Hanna Kryszewska is a teacher, teacher trainer, trainer of trainers. She is a senior lecturer at the University of Gdańsk, Poland. She is co-author of resource books: Learner Based Teaching, OUP, Towards Teaching, Heinemann,  The Standby Book, CUP,  Language Activities for Teenagers, CUP, The Company Words Keep, DELTA Publishing,  and a course book series for secondary schools: ForMat, Macmillan. She is also co-author of a video based teacher training course: Observing English Lessons. Hania is a Pilgrims trainer and editor of HLT Magazine. Email: hania.kryszewska@pilgrims.co.uk 

 

Activity 1

1 Ask the students to make their own map

2 Then using the map they talk about:

• the morning route
• the evening route
• the most frequent route
• the least frequent route
• mum’s route
• the little sis’s route
• the dog’s route
• etc.

3 Alternatively get the students to interpret each other’s maps and speculate about their routes.

4 Finally they can give names to the lines.

 

Activity 2

1 The students may try to do that activity sitting in front of their bookshelves. First the activity could be done in their mother tongue (but we never know how many books they have got at home and if it is doable!).

2. Considering that they may not have access to many bookshelves with titles in English have them draw a blank bookshelf with blank spines like this:

3. Then the students write on the blank spines titles of their choice following what the librarian did.

4. When stuck they can research book titles in English and then write them on the spines.

They can look up titles, for example, at:

https://www.aurorametro.com/a-z-titles/

http://www.thebibliophilegirluk.com/book-titles-a-z/

https://www.goodreads.com/topic/show/19027-a-z-title-challenge

https://readtothem.org/alphabetical-list-book-titles/

etc. …

5. Display the outcomes for all the students to have a look, a read and to appreciate.

Note. This could even be done as a competition.

 

Activity 3

1 Have the students think about the time of coronavirus from a different perspective:

• How does your computer perceive the coronavirus time?
• Your room?
• Your fridge?
• Your wardrobe?
• Your wallet?
• Your mobile phone?
• Your hair?
• etc.

2 Then they present to the group the new perspectives they had thought about or come up with.

3 It could be a guessing game in which one student presents a point of view using the first person, others have to guess who the ‘speaker’ is e.g.:

I grow longer and longer. I am growing out a colour and I have become less manageable and more unruly. I need to be conditioned and taken out for walks. I have gone so   matt.

Answer: HAIR

 

Please check the Creative Methodology for the Classroom course at Pilgrims website.