Ten Secrets To Write Better Stories

Writing isn’t easy, and writing a good story is even harder.

I used to wonder how Pixar came out with such great movies, year after year. Then, I found out a normal Pixar film takes six years to develop, and most of that time is spent on the story.

In this article, you’ll learn ten secrets about how to write a story, and more importantly, how to write a story that’s good.



Everything I Know About How to Write a Story

Since I started The Write Practice a few years ago, I’ve been trying to wrap my head around this question, how to write a good story. I’ve read books and blog posts on writing, taken classes, asked dozens of authors, and, of course, written stories myself.

The following ten steps are a distillation of everything I’ve learned about writing a good story. I hope it makes writing your story a little easier, but more than that, I hope it challenges you to step deeper into your own exploration of how to write a story.

1. Write In One Sitting

Write the first draft of your story in as short a time as possible. If you’re writing a short story, try to write it in one sitting. If you’re writing a novel, try to write it in one season (three months).

Don’t worry too much about plotting or outlining beforehand. You can do that once you know you have a story to tell in the first place. Your first draft is a discovery process. You are like an archeologist digging an ancient city out of the clay. You might have a few clues about where your city is buried beforehand, but you don’t know what it will look like until it’s unearthed.

All that’s to say, get digging!

2. Develop Your Protagonist

Stories are about protagonists, and if you don’t have a good protagonist, you won’t have a good story. The essential ingredient for every protagonist is that they must make decisions. Victor Frankl said, “A human being is a deciding being.” Your protagonist m

ust make a decision to get herself into whatever mess she gets into in your story, and likewise, she must decide to get herself out of the mess.

To further develop your protagonist, use other character archetypes like the villain, the protagonist’s opposite, or the fool, a sidekick character that reveals the protagonist’s softer side.

3. Create Suspense and Drama

To create suspense, set up a dramatic question. A dramatic question is something like, “Is he going to make it?” or, “Is she going to get the man of her dreams?” By putting your protagonist’s fate in doubt, you make the reader ask, What happens next?

Note: To do this well, you need to carefully restrict the flow of information to the reader. Nothing destroys drama like over-sharing.

4.  Show, Don’t Tell

Honestly, the saying “show, don’t tell” is overused. However, when placed next to the step above, it becomes very effective.

When something interesting happens in your story that changes the fate of your character, don’t tell us about it. Show the scene! Your readers have a right ro see the best parts of the story play out in front of them. Show the interesting parts of your story, and tell the rest.

5. Write Good Dialogue

Good dialogue comes from two things: intimate knowledge of your characters and lots of rewriting.

Each character must have a unique voice, and to make sure your characters all sound different, read each character’s dialogue and ask yourself, “Does this sound like my character?” If your answer is no, then you have some rewriting to do.

Also, with your speaker tags, try not to use anything but “he said” and “she said.” Speaker tags like “he exclaimed,” “she announced,” and “he spoke vehemently” are distracting and unnecessary. The occasional “he asked” is fine, though.

6. Write About Death

Think about the last five novels you read. In how many of them did a character die? Good stories often involve death. Harry Potter, The Hunger Games, Charlotte’s WebThe Lord of the Rings, and more all had main characters who died. Death is the universal theme because every person who lives will one day die. Tap the power of death in your storytelling.

7. Edit Like a Pro

Most professional writers write three drafts or more. The first draft is often called the “vomit draft” or the “shitty first draft.” Don’t share it with anyone! Your first draft is your chance to explore your story and figure out what it’s about.

Your second draft isn’t for polishing, although many new writers will try to polish as soon as they can to clean up their embarrassing first draft. Instead, the second draft is meant for major structural changes and for clarifying the plot and characters of your novel or the key ideas of your non-fiction book.

The third draft is for deep polishing. Now is when everything starts to gel. This is the fun part! But until you write the first two drafts, polishing is probably a waste of your time.

8. Know the Rules, Then Break Them

Good writers know all the rules and follow them. Great writers know all the rules and break them. However, the best writers don’t break the rules arbitrarily. They break them because their stories require a whole new set of rules. Respect the rules, but remember that you don’t serve the rules. You serve your stories.

9. Defeat Writer’s Block

The best way to defeat writers block is to write. If you’re stuck, don’t try to write well. Don’t try to be perfect. Just write.

Sometimes, to write better stories, you have to start by taking the pressure off and just writing.

10. Share Your Work

You write better when you know someone will soon be reading what you’ve written. If you write in the dark, no one will know if you aren’t giving your writing everything you have. But when you share your writing, you face the possibility of failure. This will force you to write the best story  you possibly can.





Reference: http:/thewritepractice.com


How to Write a Book Review that Attracts Readers Attention

by Chatebook


Most people that read any given book cannot help but wonder what everyone else thought about it, good or bad, this leading them to seek out reviews. Because readers consider book reviews as a reliable source of information about a book, the majority of book lovers rely on them when it comes to what books they want to read.

When considering how to write a book review, the goal of the reviewer is to state their honest, reliable and possibly detailed opinion of a given book. It is just that simple. Anyone struggling to communicate their thoughts in a written manner that resembles a review might be trying too hard. That isn’t to say that book reviews are easy to write; however, they are fairly straightforward. If you take the time to read a book, the chances are quite high that you have something worthy to say about it. Book reviews simply provide individuals a platform through which they can express themselves about the books they have read.

Book reviewing is a straight forward process. Most writers kick things off with a few lines describing the book without giving away major spoilers and plot twists. The positive elements of the book, those things you liked, typically come next. Following are the elements you disliked, and lastly a roundup that concludes your overall thoughts on the book.

