#7 My Ideal Day (Pinterest)
Intended students:
This is an intermediate-level speaking/listening class in a private university in the US. The students are from South Korea, and are part of a year-long exchange program. The class is a 1.5 hour class that meets 3 times a week. The students have a smartphone and/or tablet, and regularly use them for class activities. They have just reviewed the adverbs of sequence.
Time needed:
40 minutes
Objectives:
Procedure:
Note: Make sure students know how to use Pinterest. Pre-teach and give a tutorial if necessary.
Step 1: After presenting the grammar point (adverbs of sequence), share how you would spend your ideal day to model the activity. Then, explain to students that they will create a Pinterest board that represents how they would spend their ideal day. This can include where they will be, what they will be, who they will be with, what they will do, etc. For each picture, they must write a short comment (e.g. the name of the place), and they should try to put the pictures in order. After creating their board, they will share their boards with a partner and explain the sequence of their day. They must use the adverbs of sequence.
Step 2: Have students create Pinterest accounts.
Step 3: Individually, students create their board for their ideal day. Monitor and make sure students are adding short comments. Remind students to arrange the pictures so that they will somewhat be in order.
Step 4: Assign partners and have students verbally share their boards to each other. Monitor and assist students when necessary.
Step 5: If there is time, some students can volunteer to share their board with the entire class by using the projector.
Material:
Pinterest (smartphones, tablets, laptops for access)
Evaluation:
Intended students:
This is an intermediate-level speaking/listening class in a private university in the US. The students are from South Korea, and are part of a year-long exchange program. The class is a 1.5 hour class that meets 3 times a week. The students have a smartphone and/or tablet, and regularly use them for class activities. They have just reviewed the adverbs of sequence.
Time needed:
40 minutes
Objectives:
- To practice using the adverbs of sequence to describe how they would ideally spend their day
- To incorporate writing and speaking skills in order to practice a grammar point
- To build class rapport by sharing personal interests
Procedure:
Note: Make sure students know how to use Pinterest. Pre-teach and give a tutorial if necessary.
Step 1: After presenting the grammar point (adverbs of sequence), share how you would spend your ideal day to model the activity. Then, explain to students that they will create a Pinterest board that represents how they would spend their ideal day. This can include where they will be, what they will be, who they will be with, what they will do, etc. For each picture, they must write a short comment (e.g. the name of the place), and they should try to put the pictures in order. After creating their board, they will share their boards with a partner and explain the sequence of their day. They must use the adverbs of sequence.
Step 2: Have students create Pinterest accounts.
Step 3: Individually, students create their board for their ideal day. Monitor and make sure students are adding short comments. Remind students to arrange the pictures so that they will somewhat be in order.
Step 4: Assign partners and have students verbally share their boards to each other. Monitor and assist students when necessary.
Step 5: If there is time, some students can volunteer to share their board with the entire class by using the projector.
Material:
Pinterest (smartphones, tablets, laptops for access)
Evaluation:
- Students may get too caught up with finding the perfect picture for their board. This is related to the addicting nature of Pinterest, so setting limits is important. It may help to limit the amount of pictures they can use, such as 8-10. Also, setting a time limit for picture searching would be helpful (approximately 20 minutes).
- Students may have trouble with vocabulary when searching for pictures. Before students start creating their boards, encourage students to use translators and dictionaries when necessary. If students have questions on the spot, they can be addressed as a whole class as well.