Grade 7

Life Skills Toolkit

Technique Toolbox

[Link]
02 Skills for Success

Grade 7 Life Skills

Technique Toolbox
Introduction
The purpose of this toolbox is to provide a quick and
easy guide to some of the activity types named in the
Module Toolkits. This toolbox is organised alphabetically.
If a term is bold and underlined in the Module Toolkit,
you can find an explanation of it here. You can find out
more about these techniques by entering the title of the
technique into the TeachingEnglish website search bar,
where you will find additional resources to help you.

Contents
A 03 G 11 R 19
Alphabet cards 03 Gallery walk 11 Reflection 19
Anagram 03 Grouping learners 11 Reformulation 19
Assessment for Learning Review 20
(AfL) 03 I 14
Instruction checking S 21
C 06 questions (ICQs) 14 Seesaw 21
Charades 06 Islands 14 Storyboard 21
Simon Says 21
D 07 J 14
Dictation 07 Jigsaw reading 14 T 22
Dictogloss 07 Task checking 22
Differentiation 08 M 14 Think pair share 22
Disappearing dialogue 08 Model 14 Translanguaging 22
Drills 08 Mind map 14 TPR 23
Mingle 15
E 10 Monitoring 15 V 23
Elicit 10 Venn diagram 23
Error correction 10 N 16 Video making 23
Nominating learners
F 10 (nomination) 16 W 25
Feedback 10 Noticing 16 Webquest 25
Flip 11 What’s missing? 25
Frames 11 P 17 Word box 26
Freeze frame 11 Peer feedback 17 Word cloud 26
Picture dictation 18 Wordwall 26
Polls 18
Pronunciation 18
Pyramid discussion 19
 Skills for Success 03

Alphabet cards Anagram

Use alphabet cards to play a letter game A ‘jumbled’ word that is formed by
as a warmer or during a plenary. rearranging the letters of another
word. Anagrams can be used as word
Example puzzles to revise vocabulary, e.g.

1. Before class, create a set/s of chicken - kichnec

alphabet cards using recycled
cardboard or plastic bottle tops. vegetable - bveegleta
2. Write a starter sentence on the
board e.g. My favourite teacher is…
Assessment for Learning (AfL)
3. Put Ls into teams. Give each team
a set of letters, e.g. 6 letters. The Opportunities in class for Ls (and us)
teams should all have the same 6 to reflect on their learning, assess
letters. Tell them that they must how they are progressing and create
note down adjectives to describe future goals. These are ideas that we
their teacher. The adjectives can suggest. Feel free to adapt them.
only start with the 6 letters.

4. Set a time limit, e.g. 4 minutes. 3-2-1

1. Ask Ls to list:
5. Groups note down adjectives.
• 3 things they did well
6. Nominate groups to share their • 2 things they want to work on
adjectives. The group with the
most adjectives is the winner. • 1 thing they need to know more
about.
You can use alphabet cards for other
categories too. Example word families, 2. Ask them to share in pairs.
e.g. slow, slower, slowly; topics, e.g.
animals; adverbs; verbs, etc.
Self-check lists
You can either provide students with
specific items for their checklist, or
work with them to create their own
checklists. These can be for language
skills or life skills. Here are some
examples for life skills checklists.
Tick each box if you agree: Note: only use the life skills that you
are focusing on at the time.
Critical thinking
ɧ I ask questions to understand Rubrics
things better.
Rubrics are assessment grids with
ɧ I think carefully before making criteria down one side, and how well
a decision or sharing my the learner has achieved each
opinion.
criterion along the top. On the next
Effective communication skills page is an example that can be used
for any project:
ɧ I listen carefully to others when
they speak. Rubrics can be used by the learner to
ɧ I express my ideas clearly and self- or peer-assess, or by the teacher
respectfully. to assess the learners. They can be
simple check-box exercises or you can
Creativity add comments to each criterion. When
ɧ I enjoy coming up with new using comments, use a ‘sandwich’ form
ideas or trying new ways of of feedback: say something positive,
doing things. give a suggestion for improvement,
ɧ I look for different ways to explain how using the suggestion will
solve a problem. increase the quality of the criterion.
For example:
Cooperation
I like the way you designed your
ɧ I work well with others and help poster. Including more
my team when needed.
language on the poster along
ɧ I am open to other people’s with the pictures would help to
ideas and suggestions. show that you have learned the
target language and give you a
Respect for diversity
higher score on task
ɧ I appreciate differences in achievement.
others, like their backgrounds
or opinions. During the feedback process, it is
important that Ls understand the
ɧ I treat everyone with kindness
and respect, even if they are feedback. For feedback that Ls will
different from me. have difficulty understanding in L2,
use L1.
Example