Admittedly, there is no one perfect structure that all reviewers must follow in order to successfully review a book. So long as you make an attempt to express your thoughts, you should be fine.  Following are a few tips on how to write a book review that you might find useful:

  • Endeavor to restrict yourself to books that you can review uniquely well. In other words, you are able to say something about them that no one else has said. Try to stand out. Rather than blatantly expressing your general thoughts on any given book, make an effort to bring your experience, which is only unique to you, to your readers.
  • It is imperative that you maintain accuracy at all times. While you are allowed to express your opinions freely about the merits of the book, make sure you get the facts right. This is the only way to build trust with your readers. Rather than trusting your memory, take the time to check every fact you quote. Ensure that character names are spelled correctly and sift for grammar mistakes before posting your review.
  • Do not lose balance. Imbalanced reviews have the tendency to either be overly positive or excruciatingly negative.  Consider writing a book review that blends the positives and the negatives. By doing so you’ll help the reader make a well-informed book choice without damaging the author’s character or self-esteem.
  • Every book is different in some way. Even those books that seemingly blend into one another will bring something new to the table, be it a writing style, character description, atmosphere etc. Good or bad, try to tell your readers why the book you are reviewing stands out from all the others and why they should care. Even if a book doesn’t stand out, that is an aspect worth exploring because it also sets the book (and your reviews) apart.
  • Another tip is to keep your review conversational. You are not writing an essay. Express your thoughts as you would when talking to a friend. Before posting your review, scrutinize it carefully and cut anything you wouldn’t say to your informed friends during a casual conversation about the book.
  • Add a synopsis. Readers need to know a little about the book before thrusting them into the details of your review.  Offering a short synopsis about the book not only grabs the attention of prospective readers, but it also gives you more credibility by showing that you’ve actually read the book.  It doesn’t need to be long – a short two- or three-sentence summary to kick-off your review will suffice.
  • This goes without saying; avoid clichés. Terms like “must-read” and “send chills down your spine”, are tired. So drop them all together. Just talk to your readers and converse with them about the book as you would a friend.

These tips are far from rocket science.  Just focus on the subject of your efforts, and provide an open and honest opinion about what you’ve read.  If your opinion happens to be critical, ensure to criticize the book rather than the author. Focus on the problems with the words, plot, characters, etc., and leave the defects of the writer’s character out.

How to write a helpful book review

Book, notepad, pen and coffee

Why write a book review?

How often do you scan through some of the reviews before buying something on-line? By allowing us to write unmoderated reviews, the retailers have put a lot of power in our hands. Third-party reviews tell the prospective customer what they can expect if they purchase the item they’re considering. A series of poor reviews can spell disaster for a product or service. Conversely, a series of genuine positive review is better than paid advertising.

When we buy a “widget” we want to know that it’s going to serve whatever purpose we bought it for. If other people tell us they’ve have a bad experience with a particular widget we’re likely to go with one that works better, even if it costs a little more.

Reviews of creative artistic products are a little different to “widget” reviews. Not only do they speak to other customers, there also speak to the artist. Authors and musicians create for the for the sake of creating. They also love to get feedback.

Writing a book review is, in essence, a way of giving something back to the author beyond merely paying for their work. It is an acknowledgement of your appreciation for what they’ve written. It is an encouragement to keep plugging away at what can be an isolating craft.

When to write a review

It may seem like stating the obvious, but the time to review a book is after you’ve read it. It’s surprising how many reviews begin, “I’ve not opened it yet, but …”. A review like that is not useful to anyone.

What to say in your review

When writing a review of a non-fiction book there are a few things to remember:

  • You review is about the book.
  • The book was written to serve a particular audience.
  • You may not be the intended audience

With that in mind, here’s an idea of what to include in your review:

  1. What is your connection to the theme of the book? If it’s about fishing, are you actually an angler? Novice or expert? Perhaps you’re related to an angler or just curious about the subject? Whatever your connection, it helps put your review in context.
  2. Who is the book was aimed at? Is it very technical or simplistic? Did it give a broad overview of the subject or focus in on a particular field? What was the writing style like and did it seem to fit with the subject matter?
  3. What was your opinion of the material If you are part of the target audience, did the author cover the material well? Was it what you were expecting? If you’re not the target audience, were you still able to get some value from reading the book?
  4. Were there any parts that stood out for you? What parts of the book was most helpful or enlightening?
  5. The final verdict Remembering that you may not be in the target audience, who would you recommend this book for? It may be a very specific group (e.g. pre-teen boys who are obsessed with origami, pasta and football!) or a much wider audience (e.g. amateur musicians).
  6. Don’t forget those stars. Once you’ve written your review, you’ll need to rate the book. If the book has met its stated aims well you should give it top marks. If it has dismally failed to deliver, has masses of typos and is poorly presented, you should give it a low score. Remember, if you didn’t appreciate the book but are not in the target audience, that’s not necessarily a reason to give it a poor rating!

So, now you’re ready to go and share some love with the authors of books you’ve read recently and give some helpful advice to your fellow readers.

Having just written your own review why not take a moment to validate one or two of the reviews written by other people. If you think a review gives an accurate portrayal of the book then mark it as being helpful as this will give more weight to it. If you think the person hasn’t actually read the book and has written a review that is misleading or unhelpful, then mark it accordingly.





Reference: http:/chrisgoodchild.co.uk

How to Write a Good Summary for a Book Report

Many grade school and high school English classes require their students to complete book reports. Often, it is difficult to know what to include and leave out of your report. A summary tells your readers about the most important points and elements of a book you read in your own words. Depending on your teacher’s requirements, you may also need to give your opinion of the book, such as what you enjoyed or disliked about it. If you do a little careful prep work, writing a summary for a book report is nothing to be scared of!

 Part 1

Preparing for Your Book Report

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    Pick an appropriate book. Your teacher may assign a book to you, or give you a list from which to choose. If s/he doesn’t give you a specific book, you may find it helpful to ask your school librarian to recommend something that’s appropriate for the assignment.

    • If you can, pick a book on a topic that interests you, as this will make it more enjoyable for you to read.
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    Make sure you understand the assignment. Your teacher may give you an assignment or prompt that gives you specific details on the book report. Be sure you follow all the guidelines given, such as how long the report needs to be and what it needs to include.

    • Don’t confuse a book report with a book review. A book report summarizes a book and may offer your opinion on a book, but it usually focuses more on facts about the book. A book review usually describes what a book says and evaluates how the book works.
    • If you have any questions, ask your teacher. It’s much better to ask questions when you don’t understand something than to try to muddle through only to produce work that isn’t what your teacher expected.
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    Take notes while you read. It will be much easier to draft your book report if you’ve taken notes as you go along, rather than trying to remember everything at the end. As you read, jot down a few notes on the following:[1]

