Tag Archives: group work

map of Europe

The Impact of Climate Change on Europe (Infographic)

The Impact of Climate Change on Europe (Infographic)

This useful infographic from the European Parliament provides some facts about the impact that climate change is projected to have on the continent of Europe.

Why not use it to spark a discussion about climate change in your ELT classroom?

Reading the Bible – Discussion Questions

Reading the Bible – Discussion Questions

Reading the Bible – Discussion Questions

Get more FREE Bible study worksheets [Click Here]

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Discuss the following questions with a partner or small group:

  1. What is your favourite: a) book of the Bible (Old and New Testaments), b) verse in the Bible, c) story in the Bible, d) psalm, e) proverb, f) parable of Jesus, g) letter in the New Testament? Say why.
  2. Which person in the Bible do you relate to the most? Why? Compare two characters from the Bible – one from the Old Testament and one from the New Testament. What features make the Old and New Testaments different? What do they have in common? Which do you prefer to read? Why?
  3. When do you read the Bible? What is the best time of day? How long do you spend reading the Bible? Where do you usually read the Bible? Do you have a favourite place to go? Do you like to read the Bible with others or alone? Why? Have you ever attended a Bible study group?
  4. Which version of the Bible do you prefer? Why do you like it more than other versions? Have you ever tried to understand the Bible in its original languages: Hebrew, Aramaic, and Koine Greek? How did you get on?
  5. Describe your Bible. What does it look like? How old is it? How long have you had it? Where did you get it from? Are you thinking about replacing it? Have you ever used a Bible app or an eBible online?
  6. Do you use any tools to help you understand the Bible, e.g. concordances, reading notes and plans, websites, etc.? How do they help you? Do you enjoy hearing the Bible read aloud? Do you listen to readings from the Bible online or on Bible apps?
  7. How important is the Bible to you personally? Why do you read it? Have you ever been encouraged or helped by reading the Bible? Tell me about it. How do you apply the message of the Bible in your life? Do you think you could function as a Christian without reading the Bible? Are you ever reluctant to read the Bible? Why? How do you start reading again?
  8. What would you do if you couldn’t read the Bible anymore? What about if the Bible was outlawed in your country? Do you ever take your access to the Bible for granted? Have you ever been bullied for reading the Bible or being a Christian? How did you respond? Have you ever distributed Bibles?
  9. Did anyone teach you to read the Bible? How did you first hear about the Bible? Have you read the whole Bible? If not, what is stopping you? Would you consider trying to read the whole Bible in a year with a special plan or app? What do you think would be the difficulties? What would be the rewards?
  10. How do you know that you can trust the Bible? Do you believe that everything in the Bible can be taken completely literally? If not, which parts cannot? How do you know?
  11. Do you like to memorise verses of Scripture? How many do you know? Can you tell me some of them now? Why do you do it? How do you memorise verses?
  12. Is the Bible relevant to non-Christians? How? How often do you talk to your non-Christian friends or colleagues about the Bible? What is their response?

Image: https://pixabay.com


Get more FREE Bible study worksheets [Click Here]


 

Hashtag Improve Your Life in Four Words - ESOL Game

Hashtag Improve Your Life in Four Words – ESOL Game

Hashtag Improve Your Life in Four Words – ESOL Game

This is a fun ESOL game inspired by the recent Twitter hashtag: #ImproveYourLifeIn4Words

Method:

  1. SS (students) work in pairs or small groups. They access the hashtag on Twitter and select ten (or more, or fewer) tweets. T (teacher) monitors and helps.
  2. They write the four-word phrases onto a sheet of paper, then delete one of the words from each phrase. SS could focus on deleting words from a particular word class, e.g. verbs, adjectives, or prepositions, etc.
  3. Next, SS exchange their paper with another pair or group, who have to complete each gap with one word only – or more than one word, if you want the game to be easier. Then both pairs of groups come together and compare their answers with the original tweets.
  4. Twist: SS have to suggest more than one word that could possibly fit, e.g. five words – the funnier the better!
  5. The whole class come together and different groups present their work to the class.
  6. Final quick-fire round #1: T (or a student) collects all of the four-word phrases and reads them to SS going round the whole class in a circle. The reader omits the final word and the student has to say the first thing that comes to mind, e.g. “I would buy…” “Sausages.” / “Bread.” / “A pizza.” – and so on. You could make it competitive by putting a five-second timer on each student – if they can’t think of anything, they sit out, and the game continues until there is one student as the winner!
  7. Final quick-fire round #2: T (or SS) collect a number of four-word phrases from the hashtag on Twitter. Play the quick-fire round, as above, but this time SS must come up with the real final word from the tweets. You could play it competitively too, as above.

