Aug 18

Course 1 – Lesson 12

Direct link to the lesson plan



Time was again an issue because of late arrivers. However, a lot of time was also lost because my security presentation board did not allow others to use it although I had given them the rights and it said so. This meant we had to find another solutions for students to be able to show their pictures. I did not want them to have to pass them on to me for me to to show them. They should be able to do this independently. I was very happy, that the Island manager, Breathe Swindlehurst, came to visit and he gave the class members the right to rez objects so that they could use their own boards or those present in the conference room. Unfortunately, it meant also that I had to rush two students during their longer presentations and there was certainly no need for the alphabet game, which I had planned in case students would not have done their homework.

The presentations

Amazingly, most students had done their homework and prepared a presentation. Nobody volunteered to be the first presenter so I thought of a way of deciding who goes first and asked them for the first letter of the street they live in (we had done SL birthdays and names already). It turned out that one student didn’t know the street’s name 🙂 I was so speechless that I didn’t ask how that was possible. Will have to do that. 

As they had been free to choose the topic, they were very different. Most students used visuals and one even streamed recorded audio through her microphone. This was the first time that we heard voice from “her”.

Students said that they were nervous before and during their presentation like in Real Life. This is for me one more proof that SL is immersive and students do take their lessons seriously . It does, however, also mean that shy students can still be shy and it does obviously not eliminate nervousness. 

The presentations where a kind of assessment test about the progress they had made in the course. I took notes and sent them a personal detailed feedback letter the following day.

This session was extremely stressful for me as the teacher. I had to deal with IMs from students and observers while listening to the students’ presentations and taking notes for later feedback and trying to help them with technical and other questions. 


When I look back, it seems lost time at the beginning was the main issue. There is not all too much I can do about it because, as in Real Life, some students will always be late but in SL they have more (valid) excuses. In a paid course, and if the activity planned for the beginning allowed it, I would be a bit stricter about starting punctually and would talk about and agree on a a late-arriver policy with the students.

In this course, I did not plan to teach much grammar or had specific system lessons (with two exceptions). Most of it was review for most of them and most teaching was incidential. The course was short, the needs different, levels different, and there had been no pre-course assesssment. So, I had to find a middle way. The main aim was to get students speaking, using what they knew actively and, thus, becoming more confident.

I was totally real-life exhausted after the lesson and the never-ending graduation party (see next post) but very satisfied and happy about how everything had gone.  This course was a wonderful experience and I have proved to myself that teaching a language in Second Life is possible, in many ways in a much more immersive, interactive and collaborative way than in Real Life but, of course, also with some drawbacks. For me personally, it was definitely immersive but I am aware of the fact that this differs from person to person. You have to allow it to be immersive and be a little playful and pretend at times (that the food is real, the fall was dangerous, etc.). Students’ feedback and their performance during the course shows also that learning does take place.

Finally, I do not see Second Life as a tool or place for learning that will replace Real Life schools. However, especially for distance and online learning, it means a huge opportunity to enhance the learning experience which no teacher should dismiss.

Aug 16

Course 1 – Lesson 11

Direct link to the lesson plan



I have to be careful at the beginning not to allow students to get used to arrving late. But there were only two so I really had to wait. But the time was still used well to introduce each other (we had a visitor) and we weren’t so many so there was enough time at the end.


The review was very brief because it was only a reminder. Students had more problems with the grammar words (noun, adj, ad) as so often, than with the actual concept. Some students were, however, confused about the difference so it was good to have planned the controlled practise in game form.

Students loved the game but the pace was a bit too slow. This was partly due to the fact that this was the first board game they had ever played in SL and I had to explain it and due to the nature of SL (everything seems to take longer).

Speaking fluency

Impromptu game: Only three students were left and only one of them used voice, unfortunately. The girls had to type fast so practised “fluent typing” rathern than their speaking fluency. Therefore, I was not very satisfied with this part. I want to have one girls-only course/class in the future so that everybody can speak.