Criteria Excellent Very good Good Average Needs

Task
achievement
Organisation

Language
accuracy and
fluency
Life skills

Quizzes You can adapt this by making all

A quick way to check understanding is to statements false and asking learners
create a quiz. Ls can also make up their to correct them, or by changing this
own quizzes. Some simple formats are: into a correct/incorrect grammar
exercise:
Multiple choice:
Last Monday is my birthday
Ls choose from three of more options: (is => was)
A place where we grow food: T/F quizzes are also easy for Ls to
A: zoo make for each other.
B: kitchen
C: farm Sentence completion:

True or false: Give learners the beginning of a

sentence. They then need to
A series of statements about the project, complete it. They can do this with
a reading, or a listening passage. Ls one or more words.
decide if they are true or false:
My birthday is_______
London is the capital of Canada. The largest animal in the
(F: either change London to world is the _____ whale.
Ottawa, or Canada to the UK)
You can use these to test vocabulary
or grammar. Sometimes it is useful to
give a hint, or a range of options:
 Yesterday I (go) ______ to the • what they have learned (under
library. the suitcase).
Tomorrow I (play / am playing / • what they still need to think
played) football. about (under the fridge
Sentence completions are fun for freezer).
Ls to make for each other.
• what they need to explore
Short answers: more (under the magnifying
glass).
Give Ls a question or prompt. They then
4. Encourage Ls to compare their
answer by writing or speaking: suitcases, fridge freezers and
Describe your school. magnifying glass lists.
Write five sentences about your
classmates. Traffic lights
Short answers take longer to answer Ls colour in traffic lights according to
and to assess, but they give a better how they feel they performed in a
picture of how well learners are task or project.
learning.
Example
Ls can ask or prompt each other in pairs
Green = I feel confident.
while you observe them completing the
Orange = I feel OK.
task.
Red = I need more time.

Suitcase, (fridge) Freezer, Magnifying

glass C

Charades
A miming game which gets learners
moving and provides a fun way to
review vocabulary. It can be played in
1. Draw a suitcase, (fridge) freezer and pairs, groups or with a volunteer in
magnifying glass on the board. front of the class, with Ls taking
2. Ask Ls to draw these on a piece of turns.
paper, with space to write 1. One L picks up a vocabulary card
underneath each one. and mimes an action associated
3. Ask them to list: with the word (e.g. rainy – putting
up an umbrella).
 Skills for Success 07

2. The rest of the group try to guess 4. Dictate the useful language for
the word and also the correct form learner 1s to write on a slip of
of the word (e.g. rainy–adjective). paper, e.g. Any ideas, anyone?
Repeat if necessary. Then
3. The L miming must not speak or continue with learner 2s. Repeat
show the card to teammates. the process until you have
4. Ls have a time limit (e.g. 30 dictated all the useful language
seconds–1 minute) to guess the examples.
word. If they guess correctly, they 5. Explain how the learners will use
earn a point. the slips during the target
activity.

D
Dictogloss
A dictogloss is a technique where the
Dictation
teacher reads out a short text a few
A dictation is when a person (e.g. the times and the Ls reconstruct it. The
teacher or a learner) reads words, text should be an appropriate level
letters or a text aloud and listeners
for the Ls.
write down what they hear. It provides
practice in listening, writing, spelling 1. Tell Ls that you will read out a
and grammar and engages Ls with text a few times. They must listen
target language and texts. and note down key words, e.g.
nouns, adjectives, adverbs and
verbs as they hear them. They
Paper slips
should not try to write down all
You can use this technique to provide the words they hear.
practice in useful functional language,
2. After the dictation, explain that
e.g. inviting contributions, giving now the Ls must reconstruct the
opinions, etc… text by adding missing words
(use the pyramid discussion
1. Give out slips of paper for learners
technique to encourage
to write on, e.g. 8 slips of paper
collaboration and peer support
(two slips for each learner in
during the reconstruction). The
groups of 4).
outcome may not be exactly the
2. Number learners in groups 1–4. same as the original. And Ls may
make some errors with unfamiliar
3. Tell all learner 1s that they must words. This is not important. The
listen and write down what you aim is for Ls to construct a text
say. that is similar and coherent.
08 Skills for Success

3. Conduct whole class feedback. 4. Keep erasing more and more of

For example, ask Ls to underline the dialogue until most of it has
unfamiliar words or phrases and ‘disappeared’. Ls should keep
invite them to come and write them repeating the sentences from
on the board. Elicit help from other memory, with the added
Ls where possible, and offer challenge of trying to remember
support and input where necessary. more and more (please note that
the activity should be
approached as a fun challenge
Differentiation and not a memory test!).

