Teacher Trainer for Pearson. I lived 1 year in Ireland and 3 years in the USA, where I fell in love with the English language. I've worked as a teacher for twelve years in different contexts and with different age groups. PhD in Communication and Multilingual Education, I'm concerned about meaningful real-world tasks that get students to communicate, in other words, how can teachers facilitate learning and engage students in the English classroom?
Ghosts, witches, black cats, haunted houses… Despite the creepy flavour of these terms, I’ve always liked Halloween: 31st of October, the spookiest day of the year, as it is said to be. As teachers, many of us celebrate this autumn festivity by decorating our classrooms with spider-webs, skeletons, bats, etc., and by asking our students to dress up as ghosts, witches or werewolves.
We have already talked about some Halloween activities that your primary students will love, but there is also a wealth of activities out there for teenagers. Just type “Halloween activities for teens” in your internet browser and you’ll know what I’m talking about. Is this just another blog post with a compilation of links? No, it isn’t. Here you will find practical teaching ideas, which require little preparation time. Continue reading →
Last weekend Pearson was at the British Council ‘Learning to Learn’ Conferences with Michael Brand in Bilbao, Brian Engquist in Madrid and Elena Merino in Barcelona. We would like to thank all the teachers who attended our sessions, where we had the opportunity to share teaching ideas and get the most out of our coursebooks.
As promised, we are sharing our presentation and we hope you find it useful for your lessons. Continue reading →
When we watch a film, we are looking at a story which interprets places, people and events. That’s why films and series are a great classroom tool to understand another culture. If the student can identify with a character in the story, follow the fictional narrative, a life story, conflicts, and events, then they will be able to humanize the film, make it more personal, and, therefore, learn from it. With film we do not only learn content–which can lead us to thought-provoking discussions, stimulating critical thinking, etc.,– but we also improve listening, speaking, writing, reading, grammar and vocabulary skills. Any sort of ESL videos can be used for the learning purpose: commercials, news bulletins, political speeches, movies, and so on. Continue reading →
How can we get our teenage students to communicate in English? Is there any way in which we can motivate them to speak?
This week I will be presenting a talk for our Pearson Events for English teachers called “Secondary Students can communicate in English” which aims to present practical examples, including ICT and other traditional interactive tasks that teachers will be able to put into practice right away. Based on Next Move 3rd Edition for secondary education, a course ready for the 21st century students, I will look into different ways of exploiting speaking exercises in a fun and creative way. Continue reading →
What constitutes a meaningfulspeaking activity for an adult and can blendedlearning help them improve in a task-based setting? At the end of this weekend I will be participating in the IX Congreso Estatal de escuelas oficiales de idiomas with a couple of sessions which will deal with these questions.
Speaking activities and blended learning for adult learners
In my first session “Speak Out Challenge: How to get our learners to produce meaningful oral language”, we will look at practical examples taken from SpeakOut (Intermediate), that can foster out students’ communicative interactions in English. Putting words together in order to utter a meaningful message is not an easy task. So in order to build fresh, motivating and significant speaking exercises, we need to consider quite a few things: 1) relating the activities to our students’ own reality; 2) using authentic material; and 3) engaging the learners. That is why, we will not only explore what prevents our students from speaking but we will also show effective ways of getting our students to really communicate, in other words, to say more than a few words, by combining both traditional interactive tasks with other handy technological tools. Continue reading →
This month I have been sharing perspectives, comments and knowledge about ESL Writing with teachers in Catalunya. The Department of Education of the Generalitat invited us to participate in their regular formative sessions.
This session aimed at providing primary, secondary and adult teachers with strategies to Make Writing Meaningful.The practical examples provided the teachers with diverse techniques and activities that they could use later in their classrooms, but we also had a reflective approach towards writing and its importance as a productive skill in second language development. Continue reading →