Technical issues 

I couldn’t hand out the homework notecards nor could I drag them into my notecard giver. So I copied the homework text into local chat (it is also available on the course website).


Students had done last week’s homework and written a letter to Dennis. For the next (and last) lesson, they have to prepare a mini-presentation. I will give them individual picture boards and if necessary some Linden dollars to upload a few pictures for their presentation (I limited the amount and some students are also ready to donate some dollars). 


Games are a very appropriate way to transfer controlled practise pen-and-paper exercises into interactive student-centred, kinaesthetic games which are fun to play. They do take more time, of course, for the same amount of questions. This was my first attempt to create such a board and it turned out it is much easier that I thought it would be. The only think I have to figure out is how to get two different scripts working in the proper order or independently. 

The Impromptu Speech game does really only make sense when students use voice. I planned it hoping there would be more students using voice.

Update – 18 August 2008

Student feedback

Some students learned a lot of new words and expression others some. Some practised speaking “a lot” some “enough”. For some it was the right level for one too easy. Everybody liked all activities and think the homework is/was useful and fun. Best activity: The dice/board game and challenging the other team

Aug 11

Course 1 – Lesson 10

Direct link to the lesson plan

This lesson built up on the previous one where the topic was the news and we talked about a journalist’s job. Students had also practised asking questions in different tense in the Hot Seat game. This lesson was insofar different as we had a guest in the lesson. Well, more precisely, we were his guests 🙂

For the first time, I had no written lesson plan and wrote one after the class in order to upload it here. Which does not mean the lesson wasn’t planned. Dennis and I e-mailed about our plan and we also met before the lesson to make sure everything was set.

Lesson overview

I believe it is very important to give students a lesson overview so they know what to except. This helps them to relax and to mentally prepare to what is expecting them. It can also help weaker students to understand much better what is going on.

Preparing for the visit

Students went to Dennis’ website to find out who we were going to visit and to brainstorm some questions they would like to ask him based on the information on his website. Then we teleported to a place near Dennis’ home. I chose not to directly teleport in front of his house in order to make our visit look more “natural”. We had to walk over a bridge towards Dennis’ house where we had set up a fire place and the presentation screen and where Dennis was waiting to greet us.


Sitting under the trees around the fire made such a difference to a more formal setting (classroom). This is one of the strengths of SL. Please, SL teachers, do not hold your classes in replicated RL classrooms. In SL, you can easily set the scene fitting the occasion. Isn’t this something we have often wished for in RL?

The guest

Dennis did a wonderful job keeping his it informal and involving the students during the presentation by asking questions like “Who do you think this is?” “When do you think was this picture taken?”. His being an English teacher made my job easier. I joined my students and was part of the audience. As I didn’t have to do the talking, I could provide definitions in local chat of some of the words that Dennis used without interrupting the flow of the presentation or conversation.

Dennis had the impression there had been too much teacher talking time. But this was partly due to the format we had chosen (a presentation) and to the fact that most students chose not to use voice (maybe they were too shy). That meant that Dennis was heard as the only one speaking while the others were typing in local chat. And after all, I was the teacher, and I didn’t talk much at all 😉

Students need time to warm up

It was unfortunate that we had to end the lesson as students were just warming up (as Dennis said, sitting around the fire) and becoming more comfortable with asking questions. They probably needed some time to digest what they had heard, reflect and then form their questions. I think, if I had let them, they would have stayed much longer with Dennis. So, if possible, it is a good idea to leave more time at the end to sit together …


Writing a letter to Dennis to either thank him, ask for clarifications about what he said, comment on his presentation or the visit or anything else they want to write.

