In today’s world, where news spreads like wildfire, it is not uncommon to find our teenage students taking things for granted and believing whatever is “on the internet”. As teachers, we want our students to become critical thinkers so that they can make sense of this VUCA world. Helping our students to develop strategies for asking (good) questions will not only prepare them for their future but also help them develop critical minds that will maximize their learning experience across disciplines.
Stuck for something to talk about in class? Well here are ten useful expressions in English to stretch your students’ vocabulary plus a quick activity to get them chatting as well.
Teach the expressions anyway you see fit. You might start out by putting the word “talk” on the board and ask students to think of different ways of talking, or as many expressions with “talk” as they know. You can then include the expressions you want them to learn and have them guess at the meaning and use a dictionary to check, or have them match expressions to their meanings.
Here are my ten (but you can use others if you like):
When you saw the title of this post you probably thought that this is just the latest example of a world gone crazy with yet another apparently random silly holiday. Better think again.
Ask a Stupid Question day, far from being a pointless unofficial holiday, was created in the 1980’s by a group of teachers with a very specific purpose in mind: encouraging their students to participate more in class by asking questions. They knew that most of them had lots of questions but believed they kept many to themselves for fear of being laughed at.
It takes place on the 28th of September, but it’s commonly celebrated on the last day of class this month. Since its creation, this has been an annual tradition in American schools, and has recently become popular in Britain and India.
So how might we English teachers take advantage of this date at the beginning of the year to foster a more participative classroom which focuses on the needs of our learners? Continue reading
One of the most common pieces of advice a teacher will give to a student wanting to improve their listening (and quite possibly their vocabulary) is to “watch films in English.” It seems like a sensible enough suggestion on the surface. After all, it couldn’t do any harm could it? But perhaps the question is: Does simply watching films in English translate into any real improvement in listening and vocabulary, or does it perhaps require a bit more effort than that?
My own experience of learning Spanish tells me that watching films or television is indeed extremely helpful, but I also remember that most of the time I spent in front of the TV in my first months in Spain was spent in the company of the family I lived with. I could easily ask them questions to check the meaning of words or concepts and instantly check their reactions to what was happening on the screen to see if I was following the thread. In short, I had something very similar to teachers on hand.
So, what tips can we give our students to get the most out of their viewing? How can they make time often spent alone in front of the TV less passive, and actively take control of their learning on their own? Here are a few tips:
Part Three: A top-down approach
There are many ingredients to good pronunciation in English. In my last post on the subject I focused on individual, discrete sounds and their importance for our learners, but the thing that strikes me most when I hear a non-native speaker of English with good pronunciation is the rhythm and overall delivery of the chunks of language they use, not individual words per se. As a native speaker, if I hear a familiar pattern my ear can naturally pick out information which is being packaged in a way that makes sense to me. If some of the individual sounds are difficult to discern this is unlikely to affect my understanding to any great degree.
The importance of stress-timing
And I’m being quite literal when I talk about packaging language into meaningful chunks. Let’s see why this is and why one of the most important things we can do to help our students with pronunciation is to draw their attention to the phenomenon of stress-timing. Here’s a nice activity someone showed me years ago to introduce this at the beginning of a course. I don’t remember who exactly (my apologies) but I’ve never forgotten it.
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
We all want our students to become more independent and responsible for their learning, but this won’t happen without the right support. Enter assessment for learning! As opposed to assessment of learning (think end of term exams, categorisation of students, awarding a number), assessment for learning sees learning as a journey: what does my student know, where are they going, what do they need to get there? Let’s look at three simple ways that good teachers employ assessment for learning.
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!
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
Not only do word clouds look pretty, there are also a number of ways they can be used in the ELT classroom to help our students learn. In this post we’re going to be looking at how.
Now, there are lots of word cloud generators out there such as wordle and tagxedo. However, not all these tools were created equal: there are word clouds and then there are word clouds! One which really caught my eye recently is Wordsift, created by Kenji Hakuta of Stanford University.
What’s the basic premise of a word cloud? Well, it’s an image made up of the words used in a text with the size of each word indicating its frequency in the text it was drawn from. A quick glance at the word cloud on the right reveals that ‘freedom’ is the most common word in the text and you can probably guess which famous speech these words come from. Word clouds are quick to make: copy the text, paste it into the generator and let the program do the rest. Continue reading