In 2016, we launched a set of A-Z activity cards for teachers as a free resource for you to take to your classroom.
Each card focuses on one of the NILE trainers’ favourite activities and sets out the intended level and language focus of the activity, plus aims and a detailed procedure.
The colour-coded A-Z set of cards covers Speaking (blue) , Reading & Listening (magenta) , Writing (orange), Vocabulary & Grammar (silver) and Pronunciation (purple).
We launched the cards at the NILE stand for our 21st Birthday Celebrations at IATEFL 2016, giving away the free activity cards.
The full set of activity cards are now available below, with the starred activities having an explanatory video below.
Please let us know how you get on in class!
|Activity||Activity Name||Activity Type||Level||Key Language|
|Activity A||Ask the Expert||Speaking fluency||A2 upwards||Hobbies, questions|
|Activity B||Behind the Words||Writing and speaking||B2 upwards||Speculation|
|Activity C||Corners*||Speaking fluency||A2 upwards||Prepositions of place|
|Activity D||Dyadic Circles*||Speaking fluency||A1 upwards||Any|
|Activity E||English Everywhere||Noticing language||A2 upwards||Depends on context|
|Activity F||Flower Writing*||Writing and vocabulary||A2 upwards||Any topic vocabulary|
|Activity G||Gradeability||Speaking||A2 upwards||Grading opinions, agreement, negotiation|
|Activity H||Hello, how are you?*||Speaking||A1 upwards||Interacting, opinion, prioritising|
|Activity I||Inner Emotions||Phonology||A1 upwards||Responses|
|Activity J||Job Fair||Speaking fluency||B1 upwards||Questions, jobs|
|Activity K||Knowing me, knowing you*||Phoneme practice||A1 upwards||Lexical sets, questions|
|Activity L||Lost voices||Writing and speaking||B2 upwards||Exchange pairs, Q&A routines|
|Activity M||Magic Moments||Speaking fluency||B1 upwards||Past tenses, descriptive language|
|Activity N||Next…*||Speaking||A2 upwards||Cohesion and coherence|
|Activity O||Other people’s views||Speaking and Listening||A2 upwards||Questions, conditionals|
|Activity P||Progressive deletion||Phonology||A1 upwards||Any|
|Activity Q||Quartered, drawn and hung||Speaking||A2 upwards||Prepositions of place|
|Activity R||Runaround||Listening||A1 upwards||Questions, conditionals|
|Activity S||Shouting dictation||Speaking and Listening||A2 upwards||Personal information|
|Activity T||Travel Agents*||Speaking||B1 upwards||Holidays,superlatives, negotiating|
|Activity U||Using questions||Speaking||B1 upwards||Questions|
|Activity V||Vocabox||Vocabulary||A1 upwards||Any vocabulary taught in class|
|Activity W||Word consequences||Vocabulary||B2 upwards||Definitions|
|Activity X||X marks the spot||Reading and Listening||A2 upwards||Giving and following directions|
|Activity Y||Your turn now||Speaking||B2 upwards||Discussion and debate|
|Activity Z||Zoom-in||Vocabulary||A1 upwards||Vocabulary, any topic|
Following the success of the teaching activities, we have now published a set of training activity cards, aimed at teacher trainers in different contexts around the world.
Eight of these were distributed at our NILE@21 Conference (12th -14th August 2016) and you can now download the full set here.
Each card focuses on one of the NILE trainers’ favourite training activities and sets out the intended training focus of the activity, plus aims and a detailed procedure.
|Activity||Activity Name||Activity Aims|
|Activity A||Abstract*||To develop awareness of contemporary themes in teaching/testing/materials/etc.
To learn about trainees’ areas of interest and preferences
|Activity B||Back Writing*||To finish a teacher development course on a positive note
To express appreciation of other teachers
To reflect on learning through the course
|Activity C||Career Path||To encourage reflection on one’s professional journey
To get to know and bond with other members of the group.
|Activity D||Defamiliarisation*||To raise awareness of the knowledge and skills that readers bring to texts
To defamiliarise the process of reading by putting teachers in the position of learners
|Activity E||Effective Contributions||To improve the quality of discussions in a training context|
|Activity F||Feelings and Beliefs||To encourage to examine their own teaching and how it may affect their learners’ feelings
To develop teachers’ analysis of their underlying beliefs about teaching
|Activity G||The Graph||To identify sources of individual teacher motivation
To identify areas of processional tension/conflict and brainstorm solutions
To reflect on learning throughout the course.
|Activity H||Here and Now||To expose obstacles and factors inhibiting change
To pre-empt teachers’ rejection of approaches and activities that appear unfeasible
|Activity I||Interaction||To develop awareness of the interaction patterns in our classrooms
To think about learner preferences
|Activity J||Jigsaw Activity Exchange||To give teachers a chance to share and learn from each other’s practice|
|Activity K||Knowledge Base||To tap the collective knowledge of a group of teachers
To identify appropriate points of entry for a session
To diagnose gaps in teachers’ knowledge
|Activity L||Learn Something New||To encourage trainees to empathise with their learners
To identify learning styles, preferences and possible obstacles to learning
To reflect on learning throughout the course
|Activity M||Magic Moments||To encourage reflection on positive teaching experiences
To explore teachers’ beliefs
|Activity N||Naming||To learn teachers’ names at the beginning of a course
To brainstorm what makes learning activities successful and put some ideas into practice
|Activity O||Observation Focus*||To encourage teachers to do more peer observation
To focus teachers on particular lesson features to observe
|Activity P||Problematising*||To analyse classroom issues in terms of causes and consequences|
|Activity Q||Questioning Skills*||To encourage teachers to consider different ways of approaching a text
To develop skills of writing questions to exploit a text
|Activity R||Reflect||To develop trainees’ reflective abilities
To identify and analyse specific pedagogical principles and
approaches to teaching, learning and assessment
|Activity S||Self-Assessment||To identify key competencies, knowledge and values relating to teaching
To self-assess own progress in relation to each competency, knowledge indicator or value.
|Activity T||Teachers’ Advice Bureau||To promote peer support amongst teachers
To generate solutions to classroom management problems
|Activity U||Unusual Talents||To encourage teachers to consider how it feels to be a learners again
To discuss learning attitudes and experiences
|Activity V||Voxpops||To invite teachers to reflect on aims and outcomes from a learner perspective
To encourage critical reflection on how to make focus and progress explicit for learners
|Activity W||Watch your Words*||To help teachers appreciate the demands of fluency activities on low-level learners
To lead into discussion about fluency and accuracy
|Activity X||X-Y Graph||To identify key moments and experiences in a personal timeline graph of learning
To reflect on experiences of learning and what teachers can learn from them
|Activity Y||Your Next Move||To think about future professional development needs and interests
To gather feedback from trainees on aspects of the course
To find out what areas of teacher training participants are interested in
|Activity Z||Zooming-in||To enhance critical and evaluative thinking|