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    From Class to Community: A collection of cooperative activities for the ELT classroom
    From Class to Community: A collection of cooperative activities for the ELT classroom
    From Class to Community: A collection of cooperative activities for the ELT classroom
    Ebook72 pages45 minutes

    From Class to Community: A collection of cooperative activities for the ELT classroom

    By Mari Varsányi

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    About this ebook

    From Class to Community is an unconventional English Language Teaching book for teachers who care. It looks beyond the traditional ELT class, and beyond the student as a language learner. By using the lively activities presented in this book, you can help your students become more cooperative, aware and open-minded, while improving their English.

    From Class to Community contains:
    –20 classroom-tested activities
    –clear, step-by-step instructions
    –reflection questions
    –follow-up ideas
    –useful tips
    –headings that help you navigate through the book with ease
    –lovely pictures that illustrate the instructions

    Let From Class to Community broaden your perception of ELT lessons and take you on a cooperative journey!

    LanguageEnglish
    PublisherMari Varsányi
    Release dateSep 18, 2015
    ISBN9781310309366
    From Class to Community: A collection of cooperative activities for the ELT classroom
    Author

    Mari Varsányi

    Author at The Round: From Class to Community; Curriculum coordinator and English teacher at De Nieuwe Internationale School Esprit; Intercultural Competence trainer; translator

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      Book preview

      From Class to Community - Mari Varsányi

      From Class to Community

      A collection of cooperative activities for the ELT classroom

      By Mari Varsányi

      A Round publication

      http://www.the-round.com

      © 2015 Mari Varsányi

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without the prior permission of the author. Please contact us at http://www.the-round.com for more information.

      Cover design by Luke Meddings

      Illustration by Anna Láng

      Edited by Gemma Briggs

      "In union there is strength"

      - Aesop

      Table of Contents

      Introduction

      Colorful Sentences

      Scrambled Sentences with a Pinch of Democracy

      Blind Date

      Sherlock, Dr. Watson and the Postman

      Lining Up

      1-2-3-4-5

      What are They Wearing?

      One-Word-at-a-Time Fairy Tale

      The ABC Fairy Tale

      Yes, But...

      Yes, And...

      Listening with Open Ears

      Same, Same, but Different

      Our Story

      Tourists and Tour Guides

      Opinionated Corners

      Carousel

      Spinning Sentences

      Your Hand

      The World through My Window

      Acknowledgements

      Introduction

      If I asked you to define what a class is, what would you say? How would you like your class to function and how do you perceive your role as a teacher within it? Dictionaries define class along the lines of, A group of students who meet regularly to be taught a subject or activity (http://www.merriam-webster.com/dictionary/class). Notice the passive structure of to be taught. It conjures up an image of a conveyor belt, with students being transported into the classroom, knowledge being poured into their heads, and the students then being shipped off. Hardly a positive way of picturing our class.

      My idea of a class comes much closer to the concept and definition of community. Here the dictionary definitions vary, but certain words are commonly used, such as unified, sharing, interest, together, social, participation, similarity, attitudes, identity, interdependent, common, responsibilities, ownership. This time the picture we get is an active one; that of students interacting with each other, working consciously towards a common goal as a team, and taking responsibility for and ownership of their actions.

      And yet, in certain respects, classes still tend to resemble the first scenario more than the second one. Students are often alienated from their class - and from school, as a whole - perceiving their time outside of school as real life. They feel little ownership of their learning, and experience the learning process as passive subjects rather than active participants. And, on a social level, it gets worse still: Countless students around the world suffer from bullying, mocking and other forms of rejection every day, with consequences occasionally as drastic as teenage suicides and school shootings. Not exactly the picture of a happy community.

      This may well be true, but what can I do?, you may wonder. That's the education system / the curriculum / the expectation of my school. It's outside of my control. I'm just a language teacher. But is that so? Actually, we hold a tremendous amount of power to influence how students behave and feel in our class. It is not beyond us at all.

      Think for a moment: Do we ever say we want to prepare our students for life and then teach them the Present Perfect? Do we ever claim we want to develop our students’ communicative skills and then teach them the WH- questions? Not that these are unimportant, but aren’t we missing the point? How can we expect our students to become effective communicators in international contexts if they are unwilling to cooperate with their own classmates? How can we talk about preparing them for life if we implicitly teach them not to put effort into learning unless

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