    • Characters. If your book is fiction (or a biography or memoir), keep track of who the major characters are. What are they like? What do they do? Are they different at the end of the book than the beginning? Did you like them?
    • Setting. This category mainly applies to fiction. The setting of a book is where and when the story takes place (for example, the Harry Potter novels’ main setting is the school of Hogwarts). The setting may have significant influence on the characters and the story.
    • Story. What happens in the book? Who did what? Where in the book (beginning, middle, end) do important things seem to happen? Were there any clear “turning points” in the story, where things seem to change from what came before? How did the story resolve? What parts are your favorite parts of the story?
    • Main ideas/themes. This category will be slightly different for nonfiction or fiction. Nonfiction may have a very clear main idea, such as presenting a biography of a famous historical figure. For fiction, there will probably be a key theme that runs throughout the book. Think about this in terms of what you learned from the book that you didn’t know before reading it. You may find it easier if you take a few notes on each chapter.
    • Quotations. A good book report not only tells, but shows. For example, if you really enjoyed the author’s writing style, you could use a quotation in your book report that shows why you liked it. A juicy quote that sums up the main idea of the book could also be a good idea. You don’t have to use every quotation that you write down in your report, but jot down any quotations that catch your attention.
Part 2

Drafting Your Book Report

  1. Image titled Write a Good Summary for a Book Report Step 4
    Decide how to organize your book report. Your teacher may have given you specific requirements, and if so, you should follow those. There are two basic ways to organize a book report:

    • Organize the book report by chapter. If you organize your book report this way, you will move from chapter to chapter. You’ll probably need to cover multiple chapters in each paragraph.
      • Pro: You can go in chronological order, which could be helpful when you’re summarizing books with a lot of plot elements.
      • Con: This kind of organization can be more difficult to figure out if you need to talk about multiple chapters in one paragraph.
    • Organize the book report by type of element (“thematic” organization). If you organize your book report this way, you could have a paragraph about the characters, a paragraph or two about plot summary, a paragraph about main ideas, and a paragraph that sums up your opinion of the book.
      • Pro: You can tackle a lot of plot summary in very little space. The paragraphs are clearly divided, so you know what to cover in each one.
      • Con: This may not be appropriate if your assignment is mostly to summarize the book rather than give your opinions about it.
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    Create an outline. This will help you draft your summary. Put your notes into outline form depending on how you decided to organize your paragraphs.

    • For chronological order: Give each chapter or section of the book its own section. Write down the most important story elements and character developments that happened in each chapter.
    • For thematic organization: Put your notes about the various elements, such as characters, plot, and main ideas, into separate sections. Each will become a paragraph.
    • When you write your first draft, think about what elements move the story forward, because those will probably be the most important. You can give more detail as you revise, if you want.
    • For example, many things happen in Suzanne Collins’s The Hunger Games, but you can’t talk about them all. Instead, focus on the overall movement of the story. Begin by explaining what the Hunger Games are and how Katniss Everdeen and Peeta Mellark are chosen. Then you would summarize their time in the Capitol, including information on how sponsorship works. Following that, you would summarize the most important moments from the Games, such as Katniss injuring her leg in the fire, the attack by tracker-jackers, Rue’s death, the kiss in the cave, Cato’s final battle, and the decision to eat the poisonous berries. Then, you would conclude by wrapping up the most important moments from the book’s ending.
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    Write your introduction paragraph. Your introduction should give the reader a basic idea of what the book is about. It should also give a little bit of information about its main characters and/or ideas. You don’t have to go into a lot of detail here; you just need to give enough information that your reader knows what to expect from the rest of the report.

    • Give publication information for the book, including the book’s title, author, year of publication, and genre. Your teacher may ask you to include other information. If your book was written by someone important, won an award, or is a best-seller, give that information too.
    • For example, a short overall summary of Lois Lowry’s The Giver might look something like this: “Lois Lowry’s young-adult novel The Giver was published by Houghton Mifflin Harcourt in 1993, and it won a Newbery Medal in 1994. It is set in what appears to be a utopian society that thrives on ‘Sameness.’ There is no hunger, sadness, or poverty in this society. However, this utopia depends on keeping its people from feeling true emotions. This lack of emotion causes serious issues for the main character, Jonas, once he is chosen to become the new Receiver of Memory.”
    • For a nonfiction book, summarize the author’s main idea or purpose for writing the book. State what you think their thesis is. For example, a short overall summary for the book I Am Malala might look like this: “The youngest recipient of the Nobel Peace Prize, Malala Yousafzai tells her incredible true story in I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban. This book was published by Little, Brown and Company in 2013. Malala wants to inspire other young people to believe in their power to change the world by sharing her own experience about the value of education and peaceful protest.”
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    Develop your body paragraphs. Working from your outline, develop body paragraphs that summarize the most important elements of the book. Unless you’re dealing with a very short book, you almost certainly won’t be able to summarize every detail or even every chapter in your final draft. Instead, focus on what seemed most important to you about the story and the characters.[5]

    • For nonfiction, your summary should focus on what you think the author’s main idea is and how that idea is developed in the book. What important points does the author make? What evidence or stories from their personal experience do they use to support their points?
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    Use the movement of the plot to help you develop your paragraphs. If you’ve chosen to organize your book report chronologically, think about how the plot moves along. What are the major events in the plot? Where do things change? Where are the surprises or cliff-hangers?

    • Break up your paragraphs based on where the important events happen. For example, if you were summarizing J.R.R. Tolkien’s novel The Hobbit, you might organize your paragraphs this way:
      • Introductory paragraph: summarize the book in general and gives the publication information.
      • Body paragraph 1: summarize Gandalf’s plot to get Bilbo Baggins to become a burglar for Thorin Oakenshield and the party of Dwarves. End with Bilbo’s choosing to go on an adventure (because this is a major changing point for the character).
      • Body paragraph 2: summarize the adventures Bilbo and the Dwarves have, such as almost being eaten by trolls, getting kidnapped by goblins, and Bilbo finding Gollum and the One Ring. There are a lot of adventures, so you wouldn’t talk about them all; instead, pick the most important points. You might end with the Dwarves being captured by the Wood-Elves, because this is another “turning point” in the story. Bilbo has to decide whether he is brave enough to rescue everyone.
      • Body paragraph 3: summarize the interactions between the Dwarves and the Lake Town people, Bilbo getting into the Lonely Mountain and talking to Smaug, Smaug destroying everything and getting killed (spoiler!), and the many groups of Dwarves, Elves, and Men deciding to fight over the spoils. This is a good place to stop this paragraph, because it’s the climax of the story and your reader wants to know the resolution, or how everything turns out okay.
      • Body paragraph 4: summarize how Bilbo tries to stop the fighting, the argument Bilbo and Thorin have, the outcome of the battle, and Bilbo coming home to discover all of his stuff is being sold off. You can also talk about how the main character, Bilbo, ends up as a different character than the way he started off. That would be a good transition into…
      • Conclusion paragraph: talk about the main ideas of the book and what you learned. You might talk about how important it is to learn to be brave, or how greed is criticized in the book. Then, wrap up with your opinion about the book overall. Would you recommend it to a friend?
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    Organize your paragraphs by theme. If you’ve chosen thematic organization, you can develop your paragraphs according to topic instead of letting the plot determine your paragraphs. You’ll want a paragraph (or two) of plot summary, a paragraph about the characters, a paragraph about the book’s main ideas or themes, and a paragraph that sums up your overall opinion.

