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[nickpellatt]

Once again, I call upon wiser minds than this one for some help / assistance or suggestions!

I currently work with a UK summer school based in my home town, and we typically welcome German students for an 'education holiday' which involves 7 mornings of English lessons. I normally take groups of low int - intermediate students in classes up to 15 in size.

One of the 90 minute lessons I we did last term was quite popular, but perhaps lacking in a genuine learning objective, and so Im looking for help as I want to continue using this lesson (and will use it next week in a class I am taking) but I want to add some educational weight and purpose to it ... hence the post.

What I task the students to do is to prepare and present a TV show (JM-TV) where they host and anchor a show reporting on their experience in England. Topics can include sport / fashion / food / weather / gossip etc, and we often video it for you tube, which some of the students seem to like and enjoy. The students really enjoy coming for a holiday, and can sometimes lack enthusiasm for certain types of lesson...this one works well so I intend to stick with it.

I would be honest and say I have been a little lazy with this lesson in terms of objectives. 'A chance to practise and report events in English' is a little woolly really isnt it?

Anyway - since my Trinity course, I am still fired up and wishing to make this lesson better in terms of its learning curve ... and so am wondering how the more experienced amongst you would use this, and what grammar point might you teach. I really want to use this idea / plan to reinforce a grammatical point ... but Im not really sure which would be the best point to use.

Ideas appreciated.

here is one filmed from last year http://www.youtube.com/watch?v=SgtEE3GcdeI

[Pikgitina]

An interesting post, nickpellatt!

Reporting (about) events is something we do all the time in 'real life'. Students should most definitely have exposure to this in the language classroom.

Your objective isn't that woolly, but perhaps you can elaborate a bit more.

Questions to ask yourself:
1. What grammar structures/functional language are typically involved when reporting? (Past tenses, reported speech, descriptions, comparisons, expressing opinion, agreeing/disagreeing, etc.)
2. Which phrases are commonly used to open and close such forms of interaction, and which might the listener/audience use (to express disgust, awe, surprise, etc)? (What I like about England...; You wouldn't believe what happened to me...; They actually eat...; etc)

Have you tried showing them an example of such a TV-show first? With a worksheet you can try and help them 'notice' the answers to 1. and 2. above. This may make it a bit more task-based (in the original sense of the approach).

Getting them to compare their attempt with an authentic example migth prove to be invaluable. The differences they notice themselves are more likely to stick with them than anything you suggest/insist they use.

Sounds like a great lesson! Let us know how it went this time round.

[spiral78]

I'd add that it would be useful to see the authentic models first, then for the students to have some significant planning time one their own production. The process of planning is a very useful learning experience...probably you are already giving them time to do this ,but I'd add it to the goal/objectives of the lesson. Lessons don't always have to be primarily about grammar points, as you know...sometimes it's useful to have other goals (in addition, if you like). Another interesting focus or follow up would be a comparison of what they've noticed in England that's different from their home country/ies. Cultural awareness is also a valid goal of language teaching and learning. 'Cracking the codes...' is one way to put it.

[fluffyhamster]

(Pikgitina) The format is basically a news broadcast divided between five newsreaders, and news isn't all about and done using the "past" reporting structures that ELT likes to deal in (note for example the 'Today he is going to take photos of the old students leaving on Sunday' and then 'The Queen leave(s) London today for a few days to meet some important people to talk about...', both from the second student/newsreader in Nick's clip).

Anyway, it looks like you've got some nice clips uploaded there, Nick, and the clip "in question" appears an enjoyable enough activity for the students (so if it ain't broke...).

[Pikgitina]

I didn't go to Youtube to watch the clip. Good on you for doing so, fluffyhamster. I just went on nickpellatt's description.

PS - As you may have noticed, much more was suggested than past structures.

[fluffyhamster]

Well, it was certainly less depressing viewing than the real news often is! So perhaps get some popcorn, sit back and watch the clip, Pikgitina!

[Glenski]

Aside from the other comments (all good), let me add this.

How about students learning how to give feedback? Show them the video, and solicit their opinions on the strong and weak points. Pronunciation, eye contact, gestures, proper use of slang or overall vocabulary, clarity of thought, etc.

Yeah, done a lot of presentations in my day and watched plenty of students doing theirs. Give them a secret ballot, and pool the data for each presenter, but show the overall info so that everyone knows anonymously.

So far, what have the students shown in terms of reaction before and after the lesson? How much preparation have you given them for such a large task?

[nickpellatt]

Thanks for the replies ... Ill add some information as requested.

Whilst I like the idea of something the students can use to model their presentation on, its unlikely I will be able to show them something. There is a restriction in time, but more importantly a restriction in resources. We teach at a variety of locations around the town ... and whilst some classes are equipped with TV / Video - some are not. It just wouldnt be practical.

There is also a time issue. This lesson takes place over 90 minutes, and I normally advise them the lesson before, 'that tomorrow ... you will be preparing and presenting a TV new show about students in England'. This gets them talking, and being part of the 'you tube generation', some of them will have seen the videos uploaded prior to coming to England.

Setting up is then less than 10 minutes, and making the presentations is the last 15-20 minutes of class. They have up to an hour to prepare the task. I do allow students to use L1 during preparation ... and I monitor and brainstorm ideas with groups during the prep stage. There are normally 3 groups per class ... and I have done this lesson a few times, so have lots of ideas and suggestions for groups that are struggling for ideas.

Overall, the students do make an effort and enjoy this lesson. There are lots of opportunity for humour, and news topics often include the terrible food given to them by host families, spoof fashion items about student leaders uniform of yellow T shirts, and as is the case with any groups of foreign students visiting England ... there is normally a 'true life' crime story too.

They are on holiday really, and so activity based lessons tend to be popular, especially as their trip nears its end. Ive had good feedback from my student groups (they have to grade teachers and contract renewal is grade dependant) and most students are happy to film their presentations and post them online.

There are lots of things they do, use and practice during the course of this lesson. I was just wondering if there was anything I could really focus on ... a structure I could highlight, discuss and ensure students use correctly during the course of the presentation. I was also aware that they use a number of different structures .... and do feel that I cant cover all of them (impractical) and to perhaps focus only on one, might be too restrictive?

Ahhhhh, maybe I should just leave it as is ...

The feedback suggestion is also a good one ... I am restricted for time though ... thanks for all the ideas tho people!

[Glenski]

Feedback is NEVER limited by time, nick, if you give them a piece of paper that they have to complete DURING the presentation. Keep it short & simple (K.I.S.S.).

[nickpellatt]

Hadnt really considered that to be honest!

Anyway - KISS back at ya!