By the way, don’t forget to follow Purland Training on Twitter! [Click here.] and let us know how it goes!


Example (with tweets below):

Education gives children __________.    e.g. headaches

Pledge to go __________!    e.g. green

Learn to love __________.    e.g. homework

__________, then laugh more.    e.g. eat

Laugh whenever it’s __________.    e.g. raining

Think about others __________.    e.g. sometimes

Go to bed __________.    e.g. late

Watch the Penguin __________.    e.g. film

A Weekend In __________.    e.g. Grimsby

Read more, sing __________!    e.g. less


#Education gives #children choices #ImproveYourLifeIn4Words pic.twitter.com/yOYzPDNfAR


Title image: https://pixabay.com

ESOL Discussion Questions about Cars

ESOL Discussion Questions about Cars

ESOL Discussion Questions about Cars

1. Do you drive? What kind of car do you drive? How often do you drive?

2. How did you learn to drive? How many lessons did you have? What was the name of your teacher? Describe them. Did anything funny, or dangerous, happen to you while you were learning to drive?

3. Have you ever suffered from road rage? Do any of your friends or family suffer from it? What do you / they do? How do you feel about it? How can we avoid road rage? What kind of road users do you dislike? Why?

4. How well do you know the Highway Code, or the rules of the road in your country? Tell me… a) three things that you must do whilst driving, b) three things that you mustn’t do whilst driving, c) describe three different road signs, and tell me what they mean.

5. Describe your car (or a friend’s car) inside and out. Tell me your history with it. Where did you get it from? Why did you buy it? How many miles/km have you done in it? What is the furthest you have travelled in it? Imagine that you wanted to sell it. How would you advertise it?

6. What other vehicles can you drive? What would you like to learn to drive?

7. Do you wear a seatbelt? Why? / Why not? Is it compulsory in your country?

8. What is the future for drivers? Will we all still be driving cars in 30 years’ time? Will we still be using petrol and gas? If not, how will we get around?

9. Extra time: label the parts of a car:

Label the parts of a car

ESOL Discussion Questions about Cars

ESOL Discussion Questions about Cars

Images: https://pixabay.com

The Ultimate Tardigrade Quiz! - printable PDF worksheet

The Ultimate Tardigrade Quiz! – printable PDF worksheet

Check out our online tardigrade quiz here, or get the printable PDF worksheet version below.

Work with a partner or small group. Print this page onto card, cut up the cards, then lay them face down on a table and mix them up.

Take turns to draw one, read it out loud, and say whether the statement is TRUE, FALSE, or OPINION.

If you get it right, keep your card. The one with the most cards at the end is the winner! Or work alone and sort the cards into the three groups, then check the answers.

Direct download: https://purlandtraining.com/wp-content/uploads/2018/11/the-ultimate-tardigrade-quiz.pdf

The Ultimate Tardigrade Quiz! – printable PDF worksheet
Teaching Blog: Discussion Practice - Who Gives Way?

Teaching Blog: Discussion Practice – Who Gives Way?

Teaching Blog: Discussion Practice - Who Gives Way?
Picture the scene. You are walking on the pavement when you notice there is somebody coming towards you. If one of you does not move, you will bump into each other. There is room on your left (and their right) for somebody to move to (see picture above). But who moves?

  1. Do you move for the other person? Why?
  2. Do you keep going and when they also refuse to move you stop and wait for them to walk around you – if, in fact, they do?
  3. Do you keep your course and try to force them to move?

This is a fairly light-hearted discussion-based lesson about status, empathy for people we don’t know, etiquette, and personal prejudices.