An approach where the teacher adapts 5. Finally, put Ls into A/B pairs and
classroom techniques, activities and get them to practise the dialogue
as a mini-roleplay, with each
learning resources to meet the
taking a turn.
individual needs of learners.
Differentiated teaching caters for
individual language levels, abilities, Drills
learning styles and interests amongst a
Controlled practice of the target
group of learners.
language: form, use and
Specific guidance for differentiation is pronunciation.
included in all Toolkit activities and
projects.
Chain drill
Ls ask each other questions (open-
Disappearing dialogue class) using the target language and
A great activity to encourage fluency answer them.
and build confidence in speaking. Example
1. Write a dialogue on the board. T: Samia, what are you
Adjust the length according to your
wearing?
Ls’ levels of ability and confidence.
L1: A T-shirt, jeans and trainers.
2. Ls practise the sentences using the Aly, what are you wearing?
choral drilling techniques L2: A jumper and trousers.
described in Drills. Repeat as many
Lina, what are you wearing?
times as necessary.
L3: A dress and a belt.
3. Next, erase a small part of the Mohammed … etc.
dialogue. Ls must now repeat the
dialogue again, remembering the Chain drills are also very useful for
missing parts. providing practice in functional
language.
 Skills for Success 09

Example (Greetings) • Ls repeat only the last word (…

cream?); then build up as follows:
T: Hello Samia. How are you? …ice cream? …like ice cream?
L1: Fine thanks. ...you like ice cream?…Do you like
L1: Hello, Aly. How are you? ice cream?
L2: Fine thanks. • This technique also works well
L2: Hello, Imene. How are you? with single words with several
L3: Fine thanks … etc. syllables, especially when helping
Ls recognise when syllables are
not pronounced. For example,
Choral drill the word, vegetables, could be
Ls repeat together at the same time. drilled like this:

Example …bles - …t’bles – veg-t’bles.

T: I’ve lived in Tunisia all my life.

Ls: I’ve lived in Tunisia all my
life! Group drilling: Ask Ls to repeat target
words and sentences in groups. Groups
Ls can repeat in different ways: can be by row or table, ‘girls’ and ‘boys’
whispering, sadly, nervously, etc. in mixed classes, or you could add
variety with unusual groupings, (e.g.
Variations
‘everyone whose name starts with T’).
These techniques offer fun and Changing groups randomly will quicken
interactive ways to ensure learners the pace and ensure Ls stay engaged.
engage more fully with choral drilling
Loud and soft repetition: Ls respond
exercises.
well to the different sound levels in this
Backchaining: This effective technique. The whispering stage is
technique really helps learners tackle especially helpful for those who are less
different language structures, word confident.
stress and intonation, and aspects of
Write the target language on the board.
connected speech. Learners also
Ask Ls to start by whispering the words,
enjoy the novelty of creating a
then mumbling, then gradually getting
sentence or question backwards!
louder and louder. If the noise levels get
• Write the target sentence or too loud, ask them to go back to
question on the board. For whispering.
example, the question, Do you
like ice cream? Cover all the
words except the last one.
10 Skills for Success

Using fingers and hands: Help Error correction

learners notice contractions in
sentences and questions by using
Cold error correction
your fingers to indicate each word,
then pushing two fingers together to Correcting Ls’ errors after an activity,
highlight a contraction (for example: (not during), so we do not interrupt the
‘it’s’ instead of ‘it is’). activity flow and fluency development.

Hand gestures can be used to 1. Monitor during the activity and

make notes of errors you hear.
emphasise sentence stress and
intonation; for example, raising the 2. After the activity, write the errors on
hand to show rising intonation. the board (don’t identify individual
Ls!)
Manner: Ls can repeat in different
3. Ask Ls to correct them in pairs or
ways: excitedly, sadly, nervously, etc.
open-class.
Hum drill: T hums the sentence or
question, emphasising the stressed
syllables and intonation, e.g. What F
would you like to eat? would be HUH
huh huh HUH huh HUH (capitalised Feedback
hums are stressed). This focuses
Feedback is when you or a L gives
attention on pronunciation before
information to another L or Ls on their
articulating the sounds.
output. This can be to support them by
providing guided correction, to
acknowledge how well they are doing,
E or to suggest what they could work on
next.
Elicit
Asking Ls to provide the answer to Whole class feedback
something instead of giving it Use whole class feedback to encourage
yourself. Elicitation encourages L peer sharing, support and correction.
engagement and peer support. Use a
nomination technique to select a L Example
or ask for volunteers. 1. Invite Ls to come to the board and
supply answers to a task, write
questions or comments about a
task, or anything else you want
them to share with the whole class.
2. Elicit corrections, answers or ideas
from another L or Ls.
 Skills for Success 11

Flip
A video-based platform where Ls can 3. Pairs/groups walk around, read the
record themselves in response to a texts and write their answers.
task set by the teacher. Other Ls can
watch and leave a written or recorded Note: This can be done as a competitive
comment. Good to develop speaking, race in teams (known as ‘Reading race’).
listening and critical thinking skills.