    • Begin with a VERY brief plot summary. Talk about the type of book it is, where the book is set (Hogwarts, outer space, a mythical past), what the main character is trying to do or learn, and how the plot ends up.
    • The paragraph about characters should talk about the main character (or characters). Who are they, and why are they important? What do they want to do or learn? What flaws and strengths do they have? Do they end the book as different in some way than how they began?
      • For example, a paragraph about the characters in The Hobbit would probably focus the most on Bilbo Baggins, the “protagonist” or hero of the novel. It would probably also need to talk a little bit about the other important characters: Thorin Oakenshield and Gandalf the wizard. This paragraph would consider Bilbo’s character development from someone who starts off afraid of new things to someone who ends up being brave and saving his friends.
    • The paragraph about the main ideas or themes might be the hardest one to write, but your notes should help. Think about what lessons the characters have learned. What did this book make you think about? Did it make you ask questions?
      • For example, if you were writing about The Giver, you might want to discuss the importance of feelings in human lives. You could also talk about the idea that in order to experience life fully, you have to experience pain as well as pleasure. Another big theme is the idea of becoming your own person: the hero Jonas has to learn how to reject the “Sameness” of society to follow his own path.
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    Write a conclusion. Your conclusion should wrap up by reviewing the main points of the book and giving your opinion of the book. Did you like it? Was it enjoyable? Do you agree with the author’s ideas or ways of writing? Did you learn something you didn’t know before? Explain your reasons for your reaction, using examples to support your claims.

    • Imagine your conclusion as a way of telling others whether they should read the book or not. Would they enjoy it? Should they read it? Why or why not?
 Part 3

Revising Your Book Report

  1. Image titled Write a Good Summary for a Book Report Step 11
    Reread your book report. You should have a clear structure in your report, with an introduction that provides a short summary of the book’s main points, body paragraphs that clearly summarize the book, and a conclusion that provides an overall assessment of the book.

    • As you read, ask yourself: if you were telling this summary to a friend who hadn’t read the book, would they understand what happened? Would they have a good idea of whether or not they would like the book?
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    Check for logical transitions. You need transitions between your paragraphs, and also between each idea in each paragraph. These transitions help guide your reader along as they learn about what happens.

    • For example, instead of beginning sentences with just the word “This” or “It,” remind your reader what happened in the previous sentence. “This” is vague, but “This (contest, lottery, murder)” is clear.
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    Double-check all of the information about the book. Make sure you’ve spelled the author’s and characters’ names correctly, given the complete and full title, and provided the publisher of the book (if your teacher asked for it).
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    Read the book report aloud. This will help you catch any awkward spots or places that seem hard to understand. Reading aloud will also help you catch proofreading errors that need correcting.
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    Ask someone else to read your report. The best way to know whether you’ve done a good job summarizing the important parts of your book is to ask someone else to read your book report. A friend or a parent can help you find the places that are unclear.

    • Don’t tell your friend what the book is about or what you’re focusing on before you have them read your report. That way, they will have to focus only on what’s on the paper — which is what your teacher will be doing too.
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    Make sure your name and your teacher’s name are on the final copy. This is important whether you’re turning in a printed copy or a handwritten copy. If you don’t put your name on the book report, your teacher won’t be able to give you a grade
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    Make a clean copy on good paper. If you’re printing out your book report from a computer, use clean, heavy-duty paper in the printer. Keep the book report from getting wrinkled before you turn it in. If you’re hand-writing your book report, use your nicest, most easy-to-read handwriting and clean, unwrinkled paper.
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    Celebrate! You’ve done a good job. Be proud of your hard work!


  • Try to think about how you would tell the story to a person who doesn’t know it.
  • Don’t wait until the last minute! Start early and read and summarize one chapter a day. This will give you less work to do all at once. It also helps to write your summary right away, while it’s fresh in your mind.
  • For parents: quickly read each chapter’s summary. If you can’t understand it, tell your child what information you feel like is missing so that they know what they need to add when they revise.







Reference: WikiHow

This article explores types of attention and why attention issues are often confused for ADHD.

Does it seem like your child is constantly daydreaming? Do they forget things frequently? Do you often wonder if your child will ever start paying attention? These are common questions that parents ask themselves on a daily basis when they are coping with a child that is struggling in school. Paying attention in school affects every part of the educational journey. When there are issues with focus, it affects learning directly.




Since difficulty with paying attention is widely associated with ADHD, that tends to be the first thing parents, teachers and clinicians suspect. But there are numerous other possibilities that may be the core issue when it comes to attention and focus problems. Sensory Processing Disorders (SPD), Auditory Processing issues, even autistic-like behaviors and other disorders are often misdiagnosed as ADHD. In a recent article written by The Child Mind Institute, entitled “Not all Problems are ADHD,” it discusses multiple causes of attention issues. To avoid misdiagnosis, other possibilities (which are not always obvious), must not be overlooked.

As I began seeing more of these attention-type issues with my students, I realized that each child displayed a different type of attention issue, and these were mainstream children who did not have a diagnosis of ADHD or another attention disorder. Some were more severe than others, but the key was not only to determine what type of attention issue they had, but the right intervention to help improve their attention, focus and behavior in the classroom. That’s when I came up with three categories for attention where most of my students fall under. These categories or “types of attention” generally help me know and understand how to help them progress in their learning development. If your child struggles with attention and focus, they may fall into one of these three categories.

3 Types of Attention Behaviors

If you have been around a number of children in a school-like setting, you will notice many different levels of attention and behavior in the group. You will also become aware that the ability to attend and focus can be different for every child that battles attention issues. Through years of observing and time with hundreds of children, we want to help identify where your child or student may be struggling. These three categories may give you a better idea of where their challenges lie.Types-of-Attention-pinterest


The Mover

The first category we like to call the “movers.” These kids are constantly on the go and are very active, which is why people often think they have ADHD. It is difficult for them to focus on one task, because everything in their environment affects their senses. Movers tend to try and take it all in instead of focusing on the requested task before them. Usually, they move from one object to another. Even though the child is very active, they usually don’t accomplish much because they constantly lack focus.