You will need a set of cards for each group or pair. You can download these worksheets (PDF) below:

Picture the scene. You are walking on the pavement when you notice there is somebody coming towards you. If one of you does not move, you will bump into each other. There is room on your left (and their right) for somebody to move to (see picture above). But who moves? 1. Do you move for the other person? Why? 2. Do you keep going and when they also refuse to move you stop and wait for them to walk around you – if, in fact, they do? 3. Do you keep your course and try to force them to move? This is a fairly light-hearted discussion-based lesson about status, empathy for people we don’t know, etiquette, and personal prejudices. You will need a set of cards for each group or pair:

  • ‘People’ cards (pink)
  • ‘Appearance’ cards (blue)
  • ‘Activity’ cards – two different sets (yellow)
  • ‘Path’ cards (green)
  • Blank cards (white)

(Note: using card is not essential – you could also print the worksheets on normal paper. Card would be better if possible, and the different colours make them easily distinguishable!)

Activities:

  1. SS (students) could begin with discussion questions in pairs or small groups. Establish the proposition:
  • How often do you walk around your town?
  • Are you a confident walker or a nervous walker?
  • How often do you face the situation mentioned above during a normal walk?
  • What do you tend to do? Do you keep walking, stop, or give way? Why?
  • What factors influence your decision? For example: type of person, their appearance, their activity (what they are doing), and the kind of path you are on?
  • Have you ever been involved in an awkward ‘dance’ with somebody walking towards you, because both of you try to move out of the way in the same direction at the same time – and you keep doing it until one person finally stops?
  • Have you ever had an argument with somebody who bumped into you, or who wouldn’t get out of your way? What happened? How did you resolve it?

2. SS work in pairs or small groups. One person selects a random card from each of the four piles (blank cards are optional) and put them in a row. For example:

Teaching Blog: Discussion Practice - Who Gives Way?

They ask the other person: ‘What would you do in this situation – move, stop, or keep going?’ Discussion ensues. The student should state the main factor that influenced their decision (e.g. they give way because the person was elderly) and the next factor too (e.g. the person was carrying something large). Then the next student picks the cards for the next person and the discussion continues. Here are some more sample scenarios:
Teaching Blog: Discussion Practice - Who Gives Way?

SS can combine more than one person, appearance and/or activity. For example, there could be more than one person doing more than one activity. SS could add their own factors on the blank cards. Of course some of the scenarios may be absurd, e.g. you might select:

boy        heavily pregnant        throwing snowballs        beach

In that kind of situation SS could pick other cards to replace the absurd element(s). SS could talk about what happens if you swap around factors, e.g. swap the places in scenario one and three. SS could add ‘conditions’ (e.g. weather: too hot, too cold; raining, etc.) and ‘time’ (e.g. early morning, 11pm, etc.) to each scenario using the blank cards.

3. When SS have discussed 4, 6, or 8 different people and situations, they pick two of them and decide what would happen if those two people met on a path. SS discuss which factors are stronger and weaker. Which person trumps the other person in terms of not having to move out of the way? Why?

4. SS look at a number of different factors in an imaginary person coming towards you and rank them from strongest (you definitely have to move) to weakest (the other person definitely has to move.) SS should justify their reasons. Which factors are dead certs meaning you would have to move, e.g. young people may feel they have to move when faced with an elderly person coming towards them, while somebody else may decide they will not move when a cyclist is coming towards them, since the onus is on the person who is moving fastest to exercise move care. A man may decide that he must always move for a woman, and so on. Which single factor is the strongest? This could lead into a whole group discussion. As a twist, SS could discuss different scenarios when walking behind one or more person and trying to get past them – e.g. trying to pass a family group with a pushchair, dog, etc.

5. SS create and write a dialogue based on one or more of the scenarios and act it out for the rest of the group. Some of the combinations may well suggest dramatic scenes, for example: ‘an ugly boy pushing an empty shopping trolley down a hospital corridor…’ could suggest a heart-breaking situation.