I first wanted to go through the chat log and make a list of the new words that came up to post on the course site. Then, I thought: “Wait a minute. The students are at different levels and come from different backgrounds. They know much better which words were new for them. And reading through the chat log will not only help them remember the words better from the context it will also be a  review of the lesson. Another bonus is that it will save the teacher time 🙂


In the first stage, I wouldn’t only ask students to read the information on the website and brainstorm questions but also to make predictions about the guest, depending on what information is already available (e.g “Why do you think did he travel so much?”, “Do you think he liked his job?”). This would give them a focus when listening to and watching the presentation and more things to ask about. Next time, I would keep the presentation a bit shorter and give students more time at the end to chat with the guest.

Having a guest added more variety to the course and gave students a chance to listen to someone with a different accent. This is definitely something I will try to include in all my courses. Second Life and online teaching makes inviting guests from diverse backgrounds and countries much easier than Real Life and one should take advantage of this.

Click here to read Dennis’ reflections on the lesson.

Aug 07

Course 1 – Lesson 9

Direct link to the lesson plan


Attendance and time

First time that I actually left out a major stage.There were only two students attending the class for the first half hour. Which was not good for my lesson plan but on the other hand, I could voice chat with them and we could take our time. They are my weakest students and it was the first time that one of them had said so much in voice. So, it was worth the time. I did the review with the two of them and when I started the news topic some more students arrived. Another reason for “losing” time was that the homework presentation took longer than I had expected (see below).


In order to review the shape names, I was naming objects and asking students what shape that object was. One of the things I said was “donut” but both students didn’t know what it was. So, I quickly opened my browser and searched for pictures. Within seconds I had found several and students could give me the correct answer. This a huge advantage of online teaching and learning.

Transition between places

In this lesson we had to teleport several times to different locations. There were no problems and no time was lost. In a Real Life class it would have cost a lot of precious class time. This and the fact that one can simply teleport from the classroom to Reuters’  bureau, back to the classroom, over to the sandbox is amazing and can make lessons so much more interesting.

At Reuters’

Students in SL love to visit different places and love to move, walk and fly and do things. In this lesson, they had to explore the Reuters building after we had established the fact that it was a news agency. We all had fun, especially when we discovered a picture of a veiled lady (see pictures) that looked like one of my students 🙂 We sat together in the lounge and talked about what they had found. Then we discussed what journalists do and the qualities and characteristics they (should) have and the students came up with  some great vocabulary.

Back to our class garden

We looked at a picture of a row of photographers and students commented on how they would feel being the person photographed. Then, we played the “Hot Seat” game. In order to decide in which order they would sit on the hot seat, they had to find out when everybody’s avatar was born in SL and line up accordingly. 

The students loved this game and asked many questions. The girls, who are RL friends and study at the same university, were more daring when interviewing each other. This was great practise for asking questions.

Corrections and feedback

I corrected immediately but only in local chat without interrupting the flow of the activity. This is another great feature in SL. In RL I would have to either interrupt students and correct or opt for delayed feedback after the activity. In SL I can correct in local chat if it concerns the whole class or I can IM (instant message) a student and correct discreetly. Another advantage is that the chat log is recorded for everybody to see what they have said and for me to analyse later and use for future lesson planning or for individual and class feedback on the course website.

Homework presentation

This time most students had done their homework. I was expecting simple objects with a script but I was surprised and amazed with what they had built. You cannot see it on the pictures but the transparent shapes on the built with the checkered floor and the chairs arranged in a circle actually rotated. The ice-cream cone was another lovely idea to use a shape and an object that is named after it.

Students did probably not use much English while building their objects but they had fun and they had to talk about their objects when presenting them. The most complicated built was by one of the weakest students and it was important for him to get praise for his work. 


Be flexible and skip or add activities when needed.

Use Second Life’s strengths fully instead of thinking of its limitations. Most limitations only exist when we think of RL classroom activities and want to transfer them to SL.

Give your students control and let them teach you something they know better (e.g. building).

Update – 11 August 2008

Student feedback

Most say they learned a lot of new words in this lesson and practised speaking enough (one says “a lot”). For most the lesson was at the right level of difficulty except for one who found it too difficult.

