Video’s a powerful tool: choose the right one and we’re sure to motivate and engage our learners. But video in class can take many forms and be used in many ways. Let’s take, for example, the ‘Friday afternoon video’ or the ‘end of term video’ or ‘the treat because you worked well video’. Probably a long video, perhaps a feature-length film, where our students (and, why not, ourselves!) can kick back and relax, perhaps learning a little English into the bargain to boot. But that’s definitely not the type of video we’re interested in for this blog post: in this post we’re going to be looking at short video and at how to exploit it.
A big part of being an English teacher is gauging our students’ abilities in relation to what is expected at the level they’re in. It’s not an easy task by any means, but we do seem, after years of experience, to get a certain feel for it. But the real trick is actually being able to nail it down a bit more, to point to concrete features of their spoken output that are more reliable measurements of their proficiency. Let’s take a look at what fluency looks like for our advanced C1 learners.
Often times we might find ourselves saying things like “You know you’re fluent when you dream in English” or “You know you’re fluent when you think in English”, but what does that actually mean? I don’t know about you, but if I’m giving my advanced students feedback on their speaking I want to point to something a little more specific (and professional sounding) than their dreams.
Cooperative learning is one of those buzz words we teachers should be familiar with nowadays. We might have already received some training on it in our school, read something about it or even put it into practice. There is no doubt cooperative learning is a successful teaching approach that helps our students improve their understanding of a subject as well as their interpersonal skills within the group and the class.
So in this article I’d like to contribute to the ongoing discussion around this cooperative learning. I’d also like to share a few teaching ideas into the bargain that I think your primary students should like!
Welcome to the third and final installment in our series on classroom management for teachers of teens. In previous posts, we established that a teacher should be the boss, while at the same time showing a human side. Ladies and gentlemen, the final ingredient in the recipe to effective classroom management is (drum roll…): be fun! But what do we mean by ‘be fun’? A clown? A performing monkey?
Let’s start with a common gripe from students: “Lessons are boring.” What they usually mean by this is that they are tired of doing the same things over and over again. Variety is the spice of life as the saying goes, and it applies to our lessons too.