At school, these students most likely have trouble staying seated and frequently have excuses for leaving their desk. A teacher must help re-direct their focus to get them back on task. The mover may bother other students, blurt out answers, or talk excessively. Movers tend to be very physical and enjoy movement activities. The child may go to great lengths to avoid activities that require sustained mental effort such as schoolwork or homework.

At home, the child has trouble sitting through a mealtime. Homework can be a nightmare, and parents may need to sit with the student the entire time just to ensure focus. Often, the tone of the home revolves around these little movers.

Kids identified in the mover category seem to always be in the fight or flight mode. They can be in a heightened state of awareness and have no real time to calm or relax. Sometimes a child may have trouble sleeping at night, and when they do, they move continually.

The Squirmer

The next group is the “squirmers.” Squirmers typically do not get out of their seats frequently, but are constantly moving when seated. They fidget with their hands, feet and change body positions regularly. A common position for this student is sitting on their knees, resting their elbows on the desk. Frequently scanning the room, squirmers are easily distracted by any visual or audible stimuli around them. Sometimes these students distract others while fidgeting or making noise.

At school, squirmers fail to pay close attention to detail and make careless mistakes on assignments. Sometimes the child is listening, but is moving so much they are viewed as not concentrating.

At home and elsewhere, the squirmers have difficulties with focus in sports and other activities. For example, when playing baseball, the child may be in the outfield and looks down and sees a bug moving the grass beneath them. They bend down to pick up the bug and miss an important play. Their focus is now on something other than the game.

The Daydreamer

The final group is the “daydreamers.” These kids are usually physically present, but mentally they are miles away. They usually do not get up and have to move or make a lot of noise, but sometimes they fidget with an object at their desk. The daydreamer has difficulty with any sustained attention, but are not considered an “attention problem” and they don’t display any signs of ADHD. Because they don’t “hear” what is being said, they find someone, usually a neighbor, to repeat the instructions. Other times the daydreamer will completely miss out on the directions so they sit and pretend to work while distracted with their thoughts. The worksheet that is partially done gets pushed to the back of the desk. Out of sight, out of mind.

At home, the daydreamers frequently struggle to process the language they hear. Parents may deem this as a hearing problem, when really the child is daydreaming and just didn’t process what a family member said. The child’s inattentiveness usually goes unnoticed until they begin school full-time. Because they aren’t constantly moving, they seem fairly calm. Most parents don’t even realize this is an attention issue. Daydreamers also say “huh?” or “what?” often in conversation.





What attention issues may look like in your child

Understanding these categories help in identifying where a child might be struggling and what underlying learning skills are deficient and why. I want to introduce three students with different stories but one commonality and that is poor attention skills.

James is a squirmer. He is constantly wiggling in his chair at school. He does not get his assignments done and is very distracting to others because he is constantly tapping his feet, chewing on objects and laying on his desk. He struggles to focus on the teacher because of environmental stimuli. By the time he controls the wiggling and scanning of the room he misses part of the lesson.

Alicia is a daydreamer. She tries very hard to be “good.” She sits up tall and doesn’t move around. She attempts to pay attention, but is soon looking past the teacher dreaming about what she will be doing after school. When she does listen, she gets is inconsistent messages. Alicia is frequently seen fidgeting with her pencil. She usually has to ask her best friend what the directions were for the assignment.

Corbin is a mover. He loves science and basketball. He talks constantly with his friends and neighbors at school. Corbin loves to run wherever he goes, pushes past people to get to the front of every line and talks out of turn frequently. This mover is very interested in what other people are doing instead of doing his own work.Types-of-Attention-1274x800.jpg


What could be the cause of attention issues in your child

Interestingly enough, not one of these students has an Attention Deficit Disorder. Poor attention may be a symptom, but is not the real problem. If a child has trouble with developmental learning skills, the attention system will be stressed. In each of these scenarios, there is a core issue to why focus is a problem.

James, our fidgety student, can’t sit still in his chair most likely because of a combination of sensory issues, poor core muscle, and a retained primitive reflex called the Moro reflex. More in depth about primitive reflexes in the article, but in short, these reflexes are present in infants to help with adaptation as a newborn. If these reflexes do not integrate or disappear when they were toddlers, they can affect development and inhibit easy learning.

Because James’ retained the Moro reflex and shows signs of sensory issues, it has caused him to fidget and wiggle in his chair. He may also tug at his clothing, chews on his pencil or other objects, and displays poor posture. If he spends his energy on trying not to move then he has zero stamina to focus on learning.

Alicia, our quiet daydreamer, most likely struggles with an auditory processing problem. An Auditory processing disorder is a breakdown of what the child hears and what the brain processes. This can cause extreme difficulty with understanding the spoken word and then recalling what was said. This is why she struggles to remember assignments and has difficulty recalling details for a test or research paper.

Alicia tries hard to listen, but what she hears is spotty, inconsistent messages that do not make sense. She attempts to fill in the gaps for a while, but pretty soon gives up and starts thinking about exciting adventures.

Corbin, our athletic mover, most likely struggles with a Sensory Processing Disorder and also shows some signs of dyslexia. His body can’t stay calm and he has poor balance and coordination, clumsiness, spatial issues, disregards personal boundaries and is often distracted by noises most people filter out, like the tapping of a pencil or a voice in the hallway. He is smart and very clever. He has memorized words so people do not immediately recognize a reading delay. However, he cannot sound out new, multi-syllable words. Sometimes when he looks at an assignment it looks as though the words are moving around. Corbin has figured out that getting in trouble for “entertaining” his neighbors and being loud is better than anyone finding out he can’t read.

Don’t ignore attention problems

Although the examples above aren’t “real” students, these three scenarios happen everyday in our schools and to the students that we teach at our center. Problems with focus that surface in school are a sign to parents that their child is struggling with an underlying developmental or learning issue. This should not be ignored. Attention problems usually don’t just go away and your child won’t grow out of it. The student may get better at disguising the issue but it is still lurking. In many of these cases we often find that when a parent puts their child on medication for attention issues, it only masks the problem instead of fixing the problem. It is only when the right intervention is implemented to target issues that disrupt learning that we see real change in the child’s learning ability. This is often done with movement and music therapy along with other activities that improve gross and fine motor skills, decoding, comprehension exercises and visual planning.

When it is determined that a child’s attention problems are a symptom of an underlying issue, it takes extra effort on the part of the parents, teachers and educators to help bring awareness, increase skills and tackle developmental processing dilemmas to reach a positive outcome.