6. SS practise writing and saying questions and answers with 2nd conditional, for example:

A: ‘What would you do if…?’
B: ‘I would…’

7. SS go out into the street in pairs or small groups with their notebooks and write down what happens when they get into different situations with different kinds of people walking towards them. What are their natural inclinations? Who do they give way (defer) to? Who do they expect to move? What happens if they change their normal walking behaviour? SS could interview members of the public or other students/staff members at about what they usually do. (Of course, I’m not in any way suggesting that SS should walk into other members of the public on purpose and write down what occurs! Care may need to be exercised.)

8. SS write an essay about the little-discussed ethics of walking around in public without bumping into each other. How has this lesson related to their lives and touched on their habits and prejudices? What will they take away from it? What will they do differently as a result of studying this discussion topic? Why? If nothing, why not?

9. SS stand in a group in the middle of the classroom; T (teacher) says a factor; SS move to one or other side of the class to vote for either ‘move’ or ‘keep going’. T has the definitive answer for each factor. SS who are wrong go out and sit down and the game continues until one person wins.

I hope you will enjoy using this original lesson plan from PurlandTraining.com! If you do use it, please let me know how it goes by contacting me (Matt Purland) here, or leave a comment below!


Teaching Blog: Discussion Practice - Who Gives Way?

Printable Worksheets (PDF):

‘People’ cards:

people-cards

‘Appearance’ cards:

appearance-cards

‘Activity’ cards – Page 1:

activity-gerund-cards-page-1

‘Activity’ cards – Page 2:

activity-gerund-cards-page-2

‘Path’ cards:

path-cards

Blank cards:

blank-cards

Title image: https://pixabay.com/

Teaching Blog: How do you Escape from a Desert Island?

Teaching Blog: How do you Escape from a Desert Island?

Last week my students crash-landed in the middle of the Pacific Ocean and swam for their lives from sharks until they reached a desert island. As luck would have it, a (watertight) container washed up on the shore beside them. It contained fifteen useful items from the plane (see picture below):

Teaching Blog: Could You Survive on a Desert Island?

Laminated page with the fifteen items

knife
mirror
mobile phone
tent
rope
newspapers
sun lotion
fishing net
chocolate
axe
magnifying glass
toilet paper
compass
drinking water
map

Each group had to select six items and explain why they had chosen them over the other items. They also had to say what happened to them at the end of their story, i.e. escape, get rescued, make a new life on the island, or…

Well, that was the setup for the lesson! (They didn’t really crash-land in the Pacific Ocean. If they had, I’m sure our lessons would have been cancelled.) This was my take on the classic team-building problem-solving game.

Procedure for a 45 min. class: (14-15 year olds):

  1. I set the scene in as dramatic a way as possible (involving plane noises, explosions, and swooping hand gestures), then outlined the task, as above.
  2. I gave each group a laminated page with the items on (see above). We checked they knew what they all were and the name of each item.
  3. I explained that there were no right or wrong answers, but they had to justify their choices. I stressed: ‘It’s YOUR story. The island and what happens is up to you. Use your imaginations.’
  4. I explained that their basic aims were: FIRST – escape from the island; SECOND – survive.
  5. SS (students) were allowed to use dictionaries and phone translators, as usual.
  6. After the register and setup (10 mins), and preparation time (15 mins), it was time for the presentations (20 mins). Each group went to the front and presented their choices and their story. I asked questions, e.g. ‘Why this?’ / ‘Why not that?’ and so on. I asked SS about unusual items they had chosen, e.g. the mobile phone or the chocolate, which were both not popular choices. I also asked about life on the island: ‘Have you met any other people on the Island? Can you describe what you can see? How do you feel? What happens…?’ and so on.

Various attempts at putting a brief version of the instructions on the board:

Teaching Blog: Could You Survive on a Desert Island?

Board instructions 1

Teaching Blog: Could You Survive on a Desert Island?

Board instructions 2

Teaching Blog: Could You Survive on a Desert Island?

Board instructions 3

Extension ideas:

  • SS could add drawings and sound effects, if there is time.
  • Role play key moments in the story.
  • Make and edit a film with phone video recorders.
  • Create a competitive version where you assign a value to each item – from low to high – and SS get points for their choices. The ones with the most points win. This would need a rejig of items to make it more difficult – more useful items and fewer low-value items.