All students liked all activities in this lesson. What they liked most was the Hot Seat game and visiting Reuters.

Aug 03

Course 1 – Lesson 8

Direct link to the lesson plan

Time issues – transition

For this lesson I needed a location where all participants had permission to rez/build objects. I did, however, not want to go to a public sandbox as we would be using voice and I didn’t want to disturb others or wanted to be disturbed. In a crowded place it is difficult to mute everybody except the class members and group call (in IM) can be problematic. I decided to hold the class in front of my house on the SL English SIM. In order to be able to build students had to become members of the SL English group.  It took at least ten minutes until everybody was enrolled because some students did not know how to join a group.

In order to avoid such a waste of time and hassle in the future, it is a good idea to arrange this in advance (e.g. by sending students a group notice telling them to join the group and explaining how to do this). Alternatively, I could find land that allows everybody to build on and which is usually not crowded at the time of the lesson.

Names of shapes

Most students new how to create simple objects like cubes and pyramids. This was good because I did not have to explain how to create them and could concentrate on eliciting or introducing the names of the shapes.

This part of the lesson worked out quite well but because we were late and I didn’t want to skip any of the later steps, I didn’t introduce all shape names. Later I realized I had completely forgotten to introduce the adjectives. These were, however, in the list I gave everybody at the end and they are also on the course site together with my recording of the pronunciation.

Instructions and prepositions of location.

Students had to follow my instructions and build objects in the shape and colour I told them. Then, I described an object and students had to walk to where it was.  Finally, I and then other students instructed the others to move their objects to particular places to practise shape names as well as prepositions of location. All, of this worked out fine, except that, sometimes, it took a while until we could see all rezzed objects.

I had the feeling that the students were not all too motivated in these stages or maybe they had to concentrate so much that they didn’t have time to say or type much.

Building a scripted object

None of the students had build a scripted object before so they were all very motivated in this stage.

There wasn’t enough time to send students to the website where they could create their own script so I placed a sound and a script (play sound) into an object that gives all its content to anybody who touches it. This was time-saving because I didn’t have to pass around these items. This was a truly interactive task and all students had successfully built their objects that played a sound when touched. They were free to choose any shape and texture to make it more individual and give them choice. 

This activity would have been even better by giving students the change to select and/or produce their own script and select the content of their object (notecard, LM, sound, etc.). One little problem was that it was difficult to test the objects because all had the same sound. But we managed to do that and I was also able to see where they had problems when building as I could look into their objects and see whether they were doing the write thing.


We had five minutes for this and I rushed through it a bit. Students said they all like building in SL and one student showed us what he had built.

Content giver

This is a very handy object, which I used several times in this lesson. As I described above, you can fill it with inventory items that you want to hand out to everybody and by touching it students are given its content. Very time-saving and extremely easy to set up and use.


Besides reviewing the vocabulary, students have the optional homework to build an object which they can show off next time. I am curious what they will come up with. I’ve added some videos about how to record and upload their own sounds and about scripting to the Moodle course site to help them with this task.


I am planning to upload the recording of the shape nouns and adjectives and placing them into objects of that shape and placing these in the garden where we usually start our classes. So, for example, when the cube is touched, it would play the sound “a cube – cubic” or “This is a cube. – It’s cubic.” 

There are two limitations to take into consideration here. Uploading sounds cost L$10 each and they must be shorter than 10 seconds. 


There was not enough speaking practice for the students in this lesson and it was very teacher-centred. Whether this is something negative, I am not sure. During the lesson I had the feeling that it wasn’t good. It was also in stark contrast to the lesson before this one. I do think, however, that we should not always shy away from teacher-centred lessons or too much teacher talking time as long as this is the exception and not the norm and it can be justified.

