At the end of every school year, my adult students have this same query: “What can I do to practice my English during the summer?” After 13 years of teaching experience, I should be ready for this, but often the only answer that springs to mind is to watch movies and read in English. However, neither I nor my students are very happy with this less than original answer. I am sure they are expecting a bit more from an ELT professional. But I’m not letting that happen again this year and that’s why I have prepared the following short list that I’m sharing with you in the hope that it could be useful for any age group of students you are teaching. Continue reading
Last weekend we were at four events in different parts of the country, where we delivered talks around various topics: the spiral syllabus, writing and exams, short video, and ICT and emotions. Keep reading to find out more and download the materials.
Teachers are often overwhelmed by the wealth of choices provided by the digital world so when trying to apply technology in their classes, they are often understandably confused about which tools might work and which might not.
It is tough job, I know, so today I will show you 3 tried and tested digital resources that will foster your students’ speaking skills. In addition, I will illustrate a few e-ffective tasks that will surely engage and improve your learners’ outcomes.
In a previous post, we pointed out 5 common errors Spanish speakers make in English. We also stated that errors could be ignored if they are not impeding communication. However, there are times when error correction exercises are needed for the students to make progress in the language. Here are five top tips for dealing with common errors that will help your students to 1) become aware of their own mistakes and 2) make them responsible for their own learning. Continue reading
No matter how many times we correct our students, they will make the same mistakes over and over, or at least that’s how sometimes I’ve felt. Why is that happening? Let me address these two important questions about errors in second language acquisition.
- Your students might not be ready to learn that language point, so there’s not much we can do except ignore those errors. We can also point them out, when they are impeding communication, but don’t expect your students to learn them.
- How you deal with errors in your classes has a significant effect on how your learners react to them and how likely they are to stop making mistakes. Keep an eye on this blog for a future post on “Top tips for dealing with common errors in your classes”.
Here at Pearson we hope we’ll get the chance to see you this weekend at the TESOL-SPAIN 40th Annual National Convention, to be held on 3-5 March in Elche, at the Universidad Miguel Hernández.
We are sure you will get plenty of practical and original ideas from our workshops. Remember to go by our stand and check our materials!
Our teacher trainers Elena Merino, Michael Brand and Brian Engquist will be giving three workshops covering varied ELT methodological trends: Let’s work together: co-operative learning in the primary classroom; Exploiting video to the max and B2 Exam classes: finding the balance. Continue reading
Are you a primary teacher interested in assessment for learning?
Do you teach secondary students and struggle to find the balance in mixed ability classes? Are you juggling preparing your secondary students for external exams whilst still following the curriculum?
Are you preparing your students for Selectividad and would like to keep your classes meaningful and communicative?
If you are interested in these key issues for teaching English in Spanish schools, you can join us in this series of four 45-minute Pearson professional development webinars. These webinars will take place over two weeks in February and March and are presented by our teacher trainers Brian Engquist, Elena Merino and Michael Brand, who will share with you new ideas, activities, tips, tools and tasks to liven up your lessons!
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!
Sound like a familiar situation? Your students have their work completed and exams taken. Holidays are just around the corner and you need one more lesson to send them off on a positive note. Well look no further.
In the true spirit of giving and the holiday season the Pearson Teacher Training Team for Spain and Portugal have come up with a few ideas that will put a smile on your students’ faces and save you some time so you can maybe get in a just a little more holiday shopping to boot.
These varied and enjoyable Christmas activities designed for adult and teen learners of English are the focus of our Christmas Webinars (slides available here) which are taking place this week. They can be easily adapted for different levels or mixed, matched and changed to your liking or particular needs. So have a look at the menu below, click on each title, download what you like and go into class ready to get your students into the holiday spirit!
“In this part of the test, I am going to show you two photographs. I would like you to talk about them for about a minute and also answer a question about your partner’s photographs”. No matter which official B2 exam your students are taking, they are likely going to come across a task like this.
If we refer to the GSE, students at this stage “can describe objects, possessions and products in detail, including their characteristics and special features” (59) and “justify and sustain views clearly by providing relevant explanations and arguments” (60). So if they are at the right level there is no need to press the panic button: your students are ready to do this.