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* Humour.
* Surprise!
* Tenderness...

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You can give to the students some cards with a little sentence, and they have to try to memorise it (and they also change cards and try to study them by heart). Afterwards, while you are telling the story you pause and they have to say which sentence fills each gap. Afterwards they can put the cards in order, and they can rewrite the story.

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If you ask a question to the students, do not say no to their answers, incorporate them to the story.

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You can find your story in:
* A photograph.
* A video.
* Your real life.
* The news.
* A book....
* Wherever!!!

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Jamie Keddie gave us some tips to start telling stories in our classes:
1) Choose the topic, characters, etc.
2) Start small!
3) Practise, prepare, plan it, think about the structure, the language, the contents that you want to teach and the story items, etc; use notes; and be aware that telling stories is not a safe activity!

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To do the story more appealing and intriguing, it is better to tell it in a non-linear way: not starting from the beginning, but in the middle, or even at the end (telling the consequences of what has happened).

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A good way of starting a story is telling the elements that it involves, and showing them on and slide. It is better choosing extrange combinations. Before starting the story you can ask the students what do they think is going to happen.

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The stories that we tell  in class can be interactive (instead of a monologue), the students can participate. We can ask them to guess what is going to happen, to think about the names of the characters, to remind some aspects of the story that have been told previously, etc. Students can also become storytellers!

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It is not necessary that the stories that we can use in class had happen a lot of time ago, or in a very far place. Our stories can be about here and now, and they can be short. And it is not necessary either that the characters are fairies, witches: they can be your brother, a waitress, an animal...

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* It's all about to be a language teacher, as well as a subject teacher.
* Content is the top priority, but they have to understand language.
* We teachers have to think about what is difficult for students (in terms of language), yo figure out how to help them.
* It is very important to check our students' understanding.
* Interactive lessons and group workto force the students to use language.
* General rule in CLIL:
1st) Listening
2nd) Saying
3rd) Reading
4th) Writing

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by Phil Ball, Keith Kelly, John Clegg

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- Aim: Getting the students to express their opinions, and giving arguments. Gathering
- Description: In the classroom one wall have a poster on it in which is written AGREE, and on the opposite wall, another one with DISAGREE. The teacher reads a sentence and the students move to one wall or the other depending in their opinions, they can also stay in the middle. Afterwards the teacher ask some of them the reason why they have chosen this play, so they have to give arguments that explain their opinion. In the end, they can change their place. Some sentences that could be used in biology and geology are:
* Trees are more valuable than precious stones.
* Evolution is not proven yet, it is just a theory.
* Genetically modified food can reduce the hanger in the world.
* If I die due to a car accident, I would donate all my organs to transplants.
* Intelligence is genetically determined.
* Nuclear energy is better than renewable energies.
* It is very dangerous to sleep with plants.

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- Aim: Warming up, getting brain and body syncronized.
- Description: The students are telled to draw a circle in the air with a finger of the right hand. Then they have to draw a cross in the air with a finger of the left hand. Afterwards they have to do both things at the same time (which is quite difficult). To finish they do the same thing but changing hands.

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- Aim: working with texts, as in the previous activity.
- Description: While the teacher is reading a text, the students have to copy in their notebooks as many words from the story as possible (but it is not a dictation). At the end, each student compare their words with a mate; and, finally, every student read the text individually. (Text used in class: Experience: I caught a falling baby)

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- Aim: raising interest before working with a text, practising the speaking skills, improving the listening comprehension.
- Description: Splitting a text into several pieces (A, B, C and D: for instance) (these pieces are NOT in order).
Giving each piece to a group of students (2-3), and telling them to read it carefully, paying attention to the strange aspects and things not understandable.
Form new groups with students that have read all the different pieces. They have to tell their part to the others, so the whole group decide the order of the pieces and get to know the story.
A good idea to start the activity is showing a photograph related to the text so the students have to guess what is going to happen. (Text used in class: about the film "wolf pack"). In biology and geology a text about science history could be used, for example

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- Aim: reinforcing the contents that the students have learnt in a creative way.
- Description: The students are divided into groups of 5-6, and all the group represents a scene, while the other groups have to guess. In biology and geology some ideas to represent are the following: water cycle; state changes of water: ecosystems; types of waves in an earthquake: animal behaviour (e.g. a pack of wolfs).

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Teaching resources

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Tes provides a range of primary and secondary school teaching resources including lesson plans, worksheets and student activities for all curriculum subjects.

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TED Talk by Chimamanda Ngozi Adichie. The stereotypes are incomplete...

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Please [contact us](https://www.ted.com/contact) and let us know what happened.

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Song by Benjamin Zephanieh, useful to teach in values.

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If we ask questions to the students, we shouldn't fill their silence, in this way we are not helping them. t is important letting them think (so we have to give them time).

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We need to be aware of how the adolescent brain works when we teach them:
- They have problems to take into account other's point of view.
- The changes in their brains provide an excellent opportunity for education and social development.
- They have troubles with managing emotions.

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TED Talk: The mysterious working of the adolescent brain.

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TED Talk: The mysterious working of the adolescent brain.

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To understand the working of the adolescent brain and take advantage while teaching them.

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The mysterious workings of the adolescent brain

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Why do teenagers seem so much more impulsive, so much less self-aware than grown-ups? Cognitive neuroscientist Sarah-Jayne Blakemore compares the prefrontal cortex in adolescents to that of adults, to show us how typically “teenage” behavior is caused by the growing and developing brain.

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By Esther Honing (to check beauty standards in different countries and working in stereotypes)

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What does it mean to be beautiful? | Esther Honig | TEDxVancouver

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What you give your attention to is what thrives.