Grouping learners
Frames
A grouping technique is a means of
Sentence starters to help learners putting Ls into pairs or groups, so they
speak or write, e.g. don’t always work with the same
classmates. This will encourage wider
I really enjoyed…
peer collaboration and peer support.
How about…? You can do this purposefully: with a
particular reason behind your groups,
In this lesson, I learned… or randomly, using a number of
methods:
Freeze frame
Numbers/Colours
A drama activity where Ls stand still
and quiet to show a given situation for 1. Prepare slips of paper with numbers
other Ls to guess. on them.

Example

G For 5 groups of 4 Ls, you need 20

slips.

Gallery walk Group Group Group Group Group

1 2 3 4 5
A kinaesthetic activity also known as
1 2 3 4 5
‘Wall crawl’, which can be used for
reading and speaking. 1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Find the answer!
1. Put texts on classroom walls (e.g. 2. Cut out and mix up the numbers.
information about different Put them in a bag/box.
animals). 3. As the Ls arrive, ask them to pick a
2. Give pairs/groups questions, e.g. paper slip.
Which animals live in the Arctic?
12 Skills for Success

4. When all the Ls have arrived, ask Variation:

Ls to find the members of their
Only assign the group leaders. Then ask
group, e.g. 1s, 2s, 3s, etc. and sit
together. group members to join the group they
want. Group leaders have to take the
first people who come to them, then say
Variation ‘This group is full’ when they have
Use colours instead of numbers, e.g. enough people.
blue, red, etc. Ls with the same colour
form a group.
Pick a stick
1. Collect lolly sticks (one for each L)
Nouns or cut up some cardboard into
sticks.
1. Use nouns related to the topic of
the class. Ask the first four Ls, 2. Number the sticks. If you want to
what’s your favourite food/animal/ organise Ls into groups of 4, create
country, or whatever the topic is. sets of sticks with the same number
The first four answers must be on them.
different from each other. These
are your group names and the Ls 3. Put the sticks in a container, e.g. a
who proposed them are the group coffee mug, with the numbers at the
leaders. bottom so that Ls can’t see them.

2. Go around the class assigning Ls a 4. Go around class and ask Ls to take

noun and then ask them to join the out a stick. Ls with the same
relevant group. number on their stick form groups.

Adjectives Pairs
1. Use adjectives connected to the Opposites
class. Make sure they are positive
1. Think of some examples of
so as not to discourage Ls. You’re
opposites that Ls are familiar with
great, you’re amazing, you’re
e.g. hot/cold; big/small; light/dark;
fabulous, you’re brilliant.
old/new; happy/sad; fast/slow; big/
2. Go around the class small; near/far; clean/dirty; open/
complimenting Ls. They arrange closed.
themselves into the great,
2. Write the adjectives on slips of
amazing, fabulous, and brilliant
recycled paper (one adjective on
groups.
one slip). You will need sufficient
pairs of opposites for each pair of
Ls. You can make more than one set
of each pair, depending on the
number of Ls in your class.
 Skills for Success 13

3. Scatter the slips of paper around Puzzle pieces

the room. 1. Cut out some shapes from
4. Ask Ls to pick up a slip of paper recycled paper or cardboard. They
and find someone who has the could be obvious shapes like a
opposite to them. This will be circle, triangle, rectangle,
their partner for the pairwork hexagon, or random shapes that
task. don’t represent anything.
2. Hand out the pieces and ask Ls to
find the person who has the
Variation matching piece to their shape. Or,
Give each L a slip of paper, then ask put them in a box, and ask Ls to
them to find their opposite. take a shape out of the box, and
then find the person with the
matching shape. This will be their
Pieces of string partner for the pairwork activity.
1. Cut some string into lengths. You
will need one piece for each pair
Variation
in the class.
Cut out some objects from a magazine.
2. Hold the bunch of string in your
They could be all related, e.g. fruit and
hand and invite Ls to come and
hold one end of a piece of string. vegetables, animals, vehicles, etc. or
The strings will need to be long just random objects. Cut each object
enough so there is room for each in half for pairs to match.
L to hold one end.
3. Let go of the string and the Ls Sentence halves
will find their partner on the end
1. Write out sentences from the
of their string (Dudley, E. &
lesson or unit on slips of paper.
Osvath, E. 2016. Mixed-Ability
Then cut the strips in half.
Teaching. OUP)
2. Give each L a piece of a strip.

