. You can do this as a game to explain what the rhythm of a text is and how the choice of words can affect this rhythm.

Provide a list of words and ask the students to say them aloud and choose three or four they like the sound of most. For example:

Murmur  hush  dribble  home  lullaby  mist  nevermore  lilac  bobolink  fawn  marigold  fair  memory  mouse  harbour  cobblestone  rainbow  trembling   

Then, ask them to write six words, not from the list above, that they think sound beautiful. Allow them to use dictionaries. As a class ask them to share their words with their classmates. As a follow up, they can write a short story or a poem using their words.