APPInep e-newsletter_Autumn_2018 APPInep e-Newsletter 12.7 - Page 9

In the classroom The water cycle revisited You might be expecting me to talk about experimenting in an attempt to tie new language to evaporation from the ocean due to the heat of the requests for water and toilet trips and would like to sun, clouds condensing then rising before rain falls share these with you here. to run off mountains into the sea once more, or to form groundwater. But no, not today - the water As far as drinking water goes, I have started using cycle I want to talk about is a different one. It starts a couple of traditional water jugs, as seen in the with our primary students being thirsty and wanting action shot below, to create a whole class lesson to drink water. In the middle part of the cycle they stage. We all line up, each child has their own cup are okay for a while. After that they need to go to and they decide which vessel they wish to drink the loo and finally they are okay for a little while from, asking: longer, before the cycle starts again. The drinking and the peeing can be fairly intrusive for a young learner teacher - not in a class shatteringly interruptive way but rather as a niggling constant. Over the last two or three years, I have been trying to think of ways to reclaim these moments and to harness them for our own purpose of teaching our students more words and sentences in English. Here we have turned water drinking into a lesson stage. My basic premise is that whenever a student wants something, we can use that as leverage to get them to produce a stretch of language. This is not a particularly unique line of reasoning. There are thousands of us, in fact tens or hundreds of thousands of us, more probably, working worldwide along such logic. Hence: Can I drink water? and Can I go to the toilet please? are to be heard in classrooms globally. Can I drink from the brown clay water jug? or Can I drink from the while clay water jug? In lieu of clay jugs, coloured bottles could be used (for Can I drink from the red/blue/green bottle? etc) or jugs with small cutouts of the vocabulary of the week taped to the outside (Can I drink from the bottle with the cheetah/whale/seal on it? etc). Toilet trips are a tad more complicated. There is a Once our students have mastered these two limit to how much language, and especially new sentences though, do we stop there and have language, you can ask a student to produce before them repeating the same thing for the next term, letting them go to the toilet - if you do not wish to year or several years? Recently I have been produce accidents. So instead of making students