There is lots of scope for using creative skills. The lesson could easily have lasted 90 minutes.

Homework:

  • SS write up a diary with x entries, e.g. Day 1, Day 2, Day 8, and Day X (the day their story comes to a head).

What worked?

  • It was another topic that engaged the SS from the outset, and a fairly simple activity compared with previous presentation tasks. The lesson plan worked like a charm and the planning and preparation time that I put in at the weekend paid off big-time. The lesson time flew by but it was really important to keep strict timing so that we could hear everybody’s presentation. On a couple of occasions we ran out of time and I had to hear the last presentation during the break-time.
  • It was a manageable task with an interesting theme that allowed for SS’s use of imagination, for example, one group imagined ‘cannibals’, another an island full of women, while one student wanted to cut the twelve plastic bottles in half and hang them upside down to (somehow) collect the moisture from the air.
  • It was a nice easy class for me to manage. I did the introduction, then SS worked in pairs or threes and I could monitor casually; then we had the presentations; then the lesson was over.
  • I could use the Q&A element as a filler by asking more questions, or ask fewer questions, depending on how the time was going. So, if there were still ten minutes of lesson to go but only two more presentations, I would ask both groups more questions to fill the time.
  • We had fun with the Polish word for axe, which is siekiera, and pronounced almost the same as the name of the popular singer Shakira.
  • It was interesting to see what each group had chosen, and what they valued. I was surprised that the water was so popular, because it could only be used once. There were only six litres, so a three-strong team would only get two litres each. Still, many groups valued it above items such as the tent, and thought they would get some use out of the plastic bottles too (as above), e.g. as containers; for catching fish/insects; for making a raft with floats, and so on.
  • We had a few discussions about boiling seawater. I didn’t think it was possible and it forced me to look it up online and discover that it would be possible to distil it by boiling it and collecting the condensation. However, I don’t think the SS had the right tools to be able to do this – pans, glasses, cups, and so on. Still, it was a moot point!
  • For those who tried to escape by raft or boat I challenged them – do you think you would get far by raft or boat in the middle of the Pacific Ocean? It would depend on the location. As I had said, it was their story, so some SS managed it because they imagined their island to be fairly close to Hawaii. I thought their best chance of escape would have been to use the mirror and signal for help; there were bound to be helicopters and planes out searching for survivors. Some SS groups preferred to stay on the island and many thought death would be their outcome: ‘We all died’ came the fairly defeatist statement from some groups. Of all the possible outcomes… However, a few SS realised that if they died on the island, or were eaten by sharks, they wouldn’t have to invent much of a story. One group of three guys began their story: ‘We found a knife and killed Kacper for meat, because we were tired of hearing about Martyna [his ex-girlfriend]! Then we killed each other.’ Me: ‘How did you do that?’
  • However, this lesson provided a breakthrough in terms of the problem of getting the SS to speak English during the lessons. As I got used to doing the lesson plan (13 times over the course of one week!) I realised that the longer I sat with the groups while they were preparing, the more they would have to speak English; also, the longer time I allowed for presentations, the longer I could do the Q&A sessions, where again SS had to speak to me in English. As the lessons went on I allowed less time for setup and prep and much longer for the presentations. This really felt like a significant breakthrough, and it is something I will do again in the future.

Challenges

  • If I did this lesson plan again, I would definitely rethink the items. There are too many ‘weak’ items, like the chocolate, the sun lotion, the toilet paper, the newspapers, and the mobile phone, so many groups ended up choosing more or less the same six most useful items, i.e. the knife, axe, net, rope, magnifying glass, and water. There need to be mainly strong items to choose from, so there is more variety and more deliberation/explaining to do. That’s something to improve the activity for next time, but it didn’t spoil the lessons.
  • Early on I realised I had to explain what some of the items were. The mirror was mistaken for a frame a few times, and one group thought the newspapers were towels!
  • In the initial lessons, SS read out short stories, with a list of items usually at the beginning. I decided to ask them questions to try to break up the prepared answers and get some spontaneous answers. This ended up working really well.
  • There is a gap in the narrative / break in the logic, which none of the SS mentioned or seemed bothered about: why, if the washed-up container had fifteen items in it, did they have to choose only six. The task relies on selection, but why only six things from fifteen?! Nobody asked! Why were these fifteen items together in the container anyway? I remembered the mnemonic: KISS (keep it simple, stupid!). But it began to bother me. I didn’t find a suitable narrative. It would have to be that another person – from the plane or from the island – was limiting the number of items to six. Thankfully it didn’t matter! The SS accepted the activity for what it was and ran with it.
  • This lesson was a hard sell at 8am on a Thursday morning! It didn’t help when three students walked in late at intervals as I was trying to go through the setup…