I am not completely happy with how this lesson went (transition problems, level a bit too low as I didn’t introduce enough new words) and maybe I need to change the lesson plan a bit and think more about some of the stages. But I think in general this is the kind of lesson that uses the strength of Second Life. Students learn skills besides learning English (content-based) and students actually produce something.

Jul 27

Course 1 – Lesson 6

Direct link to the lesson plan



Some of you might wonder why I plan 10 minutes for  the very first stage of the lesson — Welcome/Sound Check/Overview. As in RL, many students are not punctual. So, instead of starting with an activity or discussion in the first minutes and having to explain what’s going on again to newcomers, I use this time to give an overview of the lesson. Latecomers can still see it up on the board. Sound check is an essential part at the beginning. As I said before, you do not want to have been talking for minutes until somebody asks whether the lesson is in voice and that they cannot hear anything. This would mean interrupting the activity, trying to help that student to set up sound, and repeating the activity.

A lot of time lost again at the beginning. We had to wait because there were only two regular students + one who hadn’t come to class often and a guest. None had prepared anything for the tour. I used the time to have the guest introduce himself and went through overview and language.


This lesson’s aim was to really get students speaking. The “tour guide” practised their fluency and taking longer turns and the “tourists” (hopefully) listened attentively and asked questions. I planned to stay out of the way as much as possible and only gave some support to the “tour guide” in local (text) chat when necessary and prompted the “tourists” to ask questions and helped get the conversation going when it went quiet.

I did not pre-teach any specific language here except a quick review of what we had looked at before. As it was a review, I had students read the sample sentences. This took too long because the student I had chosen was the weakest and had problems using the talk button. He pressed the button too late or started speaking too early so that we couldn’t hear the beginning of the sentences. I showed him later how to use the talk button more effectively. I chose a weak student because I wanted to give him a chance to speak without being afraid of making mistakes. He could read the sentences and it was a review so he had heard them many times. 


At this stage, I did a quick pronunciation exercise with “can” but didn’t spent much time on it and instead provided the same sentences on the course website together with a voice recording to which they can listen as often as they need.

The field trip

Two students agreed to take us on a tour without being prepared, which brought up the word “spontaneous”. The first tour was to a car exhibition with some beautiful modern and old cars, some quite expensive but we all got a copy of a free car. There was also a racetrack but unfortunately we did not have the time to try out our free cars. The “tour guide” did a good job explaining the place. He was new in SL but his English was good (too high for this group actually). The most interesting fact for everybody was that petrol in Saudi Arabia costs only about $ 0,20 a litre. We talked about whether the students like cars and some gave us information about their cars. 

During the tour, a new class member joined (he was late) but had no voice. I helped him to set it up but he still didn’t participate because it was too difficult for him. I assume, this was partly due to the fact that we were in the middle of the activity. 

The second tour guide took us to Turkey in Second Life and gave us a tour of the famous Sultan Ahmed Mosque better known as The Blue Mosque in Istanbul and a shopping area. Although, this student is one of the weakest in the class, he was able to explain things very well. His main problem was  understanding some of the questions.

Transition and other technicalities 

Teleportation between the places worked perfectly and no time was lost here. However, there was the “usual” Saturday evening lag and it took a while until the avatars had rezzed. Navigating becomes also more difficult when there is lag. Other minor issues like people sinking into the ground or chairs are a normal part of life in Second Life 🙂 

Eavesdroppers and onlookers and problems with these

During the field trip, like in RL, there were  other people in those places, especially Turkey was very crowded. Some were curious what was going on, joined the tour and asked questions. One person, especially, stayed with us and he even turned up in my house where we met to talk about the tour. One of the students must have given him a teleport. Unfortunately, this person was disruptive. While we were talking about the tour, he was walking around and jumping over us like mad and talking (French). I asked him several times to stop that and that I would mute him otherwise, which I eventually had to do.

Final stage — Feedback

In the final stage, students unfortunately didn’t say much, although I tried to get a discussion going. They did however like the places and during the tour there were questions asked. The best speaking practise was for the tour guides. 

