Category Archives: Classroom Activity

Process + Circumstance v Process

Here are some examples that came up in a business class that might cause problems for students but can be clearly explained: 1. I passed on the idea. I (Participant) passed (Process) on the idea (Circumstance) because I didn’t think … Continue reading

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Interpersonal modal Adjunct v Experiential Circumstance

I always do that. (Adjunct) I do that all the time. (Circumstance) I usually do that. (Adjunct) I do that almost everyday. (Circumstance) I often do that. (Adjunct) I do that at times. (Circumstance) I sometimes do that. (Adjunct) I … Continue reading

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Activity: Verbal group, discourse and Harry Potter

If we teach ‘the tenses’ separately, I think students might not get the interaction between them and how they are used in discourse for different effects. Here is an activity I’ve used with Upper Intermediate – Advanced students, though you could … Continue reading

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Materials idea

A great place to find simple texts for classroom use is the website My Life Is Average. It’s a site where people post about the funny little things that happen in ordinary life. They mostly seem to be written by high school kids … Continue reading

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Clothes

I came across this question the other day in an Elementary class: What are you wearing? It appears quite straightforward and grammatically of course it is, coming in a textbook unit on present progressive. Usually, that’s as far as it goes. Thinking … Continue reading

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Polite requests

Many EFL textbook activities include some section on ‘polite requests’. Recently, I’ve found the word ‘polite’ problematic. Here is a simple activity I do that highlights this, I think, effectively. On five pieces of paper write five increasing amounts of money, eg. … Continue reading

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Genre and classroom practice

Genre, as defined by SFL, is “a staged, goal-oriented, purposeful activity in which speakers engage as members of our culture” (Martin). For EFL classes, the implications of this definition are problematic for classroom practice. Apart from cultural factors affecting classroom pedagogy (see … Continue reading

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Error Correction & SFL

Recently, I’ve been thinking a lot about error correction techniques for speaking classes. One study (Lyster, R. & Ranta, L. 1997, ‘Corrective feedback and learner uptake: Negotiation of form in communicative classrooms’, Studies in Second Language Acquisition 19/1: 37-61) classified … Continue reading

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