Context

Aims and Needs

Creative Teaching

Lesson Content:

• I can place current trends and practice in a wider context:

Topic "Colours" explorig how different cultures use colours.

Topic "Sport and health"

Every day we hear the word “health” and know that it’s very important in our life. But what does it mean? How to grow old and stay young? Do PE lessons kill teens?

• I can use metaphor and analogy to make connections:

All learning happens through connection. We make sense of new information by forging connections to something we already know. For example, early automobiles made sense to people because they were described as “horseless carriages.”

When connections are unusual or unexpected, they can lead to creative insights that result in new ideas. For example, William Harvey compared the heart to a pump, which paved the way for his discovery that blood circulates.

“School is like a toaster. You put something in and it comes out better than it was before.”

The English teacher uses a fairy tale about King Verb "to be"and his sons "am", "is", "are".

Increasing student vocabulary

Metaphors provide a handy and memorable way of organising new vocabulary to be learned. Most teachers are familiar with the notion of a lexical set, where vocabulary is grouped according to a topic area, such as 'food' or 'transport'. This idea can be extended to create 'metaphorical sets', where we group together the words and expressions that have a metaphorical, rather than a literal, meaning. Here are some examples:

• Body vocabulary
  • the heart of the city
  • the foot of the mountain/bed/stairs
  • to give a hand
  • to break somebody's heart
• Weather vocabulary
  • a warm welcome
  • to freeze somebody out
  • to be snowed under
  • to storm out
  • a hail of abuse
• Colour vocabulary
  • to see red
  • a grey area
  • a white lie
  • to give somebody the green light.
• Using English creatively

As we have seen, many metaphors in English form part of the ordinary repertoire of the native speaker. We can help students to learn some of these fixed metaphors while simultaneously encouraging them to play creatively with language. One way is to ask students to write short poems with one of the following titles:

• Weather metaphors
  • A sunny smile
  • An icy look
  • A stormy relationship
• People metaphors
  • A chip off the old block
  • A rough diamond
  • A shoulder to cry on
  • An ugly duckling
  • A fairy godmother
• Parts of proverbs
  • A new broom
  • Early birds
  • Birds of a feather
  • Silver linings
  • A rolling stone

Teaching Styles:

• I can switch between styles and varying pace:

Pupils join in with the paralinguistic gestures and repetitive actions of a story in English.

Topic : “School”

1. Look at the school things on the desk.

2. Listen to their names. Do your best to remember the names.

3. Write down as many as you can. Please do not talk until everyone is finished.

4. Then one pupil come up to the desk where school items are. His task is to touch the item which is mentioned by another pupil.

5. Write down the missing words.

• I have confidence and ability to inspire:

Inspirational Messages for Students: Motivational Quotes

• Every problem might not have a solution right now, but don’t forget that but every solution was once a problem.
• It is true that experience is one of life’s best teachers. But if you don’t study you will probably never get any experience in the first place.
• Life is all about CHANCES and OPPORTUNITIES. Never leave anything to CHANCE and never let an OPPORTUNITY get away.
• Try not to become a man of success. Rather become a man of value.”

When the pupils respond: ‘He is himself, ‘Her personality shines through,’ ‘We were allowed to see his mistakes,’

You know that you can change a young person's life by helping them to realise their potential, helping them to grow, helping them to find their talents, skills and abilities. A good teacher is a good leader who can put many a young person on the road to achievement.

The Learning Experience:

• I can engage students on an affective and emotional level:

The teacher ensures pupils feel relaxed through considerable humour, informality, differentiated questioning, collaboration and supportive feedback.

Through humorous asides, personal anecdotes, the use of potent narratives, provocative music and video footage, the teacher involves the students aesthetically, emotionally and physically in the lesson.

Jokes:

-Why did the teacher turn the lights on?

-Because her class was so dim.

Why did the teacher write on the window?

Because she wanted the lesson to be very clear!

What did the ghost teacher say to the class?

Look at the board and I will go through it again.

Institutional Resources and Constraints