(Reference: http:/ilslearningcorner.com)

25 awesome apps for teachers


What are the best apps for teachers? Below, 25 awesome apps recommended for teachers, by teachers.

For teaching students how to present, create and code

More than 250,000 teachers use TED education tools to spark student curiosity and explore presentation literacy skills. “TED-Ed is an outstanding resource in my classroom,” says TED-Ed Innovative Educator Jennifer Hesseltine. “I use the online platform to add engaging content to topics that we are studying. I have also given students the opportunities to help in the process of creating TED-Ed Lessons by choosing videos and creating questions to include.”

Students can create beautiful presentations with this app. “It’s great for pairing short poems and images,” says TED-Ed community member Jessica Dawn Kaiser.

If the benefits of a bilingual brain motivate your students, try this app. “Duolingo revolutionized the way people learn languages,” says TED-Ed community member Dhruv G. Menon.

Draw and Tell
This app can increase creative confidence in kids of all ages. Just draw something, tell a story about it and share your creation. For TED-Ed community member Ginnie Harvin Pitler, this app is a classroom favorite. “I’m an elementary teacher and believe in creation apps over consumption apps,” she says.

Students can easily create and share their own beautiful videos with Animoto. “I’m a huge fan of this simple yet powerful digital storytelling tool for iPad and the web,” writes TED-Ed Innovative Educator Jennifer L. Scheffer in an this ed tech roundup. “The app allows students to select a theme, music, images or videos, add captions and/or two lines of text, and within minutes a slick video is created. The finished product can be shared via social media, uploaded to YouTube, or embedded in a student’s e-portfolio. For a great introduction to Animoto, with a built-in lesson in digital citizenship, have students create an ‘About Me’ or ‘Year in Review’ Animoto.”

This popular app is another teacher-recommended choice for student video creation. “My students enjoy using iMovie for group projects,” says TED-Ed community member Chris Gilley Callaway. Check out the Apple apps for educators, too.

From science experiments to merit badges, this app offers instructions for more than 100,000 DIY projects. Looking for a classroom maker project? You’ll find it here. Did your students create something awesome? Encourage them to upload their instructions and share their ideas.

Students can learn computer science fundamentals — via game design — using this app. For more ways to teach core coding concepts, check out Scratch.

After students get inspired by the open-source wonderland at Thingaverse, turn them loose to start designing their own 3D objects with this app.

For everyday classroom needs

Teachers love this notetaking app — for good reason. “Evernote has allowed me to get rid of handouts. I just don’t make them anymore,” writes TED-Ed Innovative Educator Nicholas Provenzano . “All of my projects are shared with my students through our shared notebooks, and all assignments are posted on the Assignment shared notebook that is available for parents on my website. Traditionally, these handouts would be viewed by students then trashed. Now they can view them on Evernote and trees can be saved.” To learn more from Nick about how to use Evernote in the classroom, read The Epic Evernote Experiment.

Explain Everything
Basically, it’s an interactive whiteboard. “It’s one of the most versatile apps you can have in your toolbox,” says TED-Ed community member Caroline Taylor-Levey.

This app makes it easy to create new videos for learning. For example, “it’s a great tool for explaining math strategies with voice, pen and screen recorder,” says TED-Ed community member Melissa Julian. ”It also lets students make learning resources for other children to use.”

Oxford Dictionaries
Every classroom needs a good dictionary or two. For TED-Ed community member Nuria Carballal, Oxford Dictionary works well. Meanwhile, TED-Ed community member Chie Sipin Bjarenas recommends Dictionary.com. “It’s a quick way to answer ‘what does [insert unfamiliar word] mean?’” she says.

For collaborating on school projects

Whether you’re collaborating with other teachers or assigning group project work to students, this app can make communication easier for teams in a variety of settings. “I’ve experimented quite a lot lately with Slack,” says TED-Ed Innovative Educator Dylan Ferniany. “It has the benefits of a Facebook group, plus wonderful integration with Google Docs and Google Hangouts.”

Google Apps for Education
If you see the acronym GAFE on any education blog, it probably refers to this suite of Google apps. Among teachers, Hangouts gets a thumbs up for video-based conversations. Here’s one example of how that can work well in the classroom, from TED-Ed Innovative Educator Jimmy Juliano: “In an AP Environment class at my high school, students used Google Hangouts on Air to have climate change conversations with friends and family members. Harnessing the power of two-way video has really opened up new pathways to learning opportunities.”

This cloud-based platform is “similar to Facebook, only it includes the needed security features for school use,” says TED-Ed community member Jessica Dawn Kaiser. “I use Schoology for a class page, so my students and I can post assignments, videos, completed work and links.”

This app makes it easy to map out the relationships between ideas. For complex group projects, it can also provide a way to quickly visualize and create a project outline, together.

Sometimes what you really want is a wiki. For those moments, teachers recommend this app.

For communicating with students (and their families)

This digital communication tool is in a league of its own, according to TED-Ed Innovative Educator Jennifer L. Scheffer. “The privacy (no personal phone numbers are required) and message scheduling features are top-notch. For a high school teacher, Remind is an essential digital tool, since most teens have cell phones with texting capabilities.” Read Jenn’s full review here.

A WordPress blogging platform designed with teachers in mind. “I love my Edublog app for a.m. documentation and communication,” says TED-Ed community member Louise Sciulli MacKinnon. “It’s user friendly and makes uploading and sharing images simple.”

This option provides multiple ways to engage students and their families. “I love it as a classroom management tool and motivator,” says TED-Ed community member Heidi Cooley, who built a reward system for her students based on points earned in class.

For giving (and receiving) student feedback

For providing clear feedback, many teachers like this learning management system. “The app makes it possible to give students constructive feedback in a 1:1 manner,” says TED-Ed Innovative Educator Jennifer Hesseltine. It’s also easy for students to respond.

This learning assessment tool simplifies grading and reports. One recommendation: try out the quiz feature to enhance student understanding of classroom content, says TED-Ed community member Noor Alhoda.

This open-source learning management platform “has a questionnaire option that I really like,” says TED-Ed Innovative Educator Mitzi Stover. “I have students complete this anonymously to give me feedback on my online class.”

Google Forms
Many teachers recommend this app for gathering feedback from students. “It’s a great way to receive feedback from the whole class at the end of a semester,” says TED-Ed Innovative Educator Sharon Hadar.