Variation 3. Ls mingle and find the L with the

matching half to their sentence.
For larger classes, prepare two or
three bundles of string. Invite Ls to Note: This grouping activity can also
come up in groups of 6–10 and take help Ls revisit target sentence
hold of the end of a piece of string. structures.
14 Skills for Success

I M
Instruction checking questions Model
(ICQs)
Demonstrate an activity to show Ls
Questions we ask to check Ls understand how it is done. Model yourself or
instructions. Ask Yes/No or multiple- select a confident L to model in front
choice questions (MCQs) and simple of the class.
language.
When you want to model an
Examples interaction, model together with a
T: Do you write or do you speak? confident L or get two confident Ls
Ls: Write. to model.
T: Do you ask another question? Make sure that all the class can see
Ls: No. the demonstration.
T: Do you write your answers or
your partner’s answers?
Ls: My answers. Mind map
A way of collecting information by
Islands creating a diagram that organises
items into groups with the main idea
A classroom layout where desks or tables
at the centre. This technique can be
are placed together and Ls sit around used for generating both target
them in groups. language and content and
encourages lateral thinking.
J
Jigsaw reading
A collaborative group reading task.
1. Each group (e.g. A, B, C, D) reads a
different text/source of information or
part of a text. They work together to
answer questions or make notes.
2. Regroup so each new group has Ls
from A, B, C and D.
3. Ls take turns to talk about their text/
information, using their answers/
notes. Other Ls listen and make notes.
Encourage Ls to ask questions if they
do not understand.
4. Groups take turns to give feedback to
the class.
 Skills for Success 15

Mingle Monitoring
Ls/pairs walk around the room and ask Walking around the room, listening
their classmates questions to find and watching when Ls are working to
information. notice difficulties, errors, good work,
etc.
Examples

Find someone who… (likes football, has

Clarify it
two brothers, has the same answer as
you, etc.). Ls report to the class. Making sure Ls know what to do.
1. At the start of an activity, walk
How many Ls…? (like football, have two
around and notice Ls who are
brothers, etc.). Ls report to the class. not on task or seem confused.
2. Explain the task again. Ask task-
checking questions if necessary.
16 Skills for Success

Cold error correction

Correcting errors using peer
learning.
1. During the activity, move around
and note any errors or points
related to the lesson aims and
target language.
2. After the activity, write the most
common/important errors/
points on the board. Note: Don’t
identify individual Ls!
3. Point to the first error/point.
Invite ideas/corrections. Ask Ls
to explain why it is wrong/
correct. Repeat with other
errors/points.

N
Note: It is important that Ls understand
Nominating learners it is OK to pass on the question. This
encourages peer learning and avoids Ls
(nomination)
feeling stressed or uncomfortable.
Making sure all Ls have
opportunities to speak and answer.
Noticing
Name sticks Noticing is a student-centred technique
1. Write each L’s name on a stick, that encourages deeper L engagement
e.g. a wooden stick like a lollipop during grammar teaching and learning.
stick. We use inquiry questions to get Ls to
2. Put all the sticks in a container, analyse grammar structures, and notice
e.g. a mug so the names can’t be elements that are the same/different.
seen.
Example
3. Ask a L to choose a stick and say
the name out loud. 1. Write several examples of the
present progressive on the board.
4. Ask the named L a question. If Make sure you write them in a full
the L isn’t sure/doesn’t know the sentence, e.g. Peter and Aly are
answer, they take a stick and say playing football.
the new name out loud. The new
L tries to answer the question.
Repeat until a L can answer.
 Skills for Success 17

2. Use colours to help Ls notice Highlight the missing word

similarities and differences, e.g. 1. Say the sentence or phrase
auxiliary verbs in one colour containing the error.
(purple), -ing form in another colour
(green). Example: I playing tennis. When
3. Ask questions to encourage Ls to you get to the missing/
notice the structure (form). incorrect word, pause. Say the
Example: What do you notice about sentence or phrase a few times
the purple words? Are they the with a pause and use facial
same or different? Why? Here the expressions and gestures to
aim is to get Ls to notice that the indicate something is missing/
auxiliary verb changes for singular
incorrect. Invite a L to correct
and plural pronouns/nouns. What
do you notice about the green the sentence or phrase.
words? What sort of word are the 2. Hold up your hands in front of you
green words? Here the aim is to get with fingers folded down. As you
Ls to notice that they are all base say each word of the sentence or
verbs + -ing. phrase, raise a corresponding
4. You can use the technique to finger. When you get to the
introduce new grammar structures missing word, leave the finger
and to highlight and correct L folded. Use facial expressions and
errors in the target structure. discourse markers

Example: Hmm (to highlight

something is missing). Invite a L
P to correct the sentence or
phrase.
Peer feedback
Instead of giving corrections to Ls, use Two stars and a wish
peer correction to encourage autonomy 1. Put Ls in pairs/groups. Ask them to
and collaboration. write two positive comments and
one constructive comment about
their partner’s work or another
At the board
1. Invite a L to come to the board to
write a target sentence.
2. If they make a mistake, elicit the
correction from another learner.
18 Skills for Success

group’s work. only these options. Repeat until

you have reduced the number to
2. Ls share their feedback. the target number, e.g. four.

