Windows for ELT

This is an activity I shared at the 3rd ELT lesson jam. It was first published on Freeed, a wonderful community made by teachers for teachers: https://www.freeed.com/articles/1854/johari-windows-for-elt.

The idea is taken from Pilgrims Longman Resource Book ‘Alternatives’ by Richard and Marjorie Baudains, as was the one with the virtual Cuisenaire rods

It borrows the concept of the Johari windows and adapts it for a speaking activity (in pairs), where students set out to find common- and not- experiences. The visual support (using Google Jamboard here) provides focus and purpose. 

This is how it works: students work in pairs to find 3 things to fill each quadrant with; top left 3 things they can both do well, top right 3 things A can”t do but B can; bottom left 3 things A can do but B can’t and, finally, bottom right 3 things neither of them can do. Simple but it should generate a meaningful conversation and build some rapport in the process.

There follows a feedback stage where pairs can present together their findings using language such as: “Both of us…”, “Neither of us…”, ” I was surprised to learn that…”, etc. 

Here it is, my Jamboard,  available for you to make a copy and adapt it for use in your context. My jamboard has 4 pages with 4 different pre-created windows: abilities with can/can’t, experiences with have/have never, preferences with like/don’t like, and I am/I am not for characteristics (great for get-to-know-us-better first lessons). Please let me know in the comments what other ideas for windows you have!

 

 

3 thoughts on “Windows for ELT”

  1. This is absolutely brilliant and also a great Get-to-know-you activity. Appropriate in all teaching contexts, from YLS to Business English. Thank you for the Jamboard template👏

    Reply

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Let me know what you think!

3 thoughts on “Windows for ELT”

  1. This is absolutely brilliant and also a great Get-to-know-you activity. Appropriate in all teaching contexts, from YLS to Business English. Thank you for the Jamboard template👏

    Reply

Leave a Comment

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