(Reference: http:/blog.ed.ted.com)

27 Proven ESL Games for Large Classes (40-50 students)

Most of these games require little more than a whiteboard/blackboard and your imagination. Keep score by writing tally marks on the board.

1. Introduction Games

  • ——Game 1——–
  • A perfect game for the first day of school.
  • Break the class into 4 to 5 teams.
  • Recite a short story about yourself listing 15 to 20 facts about where you’re from, your hobbies, etc.
  • After you recite the story, ask the class questions about specifics from your story.
  • The team who answers the most questions correctly wins.
  • ——Game 2——-
  • Tell the class a few facts about yourself.
  • Stuff like… Name, where you’re from, hobbies, birthday, expectations for the semester.
  • Then, give the class 10 to 15 minutes to write their own.
  • Collect the student’s papers and drop them in a hat.
  • Randomly draw the student’s fact sheets.
  • Ask the students to come to the front of class and read their list aloud.
  • This game is good for advanced students.

2. Word Relay

  • Break the class into 2 teams, each team forms a line to the whiteboard.
  • The first student in line writes a word. The next student in line writes a word that begins with the last letter of the previous word.
  • Turtle, elephant, turn, neighbor, read, draw, … until every student from a particular team has written a word.
  • Make the game difficult by changing the variables (4-letter words only, nouns only, 5-letter words only, etc.)

3. Tongue Twister Showdown

  • Prepare a list of tongue twisters and print off two copies of each one. Have at least 15 tongue twisters prepared.
  • Cut out each tongue twister onto a slip of paper, each with 2 copies.
  • Break the class into 2 teams.
  • Have one student from each team come to the front of class.
  • Hand each student the same tongue twister and allow both of them to try to pronounce it correctly.
  • The student with best pronunciation earns their team a point.

4. Pictionary

  • Prepare a list of vocabulary words that the students should be familiar with.
  • Break the class into 2 teams.
  • One student from each team comes to the front of class to draw.
  • Teams guess what their teammate is drawing.
  • Enforce a strict hand-raising rule, otherwise all hell breaks loose.

5. Sentence Showdown

  • Break the class into 2 teams.
  • One student from each team comes to the board to write.
  • Stand in the middle of the board and write a jumbled sentence.
  • monkey bananas to eat likes That (That monkey likes to eat bananas), start? does time school What (What time does school start?)
  • The first student to write the sentence correctly earns a point for their team. Encourage the teams to help the writers.
  • Harder sentences are worth more points. The team with the most points wins.

6. Connect Four

  • Draw a 6×6 grid on the board. Over each column, write words that students typically have difficulty with.
  • Right, Light, Clown, Crown, Stay, Stray, Bat, Bath, True, Through, …
  • Spit the class into 2 teams: black circles and white circles.
  • Draw circles in the grid corresponding with the word the student pronounces. Often times, you’ll hear light when the student wants to say right, but you must place the circle in the column of the word that you hear.
  • This game forces students to pronounce problem words correctly, otherwise they’ll lose.
  • Pick students at random to keep the class focused.


7. Telephone

  • Break the class into 2 teams.
  • Both teams form a line to the board, starting in the back of the classroom.
  • Stand in the back of class and whisper a short sentence to the first student in each line.
  • The students whisper the sentence all the way down the line until it reaches the front of class. The student in front of class writes the sentence on the board.
  • It doesn’t count for a point unless the sentence is perfect.

8. World Traveler

  • Ask the class, “If you could travel anywhere, where would you go?”
  • Elicit different countries from students and write them all on the board.
  • Once you’ve listed a bunch of countries on the board, break the class into 4 or 5 teams.
  • Have a list of historical landmarks and their corresponding countries prepared in advance (Eiffel Tower: France, Pyramids: Egypt, Statue of Liberty: U.S.A., etc.)
  • Ask the class, “Where can I visit the… (insert landmark here)?
  • The team that answers the most correct questions wins.

9. Directions Game

  • Draw a map (or print out my map below).
  • Make enough copies for each student.
  • Teach directions: go straight, turn right, turn left, opposite the…, between the…
  • Pass out the maps and break the class into 4 or 5 teams.
  • 2 different direction games can be played using a map:
  • Telling directions: From the start, I go straight on Dog Street and turn left on Duck Street. Where am I?
  • Asking directions: How do I get to the… market, retaurant, etc.?
  • The team that answers the most questions correctly wins.ESL-Map-condensed.jpg


10. Hot Seat

  • Break the class into 2 teams.
  • Place a chair next to the board, facing the class.
  • Students from each team rotate turns sitting in the chair.
  • Write a vocabulary word behind the student that they cannot see.
  • Each team has 20 seconds to elicit the word written on the board from their teammate sitting in the hot seat.
  • They can only speak English. If they speak their native tongue, erase a point from their score.

11. Charades

  • Break the class into 2 teams.
  • Fill a hat with a bunch of vocab cut-outs listing jobs, animals, verbs, adjectives.
  • Students from each team take turns coming to the front of class to perform a vocabulary word that they draw from the hat. Their team has 20 seconds to guess.

12. Fashion and Style

  • Teach the class different styles and fashion for men and women.
  • Goatee, beard, earrings, braids, ponytail, makeup, tank-top, t-shirt, ice skates, high heels, etc.
  • Break the class into 2 to 4 teams.
  • Students from each team take turns coming to the front of class to draw on the board.
  • Describe a person that the student must draw (“Draw a man with a spiked hair and beard, wearing a jacket, jeans and roller skates.” etc.)
  • Each article of style and fashion that the student correctly draws earns their team a point.

13. Lesson on Lyrics

  • Prepare to sing a song yourself or bring a music player to class. If you play guitar/enjoy singing, this game is pure dynamite.
  • Break the class into 10 to 15 teams.
  • Print out the lyrics to the song and cut the lyrics into sections.
  • Pass out the jumbled lyrics to each team.
  • Sing/play the song for the class as many times as necessary.
  • The first team to list the lyrics in the correct order wins.

14. Secret Code

  • Break the class into 4 to 5 teams.
  • Write a sentence on the board in secret code and write a hint next to it.
  • HINT: gdkkn = hello (one letter before the correct word in the alphabet)
  • Students race to decode the secret code and earn their team points.
  • Experiment with different alphabet variations to keep the students on their toes.

