Alternate Hangman (The Hangman you knew and loved, but more physical)

When I was young I remember spending HOURS playing hangman with my brother while my parents prepped for their own classes.

Many teachers that don't have much training start out with limited games and one of the go-tos is Hangman. It helps with word recognition, can be used to review vocabulary and is a great filler since it requires little to no prep. It isn't just for EFL and English classes; I can recall this being used in many of my classes throughout high school. We would use it in history (e.g. with president's names, battles, treaties), geography (e.g. countries, rivers, mountain ranges) etc. This version is a twist on the classic hangman that can be used in any class!

It was presented at a GEPIK conference I attended in 2008, while I was in Korea. I do not remember the name of the teacher, but she was a younger lady who was clearly overwhelmed at being told to help a group of 100+ new GEPIK teachers with activities for class, nonetheless she did really well.

One of her games was adapted hangman! I don't remember the specifics of her set up, but this is how I have used it over the years. I understand she used it mainly as a filler, but I suggest using it for a vocabulary review, OR to review pretty much anything.

You can play this game two ways.

For both versions you need a target for the students to hit. You can make one out of cardboard/poster board and hang it on a wall or just draw one on the board. The point is to make the rarer letters on the outside (easier to hit) and the more popular letters on the inside (harder to hit). I made a sample here, but you can adapt it anyway you like. You may choose to have more letters in the middle or only 3 different area to hit (instead of my 5). You're the teacher so make it however you like!

VERSION ONE

1. Divide the class into teams.
2. Go around the classroom with each team getting a turn.
3. When it is the first team's turn let them throw a beanbag at the target. Whatever section it hits is the section they can pick a letter from. (so if they hit the green ring they can choose, N, B U, C, R or M)
4. My rule is they can talk together as a group to decide but if I hear anything that's not English they forfeit their turn and the next group goes.
5. For this version I gave them a point for each letter they chose in the word (if there were two of the letter they got two points).
6. The team with the most points when the word was completed wins.

VERSION TWO

1. Divide the classroom into two teams.
2. Ask revision questions about the topic you wish to review.
3. Either with a bell, raising their hand, etc. Give the first team to “buzz in” the chance to answer the question.
4. If they get it right they have a chance to throw the beanbag and guess a letter OR they can simply try to “solve” the puzzle.
5. If they get it wrong the other teams have a chance to steal, and then throw the beanbag and guess a letter or “solve” the puzzle.
6. No points are given for correct or incorrect answers, points are ONLY given to the team who guesses the word (or completes it).
7. If time permits after one word is guessed you can put another, and another until the time allotted is up.

Why add the beanbag throwing in the first place? With younger students (and even older students) the addition of the physical makes it more fun (and more like a real sport, not just a language game).

The reason the speaker added that in her class she had a few students who were physically competent. They played sports they were active and they had killer reflexes... but they struggled in English. When she divided the class into groups often students would be audibly disappointed when these students joined their group. By adding this physical component, they were no longer seen as liabilities and instead were viewed as assets. This helped their self-esteem and also classroom dynamics! I hate to perpetuate the stereotype of a “dumb” jock as it is not the norm (in my opinion) but if your class has students like this then try it may help.

So there you go: an easy twist on the classic Hangman!

If you have a chance to use it in your class please let us know! Or, if you have a different way of using hangman, I'd LOVE to hear it!

But HOW do you teach abroad?

The famous fortress of my first city I lived in teaching abroad, Suwon-si Korea.

The second most commonly asked question I get is, "But Carissa, HOW do you teach all these places?"

There are TONS of programs out there you just need to use common sense when you are looking at them and find the best one for you. I have different standards when I look for jobs now, but now I have years of different levels of experience, certificates, and a Masters. When I was just starting off I would look at jobs and think:

1. Is it legal? I always avoided anything that appears to be under the table. First, because I hate breaking the law (yes yes I am a goodie goodie) and second because I planned on spending most of my life living abroad; the last thing I needed was to be blacklisted from visiting some country because of visa violations. It is also safer if you have a legal job with a legal visa.

2. Is it verifiable? Google those people! Use your blind date stalking skills for good. Google e-mail addresses, names, the company, etc.. Check out their LinkedIn profiles. Check blogs for past employees. Ask to speak to past/current employees.

3. Is it survivable? A lot of the programs I am going to mention don't pay tons of money, but they do give you enough based on what you are doing. If you are working 80 hours a week with a homestay and may still struggle to make ends meet, I wouldn't recommend it.

So, what kind of programs are out there and appropriate for someone without a lot of experience?

Some of my best times in Korea were spent in the rural Korea.

TALK is a program that I never did, but I want to mention it because it does not require a Bachelors degree. You have to be a "native English speaker" meaning that you are a citizen of : Australia, Canada, Ireland, New Zealand, South Africa, the UK or USA. You also need to have an associates degree OR be enrolled in your Bachelors with 2 years of schooling completed.  You teach for 15 hours a week (normally in rural areas of Korea) Monday through Friday. Perks? Free outings, your accommodation is provided (either an apartment or a homestay) and you earn about 1.5million won a month (this is about $1,500 US but it depends on the exchange rate). This program is encouraged for those 35 and under (though they accept people up to 55).

Suwon, where I taught, is the capital of Gyeonggi-Do

If you are looking into Korea and you have more experience and want more money. Check out EPIK(rural Korea and Seoul) or GEPIK (involving the doughnut shaped province that surrounds Seoul). Again you must be a "native English Speaker." Salary varies from 2 million won to 2.5 million won depending on your experience and qualifications (2,000-2,500 USD roughly) plus a one time settling fee (to buy pots, pans, etc). If you finish your contract you get a months salary as a bonus. You are given an apartment (which is paid for by the school) and there are often workshops. You work 8 hours a day 5 days a week, but you should only teach 22 hours a week.
EDITED TO ADD As of March 2012 a 100 hour TOEFL course was a new basic requirement.