Picture dictation Pronunciation

In a picture dictation, the teacher Pronunciation is an umbrella term used
describes something and the learners to talk about aspects of spoken
draw what they understand from the language, including: sounds, stress,
teacher’s description. The teacher can rhythm and intonation.
repeat the description as many times as
necessary. After listening, learners can
compare their drawings with a partner Sentence stress
and identify missing parts. Sentence stress refers to the pattern
of stressed and unstressed words in a
Polls sentence. The stressed words are
usually content words that carry
A poll is a voting technique. Use a poll
for Ls to reach a whole class decision. information, e.g. nouns, verbs,
Example: They vote for the top four adjectives, adverbs and question
criteria to use when nominating words. Function words, e.g.
someone for an award. prepositions, determiners,
Stand up conjunctions, etc. are not usually
stressed. The words we stress help to
1. Explain what the Ls are going to
vote for. convey meaning to our listeners. Try
this technique to get Ls noticing how
2. List the choices on the board, then sentence stress changes the message
tell Ls how many they will need to
the speaker is conveying.
agree on, e.g. four criteria for a
person of the year. Example
3. Tell Ls that you will point to a choice 1. Write a sentence on the board, e.g.
and if they want to vote for it, they I was opening the door when I
must stand up. heard a loud bang.
4. Model with a confident L. 2. Try stressing different words and
5. Start the poll. For each option, elicit how the message changes.
count the number of Ls who stand I was opening the door when I
up and record it next to the option.
heard a loud bang.
6. When you have covered all options, I was opening the door when I
tick the options with the highest
scores. If you can tick the target
number of options (e.g. four), then
you have a clear vote. If there are
several options with the same high
score, then conduct a new poll with
 Skills for Success 19

heard a loud bang. should now agree on the output.

I was opening the door when
3. Put pairs in groups to work on the
I heard a loud bang. task. Again, the aim is that they
should all agree on the output.
Word stress 4. Continue joining groups together
until you finally end with a whole
Word stress refers to the syllable that
class discussion.
is stressed in a word. Try this
technique to get Ls noticing word Option: You can end the discussion after
stress. Ls have completed a discussion stage,
e.g. after they have worked in groups of
Example four or eight. And then conduct a whole
class feedback.
1. Choose a word with more than
two syllables, e.g. beautiful.
2. Try saying it in different ways
and ask Ls to notice where you
R
put the stress.

beautiful beautiful beautiful Reflection

3. Elicit which pronunciation Reflection enables Ls to think back over
sounds more natural. If Ls have their learning, acknowledge what they
access to dictionaries, ask them have learned and think about where they
to check the dictionary to check need to go next. It is an integral part of
if they are correct. the assessment for learning (AfL)
process.
You can also introduce words from
the same word family for Ls to
explore too, e.g. Reformulation
A non-intrusive error correction
beauty beautifully
technique where the teacher repeats
back the correct version of a L’s
sentence, without directly addressing the
Pyramid discussion errors. This strategy mimics the way
A pyramid discussion is a technique children learn their first language from
that you can use to develop the people around them. It is an effective
speaking skills, collaboration, peer technique for encouraging fluency or
support and L autonomy. discussion, while gently modelling
correct language use, e.g.
1. Give individual Ls the information
or task to do on their own, e.g. L: I goed swimming Saturday.
reconstructing a dictogloss, a
ranking activity. T: Oh I see, you went swimming last
2. Put Ls in pairs to work together Saturday….
on the task. The aim is that they
20 Skills for Success

