Being Creative with English

Recently, I watched two students turn a simple English exercise into something far more impressive than I had expected.

One teaching method we use is PPP: Present, Practice, Produce. First, new language is introduced. Then students practise it together. Finally, they use what they have learned to create their own ideas and examples.

In a recent lesson, we were working with two students on the use of “play” and “do”. We alternate teaching this class, with Masami taking one week's lesson and me (Duncan) taking the next. This approach keeps lessons fresh and allows students to experience different teaching styles while maintaining continuity.

For the production stage of the lesson, the students sat opposite each other and took turns giving examples using “play” and “do”. What followed was like watching a tennis match. The speed, energy, and accuracy were remarkable. They confidently produced examples involving sports, games, and musical instruments, including several that we had never presented during the lesson.

Eventually, the pace slowed, and I thought the activity had reached its natural conclusion.

Then one student asked, “How do you say いご (the board game, “go”) in English?” Questions like this are something we actively encourage, regardless of age.

The question created a new opportunity to use the language. Once they learned the word, the rally began again. The students continued producing new examples, extending the activity well beyond what had originally been planned.

Moments like this give me great pleasure as a facilitator. We can introduce the tools and demonstrate how to use them, but the most rewarding part is seeing students personalise what they have learned. When they begin experimenting, exploring, and playing with the language for themselves, English becomes more than a subject to study—it becomes something they own.

Watching these students be creative with English reminded me why I enjoy helping others learn the language.