15. Convince Me (advanced)

  • Great for teaching your students the art of persuasion.
  • Bring a bag of candy to class for this one.
  • Teach the class different ways to convince via persuasion: if…then…, pity, flattery, etc.
  • Break the class into 2 teams.
  • To earn candy, a team must be more persuasive than the opposing team.
  • “If you give me the candy, then I will give you 100 dollars.”
  • “I’m too poor to afford candy and I’m starving. Please give me a piece of candy.”
  • “You look very handsome today teacher. So can I have a piece of candy?”
  • The tactics get pretty hilarious when a piece of candy is on the line.

16. Bragging Rights (advanced)

  • Demonstrate a dialogue to the class on bragging. This game is great for teaching the present perfect verb tense.
  • A: I’ve played football with Lionel Messi. B: So what? I’ve played football with Christiano Ronaldo. A: So what? I taught Ronaldo how to play football!
  • Break the class into 2 teams.
  • Give the teams a topic to prepare bragging rights (sports, money, celebrities, talents, etc.).
  • Have one student from each team come to the front of class to list their bragging rights.
  • Encourage outlandish ideas and exaggeration.
  • The student with the funniest, most creative boasts earns a point for their team.

17. National Anthem in English

  • Whichever country you’re teaching ESL, find a translation of the country’s national anthem in English.
  • Print enough copies of the anthem in English for the entire class.
  • Write the anthem’s difficult words on the board to prepare the students to pronounce them correctly.
  • Sing the anthem in English once for the class to hear.
  • Break the class into 4 or 5 teams and have them rotate singing.
  • Reward the team that sings the anthem the best with candy or bonus points on their final grade.

18. Two Truths, One Lie

  • Demonstrate by writing two truths and one lie about yourself on the board.
  • Allow the class to guess what your lie is.
  • Once they grasp the concept, give them 5 to 10 minutes to write their own list of two truths and one lie.
  • Students take turns presenting their list to the class for participation points.
  • The class guesses what the lie is.

19. Story Writing

  • Write the first letter to a story at the top left of the board.
  • Each student must contribute one word to the story, in order.
  • Make a zig zag pattern through the class until every student has said one word.
  • Write the word they say next in the story. The sentences must have correct grammar.
  • Example: Write “The” to start the story. Point to the first student in the front row. They say, “cow” then the next student says, “runs”, …
  • The story will end up as something ridiculous.
  • “The cow runs fast and eats bananas while jumping over a duck in the tree. A girl eats fish every day and she is fat. I like to play guitar with my friend and we go to the mall every saturday.”
  • Have the students read the story aloud once it is finished. They will all laugh because it won’t make any sense.

20. Riddles (advanced)

  • This is a great warm-up activity for advanced classes.
  • Write a simple riddle on the board and see if the students can guess the answer.
  • “What starts with p, ends and e, and has a million letters?” – Post office.
  • “What do the letter T and an Island have in common?” – They are both in the middle of water.
  • “How many months have 28 days?” – All of them.

21. Tic-Tac-Toe

  • Break the class into two teams: X’s and O’s
  • Draw two tic-tac-toe grids on the board, side-by-side. One grid for reference and one for actually drawing X’s and O’s.
  • Write a response to a question in each square (I’m great, Noodles, America, 24 years old, Green …)
  • Teams rotate asking questions (How are you? What’s your favorite food? Where are you from? …)
  • To keep the entire class focused, pick students at random.


22. Who’s the Best Actor?

  • Prepare a short dialogue and demonstrate it in front of the class.
  • Prepare a list of emotions on different slips of paper.
  • Pass out copies of the dialogue to the class so each student has one.
  • Review the emotions with the class: happy, sad, excited, bored, angry, etc.
  • Pick two students randomly to come to the front of class and perform the dialogue.
  • Each student draws an emotion from a hat and must perform the dialogue with the corresponding emotion.
  • Every student must perform once to earn participation points.
  • At the end of class, list the best actors/actresses on the board.

23. Opposites

  • Have a list of adjectives prepared that the class should be familiar with.
  • Break the class into 4 teams.
  • One student from each team comes to the front of class to write on the board.
  • Say an adjective from the list and each student must write the opposite adjective on the board.
  • The fastest student (with correct spelling) earns their team a point.

24. Road Trip

  • Ask the class, “What do we need for a road trip?”
  • Each student must say one item to bring along, but every previous item must be said first.
  • Student 1: Fruit. Student 2: Fruit and vegetables. Student 3: Fruit, vegetables and a cat. Student 4: Fruit, vegetables, a cat and an umbrella. Keep going until a student forgets the list.
  • This activity is a great time-killer. With a large class, the list can get huge.


ESL Games for Large Classes – Art Activities

Quiet activities like drawing are a great way to get the kids active and engaged without exhausting yourself while you referee games. Plus, after a ton of games, the students will probably be ready for a change of pace themselves.

With art activities, prepare an example that you have drawn yourself. Show the class your example and they’ll grasp the concept quickly. Pass out blank sheets of paper and watch as the class becomes silent and focused on their ESL artwork.

25. Advertisement Design

  • Teach the students some key marketing phrases: advertisement, sale, discount, 50% off, brand, logo, slogan, price, etc.
  • Prepare an example of an advertisement to show the class.
  • Give the students 20 minutes to design their ad.
  • If time permits, encourage the students to present their ad to the class.
  • Students who present their ad receive bonus points to their final grade.


26. Holidays

  • An adaptable ESL drawing lesson.
  • Create a demonstration for the class. Illustrate your favorite holiday on a piece of paper and write a few sentences about it.
  • What is the holiday? When is the holiday? Why is it your favorite holiday?
  • For lower level students, limit the sentences to answer the previous 3 questions.
  • For advanced classes, students should write more detailed sentences.
  • This game is also a great way for you to learn a thing or two about the holidays of a foreign culture.
  • Click here to see the full article on this game.

ESL games for large classrooms

27. Family Art

  • Another adaptable ESL drawing lesson about family.
  • Prepare a demo and show the class, etc.
  • You can make it as difficult as you want, depending on the level of the students.
  • For my lower level students, I had each student draw their family tree.
  • For my highest level students, I had them draw their immediate family member and write 2 short sentences about each.
  • “This is my mother. She is a very kind person because she takes care of me.” etc.
  • “This is my brother. He is funny because he tells jokes.” etc.



You might be familiar with some of these games. Others, I created myself. I’ve personally tested each one of these ESL games and they’ve all earned my seal of approval. I hope this list gives you some ideas and inspiration. Feel free to change the variables and grammar in any of the games to suit a particular lesson. Good luck!






(Reference: http:/monkeyabroad.com)