At the end, I gave some feedback using the notes I had taken on a notecard during the tour.


In this lesson, students had a lot of freedom and I did not interfere much. I was a “tourist” and was on the same footing as the other student “tourists” and really learned something from our tour guides. The lesson plan is basically only a frame leaving a lot flexibility and space for students to talk. This worked out fine and I am satisfied with how the main activity — the field trip — went.

As usual, keeping the lesson plan very flexible is extremely important. I still have to learn to be stricter with guests and new students. The reason why I am not that strict at the moment is, however, mainly because it is a free lesson and the first for all the students. I do not want to disappoint anybody. 

This was the second time that I ran out of time a bit at the end and finished the lesson ten minutes later. This could have been avoided with a bit of a faster pace in the first stage without needing to leave out anything. Maybe then, the students would have relaxed more and a better discussion might have arisen from that.

Update, 1 Augsut 2008

Student Feedback

Level was right, they learned a lot of new words and practised speaking a lot. They liked all the activities and think homework was useful. What they liked most about the activities was that they learned a lot of new words. They also liked visiting interesting places.

Jul 24

Course 1 – Lesson 5

Direct link to the lesson plan



Students arrived very late except two who were punctual. This cost a lot of time but on the other hand, I had a change to chat with those two and they had a change to speak a bit more (they are eager to speak). 

Etiquette in SL classes

One student excused himself and left in the middle of a pair work activity. I wonder if this is plain impolite or something we have to accept in online or Second Life classes. I do not want to say here what his excuse was but it did not sound urgent to me. 


We had two visitors but one couldn’t hear me and left after a while. The other was there but didn’t participate except saying hello once and yes that he would like to participate. Later, I completely forgot to teleport him to the new location 🙁

Classroom management

I had forgotten to set up the notecard giver. So, I had to hand out tow notecards to every individual students. Cost time.

Dictation took too long because I was distracted with visitors. The guessing of my dates was too long, too, although I did want them to practise asking questions, 5 dates would have been enough. This meant that there was less time for the story writing/telling.

Transition worked perfectly as I can teleport a whole group of people at once. No time lost here. In RL this would have taken much longer or would have been impossible.

Boys and girls and parcelled houses

For group work, I had the girls work together and the boys. The reason for this was that the boys like to use voice but the girls don’t want to use voice while the boys are around. This is why I chose my house as a location for the groups to discuss and come up with a story. My house is divided into two parcels and what is being said in one cannot be overheard in the other half or from outside. I was hoping to give the girls a chance to practise speaking with this setting. Unfortunately, the girls did still use text chat only and the boys used IM. The stories both groups came up with were very different and funny, though, and students enjoyed the activity.


I told students to be more punctual. In future, I will not wait that long for students to arrive, so they do not get used to my waiting and see they actually miss something when they arrive late. I will not accept visitors after the second or third lesson. They can observe (I cannot prevent that anyway if lessons take place in public places) but cannot participate (maybe some exceptions, e. g. if the class is very small and observers have the necessary SL skills and level of English). I would do the dictation much more quickly and would only use 4 or 5 dates to be guessed and tell students they do not have to guess them in any particular order. I have to find a better way of monitoring students during pair work when they use IM. I will meet with the girls and let them test the parcelled house and see for themselves that they can really speak without being overheard hoping that next time they will use voice.

There is neticet, wiki etiquette, etc. Is there also SL etiquette? What is acceptable behaviour in SL? Are there any guidelines we and our students can follow? Do we have to establish them?


Update, 1 Augsut 2008

Student Feedback

All students who filled out the form, state the lesson was the right level, they learned a lot of new words and liked all activities. Most say they practised speaking a lot and one student says it was enough. They all liked the activities. Replies to best activity were: the Coca-Cola story, homework, conversation. There was nothing they didn’t like. All found the homework useful and some also fun.