Review
Use review techniques to enable Ls to Tech option
revisit language and skills and 1. Select a suitable video of around
demonstrate their learning. 3–5 minutes that contextualises
target grammar phrases, e.g.
present progressive.
Backs to the board guessing game
2. Put the Ls in two or more teams,
Low tech option depending on the class size. Line
1. Put the Ls in two or more teams, team members up in front of the
depending on the class size. Line board, one behind the other.
the teams up in front of the board.. Nominate one L in each team to be
the scorer. Their job will be to
2. Tell the first L in each team to come count how many grammar phrases
and stand in front of their team with their team guesses. They can
their back to the board. stand to one side.
3. Explain the activity. You will write a 3. Tell the first L in each team to
word or an example of a target come and stand in front of their
grammar phrase on the board. team with their back to the video.
Example: He is playing football They are the speaker.
(present progressive).
4. Explain the guessing game. You
4. Team members must help the L at will start the video. The L at the
the front guess the word or the front of each team mimes
grammar phrase. They can mime, something they can see on screen.
define, explain, paraphrase or give The speakers guess what they are
an example. doing. Example: If the person on
screen is eating a meal, the team
5. The first L to guess the word wins a member mimes eating a meal and
point for their team. the speaker says eating a meal.
6. The Ls at the front then go to the The scorer counts one point. If
back of their team. The next Ls they can’t guess, they say ‘pass’
come to the front to guess and so and go to the back of the line. The
on until you have reviewed all the L at the front takes their place with
target words/grammar phrases. their back to the video. The next L
in line then mimes something on
7. The team with the most points wins. screen.
8. Model with a confident L. Then start 5. The team that mimes and guesses
the guessing game. the most target language is the
winner.
 Skills for Success 21

Seesaw Simon Says

A web-based portfolio tool where Ls Good for revising physical actions. If you
can collect different tasks involving say Simon Says before a command, Ls
drawing and colouring, writing and perform the action. If you don’t, they
recording audio and video. Only Ls must stay still. If they move, they must sit
and their parents can see their work. down. The winner is the last person
Access is through an alphabetical or standing.
QR code the teacher provides.
Example
[Link]
T: Simon Says, go to sleep.

Ls: (do the action)

T: Dance!
Storyboard
A storyboard is a simple table you or Ls: (must stay still)
your Ls can create. It is used to tell a
story or summarise a story. Each
horizontal row represents one stage
of the story.

Create a table like this one that

shows a description, a picture and
the script (what the characters say).

Stage Description Picture Script

1 Aly’s home. Aly: Are you ready, Peter?

Peter and Aly We’ve got a lot to see today!
are getting
ready to go
sightseeing with Peter: Yeah, I think so. Got my
Aly’s mum. camera, water bottle... Oh, do I
need sunscreen?

Aly: (laughs) Yeah, it’s really

sunny here. You don’t wanna
get burned!
22 Skills for Success

T Examples
• What do you do before you
record your video?
Task checking
• What do you do first?
Making sure all Ls know what to do
and are on task. • Where do you write your
answers?
• Who is writing the notes?
Staging sheets
Useful with long written task
instructions, e.g. a project Think pair share
information sheet to read for
homework. This technique encourages peer
collaboration, critical thinking and
1. Use sheets of A4 paper (recycle problem solving.
paper with writing on one side).
1. Write a question on the board. Tell
2. Write a number at the top of Ls to think about the answer, but
each piece of paper. (Each paper not to speak to anyone else. Give
is the stage of a project. If the them time to think quietly. You can
project has 4 stages, use 4 also suggest they write down their
pieces of paper). ideas in their notebooks.
3. Stick the sheets of paper around 2. Put the Ls into pairs and ask them
the room. to discuss their ideas. Make sure
you give them enough time and
4. Give Ls slips of paper or post-it circulate, monitor and support as
notes. Ask them to write a necessary.
question on each slip/post-it
note. For example: How long do 3. Nominate pairs to share their
we have to complete Stage 2? answers with the class.
5. Ask Ls to stick their questions on
the correct stage sheet on the
wall. Translanguaging
6. Read out the questions on each A multilingual approach where Ls use a
sheet of paper in turn. (Some combination of languages
may be the same.) As you do, ask spontaneously to complete a task,
Ls if they can answer. If not, either within the same sentence or in
answer the question yourself. between sentences, in speaking or
writing. The approach values the
Task checking questions diversity of languages in the classroom.

Ask simple questions to ensure Ls

know what to do before they start a
task.
 Skills for Success 23

TPR Video making

TPR (Total Physical Response) is a Use the following stages for projects
technique that involves Ls physically where Ls are making a video.
moving around in response to your
instructions, e.g. Stand up. Sit down /
Creating the video
turn around. It is often used with young
Ls and lower level Ls to enable them to Smartphones offer some simple options
demonstrate understanding. And to for making a video.
engage kinaesthetic Ls. Before the project
You can also use it to encourage • The device: Familiarise yourself
student-centred learning too. Example: with the video options on
L1 instructs L2 ‘Stand beside the Android, Apple and Windows
window’ / ‘Put your book on the table.’ smartphone operating systems.
Go to the camera settings to find
Etc. In this example, Ls are practising out what is available, e.g. filters,
and responding to instructions using video stabilisation. Or do an
prepositions of place. online search for the information
you need.
• The process: Research how to
V make short, simple videos on
smartphones. Use search terms
like How to make videos on
Venn diagram Android. How to make short
videos on a smartphone.
A diagram that uses overlapping circles Example: Record videos with
(or other shapes) to show how two (or your iPhone camera.
more) sets of items are similar or
different. Items are written in the two • Video format: Consider the
format of the video. Videos that
circles, according to their grouping, with are filmed in one location can be
the overlapping sections showing items filmed in one go (no editing).
in common between the two groups. Example: a video of Ls talking
about and preparing their
favourite dish. Ls will need to film
a few times before they get the
women men best result. Videos that are filmed
in more than one location may
both need editing. This could detract
from the main project aims if not
managed well.
24 Skills for Success