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Welcome to this website about my work as a writer, presenter, teacher and trainer in the field of English Language Teaching (ELT). (For my 'other life' as a singer/songwriter, and as a performer of the spoken word click here) This site includes my blog which is about presenting, conferences, learning, teaching, and (often) music -...

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This picture explains why multitasking can produce a lower performance.

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It is more efficient to give your attention to one thing at the same time.

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It is better to answer them after finalising the lecture.

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Digital resources to create cartoons and comics.

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By Nick Arnold and Tony de Saulles.

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Video Telling. YouTube Stories for the Classroom.

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Video Telling. YouTube Stories for the Classroom.

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By Jamie Keddie.

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Letting the students know the WALT and the WILF at the beggining of the classroom:
- WALT: What are we Learning Today? (general objective).
- WILF: What am I looking for? (a list of more detailed objectives)
(This is the method used in Thorpe School)

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I cannot copy the native speakers, I have to remain me.

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- Aim: reviewing in a creative way (for example).
- Description: the teacher gives the students a worksheet in which there is a photograph with bubbles that the students have to fill (telling the thoughts of the characters, or they role, function, etc...)

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

By subscribing, you understand and agree that we will store, process and manage your personal information according to our Privacy Policy

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TED Talks are influential videos from expert speakers on education, business, science, tech and creativity, with subtitles in 100+ languages. Ideas free to stream and download.

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- Aim: improving of observational skills (visual literacy), comparing, etc.
- Description: Choosing a photograph related to the content you are dealing with and asking+ questions to the students (they have to answer in groups of 2 or more people). The teacher could also shows only a part of the picture.
- Examples of pictures that can be used in biology and geology classes:
* The skeleton of a man and a chimpanzee.
* A cartilaginous and a bonny fish.
* Landscapes.
* Relief forms.
* Ecosystems.

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used to identify values.

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that encourage collaborative and creative responses.

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Description: A framework for 21st century learning skills.

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- Communication
- Collaboration
- Critical Thinking
- Creativity

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- Aim: Introducing a new topic, raising the interest of students, motivating them.
- Description: the teacher tells a story to the children (related to the new topic) and afterwards he make questions to check comprehension, to elicit students ideas, etc..

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- Aim: introducing a new topic and activating previous knowledge.
- Description: the teacher sticks more or less ten sentences on the wall and the students have to go to read them and decide if they are true or false. (This coud also be used stiking on the wall the titles of paragraphs that are given to the students, so they have to match each paragraph with its title

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- Aim: Organizing ideas.
- Description: Students (working in groups) are given cards with names and they have to place them in order, creating an organization chart.

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Biology and geology contents that could be worked by means of drama activities:

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Biology and geology contents that could be worked by means of drama activities:

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- Solar System.
- Water Cycle.
- DNA (replication, transcription, translation).
- Stages of mitosis or meiosis.

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- Aim: Introducing a new topic, gathering the previous knowledge, or reviewing at the end of a lesson.
- Description: With a picture on the board, each student chooses a person, object, animal, etc. of the picture and represent it. When the teacher touches a student, they have to tell the others their thoughts. In biology and geology the picture could be an ecosystem, coastal landscape, or any other in which there are several elements involved.

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- Aim: Enhancing motivation and creativity.
- Description: A group of students (4-5) are going to represent 4 "frozen" moments of a story.
The public close their eyes and open them each time the scene is prepared.
The public have to guess which story is it.
Another way of playing it could be changing the order of the frozen moments, so the other students have also to guess their order. Another possibility consists in touching a person who has to tell what are they thinking.
Biology and Geology: Some processes with different stages can be represented: the steps in the sexual reproduction of plants, for instance.

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- Aim: motivating and enhancing the creativity of the students.
- Description: A little group of students (4, 5) have ten seconds to do a figure with their bodies. The rest of them have to guess the object that they are representing. In biology it could be used to represent different animals, and the rest of the groups in the class have to guess what anima it is and say also the group it belongs to.

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- Aim: warming up and improving concentration.
- Description: the class is settled into groups of two students each:
a) the first says 1, the second two, the first 3, the second 1, ...
b) Clap - 2 - 3.
c) Clap - bend knees - 3.
d) Clap - An action (represented by a movement) - bend knees.

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By David Farmer.

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Description: a web page with resources to teach through drama.

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Drop of a Hat: Drama Lessons, Games and Activities
This brand new book is for any teacher who wants to bring the curriculum to life through drama and creativity. Each lesson is based on a story, poem or theme and divided into bite-sized sections.

You'll find approaches for using drama to raise standards in literacy and to explore stories, characters and themes. Topics include global warming, looking after pets, dealing with bullying and exploring issues around refugees. Includes a dozen activities for using Drama in Science and a lively introduction to A Midsummer Night's Dream.

DROP OF A HAT by David Farmer now available from Amazon or by order from our website.

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Drama Resource - Creative ideas for teaching drama

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Creative ideas for teaching drama including free newsletter and lesson plans

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- Aim: Getting the students to introduce themselves to the other students, for example.
- Description: The teacher asks a question to the students, and to answering it, each student makes a figure with play dough. Afterwards, the students have to guess the other´s answers.

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- Aim: An introduction to a special activity (trip, ...)
- Description: The teacher gives each student a worksheet with a drawn compass in which they have to write:
* N (Needs: what else do you need to know?)
* E (Excitement: what are the positive aspects?)
* S (suggestions)
* W (worries: what are the things that worry you , or you find negative or difficult?)