Overall this week’s lessons were really fun. Being able to do this lesson plan with thirteen of my eighteen groups was really rewarding. The lesson plan was solid but it definitely improved as we went along, and can be improved in the future.

As a postscript, during one of the final lessons with this plan I finally realised that the term ‘desert island’ might have given all the groups the wrong impression! In Polish ‘desert’ is pustynia – like the Sahara Desert – while deserted is ‘opustoszały’ (abandoned/desolate). One student asked me in the penultimate lesson – ‘Is the island just desert?’ ‘No,’ I explained. ‘Desert island really means deserted island. The island can be big, with trees and lakes. It’s up to you. It’s about your imagination!’ I could have kicked myself: how I had potentially made it harder and more confusing for them because of the language barrier, and by assuming they know what the cultural concept of a ‘desert island’ is. What I had in my head was apparently completely different to what they might have been imagining. More planning required!

## Please let me know if you try this lesson and how it goes! Click here to contact me. ##

Fast Food and the Environment - Discussion Questions

Fast Food and the Environment – Discussion Questions (Part 2)

Discuss these questions with a partner or small group, or write down your answers:

1. Which option do you prefer and why?

a. restaurant food vs. home-cooked food?
b. supermarket vs. farmers’ market?
c. farmers’ market vs. home-grown food?
d. thermos flask vs. plastic drink cup?
e. new fast food place opening in your town vs. new library / school?
f. to do something yourself vs. to have it done for you?
g. to cook for yourself vs. to have food cooked for you

2. What does the phrase carbon neutral mean? What is the cost of recycling? Is it carbon neutral?

3. What is a carbon footprint? Do you know yours? If yes, how did you found out? If not, why not? Do you think it is necessary to know? Why do some businesses have bigger carbon footprints?

4. Which companies consume the most resources in the world? Why do they do it? Do we need them to do so?

5. What is the connection between fast food and deforestation? What is the solution?

6. In the future, will we be able to grow meat in a lab? Will this solve the problem of cutting down trees in order to make farmland for animals that are destined to be eaten as fast food?

7. Why are some people apathetic when it comes to the environment?

8. Are wind turbines effective in generating enough green power – or are they rather a blot on the landscape?

9. What effect does fast food have on… a) our societies, b) our town centres, c) our waistlines, d) our health, e) our wallets, f) the weather?

10. Is fast food harmful? Why is it legal to buy products that are bad for you? Should it be illegal to sell harmful products? Why do fast food companies target children in particular?

11. Does fast food need to be the same (uniform) all over the world? Is it?

12. What’s the point of eating a healthy meal / salad at a fast food chain? Do you do that? Why?

13. Does fast food tell us anything about the decline in Western culture in the 21st century? What?

14. What would happen if half of the fast food restaurants in the world closed down voluntarily?

15. Agree or disagree? ‘Why should I separate my rubbish at a fast food restaurant? I don’t want to feel like a member of staff. That’s their job! They should do it. I paid for my food.’

16. Why do people leave their used fast food wrappers in places of natural beauty, e.g. forests?

17. What are the dangers of consuming too much… a) salt, b) sugar, c) fat, d) meat, e) caffeine?

18. Agree or disagree? ‘You should never take more than you give.’ – Tim Rice, ‘Circle of Life’.

19. Agree or disagree? ‘When the last tree has been cut down, the last fish caught, the last river poisoned, only then will we realise that one cannot eat money.’ – Native American saying.