You can also work at hagwons (private academies) but since these are not government backed jobs you REALLY need to do your research.

A bunch of fellow English teachers at the El Escorial

What if you have no desire to go to Korea? OK. What about Europe?

BEDA is a program for the Catholic schools in Madrid. It does NOT require a Bachelors (but you need to be in at least you second year of college). Technically you are not a teacher (you are an assistant). You work 16-24 hours a week and your pay varies based on the hours you work. You must be a native English speaker, older than 20 and competent in Spanish. You can read more here

Catholicism isn't your thing? OK, then just work for the government. People from the United States or Canada can apply to become an Auxiliare de conversación. You could end up teaching anywhere in Spain in schools ranging from Kindergarten through 12th grade. You get at least 700 Euros a month (depending on the hours this could increase) and you pay nothing to apply. It is designed for Junior and Senior College students (so no Bachelors needed) or recent graduates.

Crazy wild Carnivalle party in Dunkirk France!

You have no desire to be in Spain. France rocks a similar program. You need to be a United States citizen (or have a greencard) . You must be between 20 and 30 with at least 2 years of college experience, and you must be proficient in French. You make about 780 Euros a month. There is a small fee to apply. You can read more here.

These are all programs that help new teachers get the experience they need to decide if teaching is really what they want, or to become desirable to hire.

Am I missing any? What programs do you find great for budding EFL teachers who want to get their feet wet?

How I got here

I have lived abroad, studied abroad, taught abroad, and traveled abroad. These experiences have allowed me to discover my passion for teaching and encouraged me to continue developing this passion. I am idealistic, naive and yet realistic.

I don’t think I will change the world, but I hope that one day I will teach someone who will.

While studying Communications at San Diego State University I had the opportunity to study abroad three times. My sophomore year I studied communications through Nanyang Technological University and had the opportunity to backpack through Asia. I later completed my minor in Spanish in Madrid, Spain through Nebrija Universidad and was able to take a Women's Study course (Women in International Development)in Turkey at Bogazici University that Summer.

At a lantern festival in Singapore

Next to the "Traveler's Palm" in the Royal Botanical Graden

My last semester at San Diego State (after I returned from Spain and Turkey) I had the opportunity to work with AVID students and Monte Vista High School. AVID is a fantastic program that targets students who wouldn't normally go to college (B, C, and even D students) but have the desire to do so. They are usually students who would be the first in their families to attend college, and most are from low-income or minority families. AVID has a great track record when it comes to bringing students up to their full potential and I enjoyed being part of it.

Monte Vista AVID woot!

This was a new age group for me as my previous teaching experience (swim and private tutoring) was always with younger children. It was here I realized that while I enjoy having fun with my students, I am predominately a "strict" teacher. Though the students and I could have fun on occasions, I was the only tutor who would be given groups which had to discuss sex (be it in biology, English, history, or anatomy). This is because none of the other tutors could strike a balance between treating the students as adults, while still holding them accountable as students. As the only one who could keep the students focused, the dangerous topics or rowdy groups were always assigned to me as I could handle them.

After graduating from San Diego State University I got a job teaching English through the the Gyeonggi English Program in Korea (GEPIK) in Korea. It was a great segway into the teaching world. It also helped me as I now have experience with difference age groups as well as in different cultures. I am aware of the need to change teaching techniques appropriately depending on the students. This combined with my motivation to help students reach their highest potential helps me recognize that no two students are the same and that lessons must be planned to include opportunity for different types of learners to flourish. Most of all, Korea made me realize how much more I needed to know.

My Korean students during Summer Camp

After I completed my contract I took time to return to Spain and walk from Salamanca to Santiago de Compestela. On the walk I realized that teaching is definitely the direction I want to go in my life, and that while I could learn a lot by teaching another year in Korea, I needed to gain more education in order to be a more efficient teacher.

My shadow and me walking the Camino

I ended up in The Netherlands to take a certificate in teaching English course (CELTA) through the British Language Teaching Center in Amsterdam (I aupaired while there to afford the expenses). After completing the course and receiving my certificate I became fascinated with the different ways to teach.

So, I applied for the "Teach and Learn" program through the Insitituto Univesitario de Investigación en Estudios Norteamerianos Benjamin Franklin (Instituto Fanklin) of the Universidad de Alcalá. This is a fantastic program my friend did last year. It allows me to take a paid internship at a primary school (in my case Colegio Europeo Aristos in Getafé) while taking courses to obtain my Masters in Bilingual and Multicultural Education. In addition to receiving some money each month the tuition and insurance are included! I am really excited about this opportunity and I hope to gain a stronger understanding of the theories behind didactic strategies in addition to how to best implement these in the classroom and my planning.


In order to get the student visa I need to return home for two months. Rather than twiddle my thumbs I looked for a temporary job in the education field. I got very lucky; International House San Diego was looking for an ESL teacher for a bit in July! International House is a well known school worldwide (over 140 schools in more than 47 countries) and I am very excited for the chance to work with them this Summer. The program is with 11-17 year olds from different countries who come to San Diego to enjoy the Summer and learn English!

(Flash forward to 2011-2013: I am teaching in Mexico)

After teaching in Mexico, I moved back to San Diego and found a great job teaching English Literature to ESL students in San Diego.