Week 6

Although this unit is on writing, I would try to use different graphic organizers as post reading activities. I would use them to make sure the students understood the story. If it's a short story, I might ask the students to read the story for homework or in class I pairs and then to make sure the story was understood by all, I would fill this out together with them. Another idea I have is to use graphicorganizers as a writing prompt.

  For example with this graphic organizer, I would ask students to write from the top to bottom something that they like to the bottom, something that they really dislike.  This could be a writing activity using the language of rating (least, most, best,better). Students will have to write sentences using this language. For example, if the topic is sports a student might write:  I like bike riding better than playing tennis.

I think using the SMS generator is a great way to teach dialogue to the students. This tool makes it relevant to the students, it brings it down to their world. They are much more willing to accept something when they feel that it is closer to their world. Their affective filter is wide open. There are two ideas that come to mind with this tool. Either the teacher can prepare a dialogue in advance using the relevant grammar and lexis, or the teacher can record a live conversation that students create in the classroom. The teacher can bring two imaginary characters, tape them to the board, and have the S make up conversation between the two.

I had an idea for using  Skype in the classroom. It can be very beneficial for Israeli EFL learners to converse with native English speakers but what do they have that others can learn from them? I think that there are many English speaking Jewish communities that would be eager for their students to talk with "real" Israelis living in Israel. For example, in this current situation, referred to by some as the "knife intifada", Jewish students abroad might want to know what life is like here. Skype is an upgraded version of having a pen pal. I will call it Skypal (skype+ pal). I will have a pair of my students team up with a pair of students abroad and give them different topics to talk about. I think in pairs it will be less awkward for the students and in addition they can help each other out and keep the conversation flowing.

I think using GoogleDocs in the classroom can be very useful. When students are writing a book report, they can write it in a GooleDoc, share it with the teacher and the teacher can comment on the work that was done and request that certain changes be made. This is a huge advantage for the teacher because this way, all the documents are saved online and they don’t flood the computer's memory. In addition, this is an easy way to avoid spelling errors. The S can see right away where they were mistaken.

Another tool that I sometimes use for checking the correct spelling is my phone. When I start typing a word as if I am texting someone, the phone tries to guess which word I am typing. I usually am not so off that the phone can guess what I am trying to say. This is a good way to use technology in the classroom. Instead of fighting that kids put their phones away, ask them to take them out! This way, at least you know what they are doing with their phone! (I hope this works and kids don’t take advantage of it).