• Editing: If Ls do need to edit

their video, research free tools
online. Example: Vimeo is free
and simple to use.
• Storing and sharing the video:
Research the simplest and best
option where you can upload Ls’
videos and share. Example: A
YouTube channel gives you the
option to make the video
private. This means that only the
people you share the link with
can access the video. Control
who can upload the videos e.g.
yourself to ensure student
online safety.
• Prepare the Ls: Create a ‘How
to make your video’ session for
your Ls. Explain practical
technical information, share
filming tips and planning steps.

Example

Smartphone • The camera and video settings.

video options
• What to use, e.g. video stabilisation (stops the picture
jumping about).
• What not to use, e.g. High efficiency video (it saves
storage space but can mean you can’t share online
or others may not be able to play it).
• Free online How to videos from trusted sources.
Tips on filming • Choose a space where there is good light.
• Make sure you can see everyone in the shot that
needs to be seen.
• Check that the space is quiet and there are no noises
that could interrupt filming.
Planning steps • Create a storyboard of the stages of the video.
Decide who is in the shot, what they are doing, and
what they will say.
• Rehearse who is doing and saying what in the video
using the storyboard.
• Practise using a smartphone to video something.
 Skills for Success 25

During the project W

• Ensure that everyone in each
group knows what they are doing
and has a clear role. Webquest
• If Ls are all using the same space Task-based learning using online
to make their video, create a resources. Ls are usually in role (e.g.
schedule and time slot for each famous scientist, journal editor, etc),
group. they find information online and then
share what they found with others. Ls
• Plan who will be available to usually need to produce something
support Ls during the rehearsal with the information they found, such
and filming. Ask colleagues for as a debate or a poster, which they
assistance if necessary. then present to other groups or the
class.
• Plan how to set up the editing
process (if the video needs to be
edited) and who will support the What’s missing?
Ls. Ask colleagues with technical
expertise to advise/support. A game with a set of pictures on
PowerPoint or flashcards on the
• Provide groups with clear board.
instructions about how to share
the video with you when they 1. T shows pictures.
have finished.
2. Ls close their eyes and T
removes one picture.
Storing and sharing the video
• Upload the Ls’ videos to your 3. Ls open their eyes and say
chosen channel, e.g. YouTube. which one is missing.
Ensure that access for each
video is set to Private. Share the 4. Repeat with as many
link as appropriate. If groups are pictures as you have.
watching each other’s videos,
there is no need to share the link. Note: To make it progressively more
You can play them in class for challenging, you can remove two or
classmates to watch and feed three pictures at a time.
back on.
26 Skills for Success

Word box Word cloud

Use a word box to encourage Ls to A visual image of a collection of words,
revisit vocabulary. You need a box arranged to form a cloud shape. Words
(with a lid) big enough to hold many are presented in different colours and
slips of paper that Ls will add during sizes, highlighting their importance in
the term. Recycle a box like a shoe the group, e.g. Ls might be asked to
box. Option: Get the Ls to decorate create word clouds with words to
the box. describe themselves. The largest words
• At the end of a lesson, give would represent aspects of their
out slips of paper – as many personal identity that they most want to
as you need for the words you highlight.
want the Ls to record.
• Dictate the target words from
the lesson. Ls write each
target word on a separate slip
of paper. Option: Before the
dictation, go around the class
allocating numbers to Ls, e.g.
allocate the number 1 to four
Ls, number 2 to four Ls and so
on. Then when you do the
dictation, instruct all number
1s to write down the word.
Number 2s to write down the
next word, and so on until you
have completed all the target
words.
• Ls put their slips in the box as
they leave class. image by microsoft copilot (AI)

• As a lesson warmer, mix up all

the words in the box, then Wordwall
nominate a L to take out a
word. Ask the L to: An online platform for interactive
games and activities. You can play
Examples ready-made games or create your own.
give the definition of the word
spell the word [Link]
mime the word
use the word in a sentence
• If the L is not able to provide
the response, they can pick
another word or pass the
word to a friend. Repeat with
several Ls.