Jul 24

Course 1 – Lesson 4

Direct link to the lesson plan


A very classic lesson (plan). Just wanted to test how it would work out in SL. 

Voice issues

There were six students and one visitor. Two students could not  hear me. I could help one  to configure voice quickly. All the other other students could hear me but opted not to speak due to various reasons (technical issues, too much noise at home, too shy) 🙁  This meant a lot of typing for me. 

The SpeakEasy HUD

Thanks God, I had prepared the long text (The story of Coca-Cola) for the SpeakEasy HuD, which is a tool that allows you to type up the text you want to “speak” in advance and displays it line by line by simply clicking on the tool.

What I did was was to tell the story in voice and at the same time show it bit by bit as text in local chat. This was good for the listeners, too. They could also read along if they wanted.

Analysing students’ language

Students’ sometimes not being able to use voice can be an advantage, too. They practise their writing skills (writing in chats is a real-life skill now) and I have a more complete chat log which I can analyse later. However, this course focuses primarily on speaking skills. Therefore, I am always happy when voice does function and students are able to speak. In order to have a record of what students have said, voice can be recorded, too. This would help with analysing their pronunciation and intonation.

After the listening and reading of the text, we did a quick review of the Past Tense and most students knew all about the form and use of it except one student. I gave some more examples and explained the concept briefly and also added links with information about it in the Moodle plus exercises for those who want or need practice. 

The last stage went well and students came up with several inventors. Some used the Internet which was OK. What was not OK was that one simply pasted what he had found into local chat but appologised when I said he should use his own words.

The film will be watched as homework.


I asked students why they don’t do their homework whether it is time or they don’t like it. Those at the university said they were busy working on a project. In the feedback survey, all students say that homework is useful and fun.


Always except something unusual to happen. Be prepared. Have alternatives. Be strict with no IMs during lesson. People will know with time that when I set myself into busy mode, that I am really busy and do not reply. But I have to admit that I do not know what it looks like on somebody else’s computer/list of friends. Does it say Daffodil Fargis (busy)? You do not receive inventory items that are sent to you during busy mode. So, if you want your students to write a notecard and send it to you, you have to leave the busy mode.

The lesson worked well for the students and feedback is positive but personally it did not satisfy me. As I said, at the beginning, this was a simple transfer of a classic Real Life lesson to Second Life. This is not what I want my SL lessons to be. What I am thinking about for future lessons is how to make grammar come alive using SL’s unique potential. 

Student Feedback

Right level of difficulty for everybody. They learned a lot of new English words. They didn’t practise speaking enough because of the reason I mentioned above. Best activity: Learning about Coca Cola (stated by several students). One students says: “I never thought that coca cola has a history.” (So, interesting content is very important to engage students).

Jul 15

Tip 8 – Organise your inventory!!!

Organise your inventory very well. This is extremely important.
Rename your notecards, objects, Landmarks, etc. so that they make sense to you.
Create folders and sub-folders. As an example:

Notecards folder

SL101 course notecards sub-folder

SL101 Lesson 1 sub-folder

      • SL101 Lesson 1 note 1 overview
      • SL101 Lesson 1 note 2 instructions task 1
      • SL101 Lesson 1 note 3 language/vocab
      • SL101 Lesson 1 note 4 homework

Do the same with your educational tools, objects, landmarks, etc.

You could also create one folder for your course and then sub-folders for notecards, objects, textures, etc. instead of using the default folders that SL gives you. 

Jul 15

Tip 7 – Do not give long instructions orally

Do not give longer or complicated instructions only orally, especially not in lower level classes. Instead write the instructions on a notecard and display them using a notecard displaying tool. Advantages:

  • Students can follow what you are saying by reading the notecard 
  • Students who cannot hear you can still read the instructions
  • Less explaining needed thus less Teacher Talking Time 🙂
  • Fewer questions will arise and thus there will be more time left for the actual activity.