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 →
Are you teaching a B2 exam course? Find yourself falling into the same old exam practice routine?
Would you like to know how to make cooperative learning work in your Primary classroom?
Do you need fresh ideas on to use video in your English classes?
If your answer is yes, join us in October for two weeks of Professional Development webinars 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 spice up your lessons! Continue reading →
‘‘You have to believe in magic to find it’’, Roald Dahl.
Roald Dahl was without doubt one of the most magical of children’s writers working in the twentieth century. Today his magic still infuses our popular culture and his stories have been translated into scores of languages and adapted into blockbuster films. Our English language students can also experience the Dahl magic via the Pearson English Readers.
Roald Dahl was born 100 years ago in Llandaff, Wales on the 13th of September and this year marks his centenary. His writing career started in the United States with short stories and magazine articles for adults. Roald’s first venture into children’s fiction was the short-story Gremlins, which he wrote for Walt Disney in 1942. Gremlins wasn’t a success, so he returned to writing for adults producing the best-selling short story collection Someone like you in 1953. Continue reading →
Teaching English to teenagers can be frustrating and fulfilling in equal measure. They can be full of energy and ideas that add a real buzz to the class, but they can also be sullen, self-conscious, reluctant to work together and difficult to engage. However, if you approach lessons with teenagers with the right ideas, materials and tricks of the trade, there’s no reason why they shouldn’t be a great success.
Here’s our list of indispensable teaching skills for working with teens:
***Do group project work***
Group projects come in all shapes and sizes and work well with teenagers. They increase motivation, promote learner autonomy, have clear, achievable objectives, involve all four language skills, and can be managed in a way that lets everyone in the group take on a role that’s best suited to them. They also make a welcome break from routine and can be run over several classes, with a section of each lesson allocated to them. You’ll find plenty of examples of project workhereandhere. Continue reading →
Whether you’ll be spending the summer at the beach or simply lazing around on the grass at home, why not take the time to practice your English and enjoy some great books in the language? We’ve put together a list of the top 20 books for learning English during the summertime, a mix of comedy and drama, horror and history, sci-fi and romance, plus a whole lot more. You’ll find something for young and old alike, and, with our graded and active readers, something to suit you perfectly, no matter what your level of English.
Top 20 books for learning English during the summertime
1.- The Beach (Alex Garland) – One night, while travelling in Thailand, Richard is given a map with directions to a mysterious beach, part of a beautiful lagoon hidden far off the beaten track. He sets off in search of this paradise, meeting other travellers along the way. Not long after finding the beach, however, the hard reality behind the idyll soon becomes apparent. Find out what happens with our graded reader. Continue reading →
Teaching children, especially when you are new to it, can be incredibly daunting, not least because they are so full of energy and can be so easily distracted. Yet it can also be a wonderfully satisfying teaching experience, and with the growth of EFL for younger learners, is increasingly one that English language teachers need to be prepared for. If that rings true for you, then to help you out we’ve put together 10 tricks for keeping the attention of primary-age children in class.
Teaching beginners can be a daunting prospect, especially when it’s a monolingual group and you know nothing of their language, or it’s a multilingual group and the only common language is the English you’ve been tasked with teaching them. Nevertheless, not only is it possible to teach beginners only through English, it can also be one of the most rewarding levels to teach. To help you succeed in setting your learners firmly on the path to increasing proficiency, here are 7 tips for teaching English to beginners.
Word games are an engaging way not only to practice vocabulary and spelling in class but also to hone important language skills such as defining and describing. They’re fun, too, make ideal warmers and fillers, and generally don’t require much preparation – especially if you get the students involved in setting them up. Plus, many work well as competitions and can easily be adapted to suit different ages and levels. Here are 6 easy word games for the English language classroom. Why not give them a try?
Persuading students of the usefulness of watching English-language movies at home isn’t hard, but there are many things you can do to bring films into the classroom as well.
Here are 5 great activities for using movies in theEFL class.
Half in half out
Choose a scene from a movie that you’d like to work on, preferably one with lots of movement and lots of dialogue. Divide the class into two groups, A and B. Send group A out while you show group B the scene with the volume muted. Then, bring group A back and send group B out. Play the scene again, but this time only let group A listen to the dialogue – don’t let them see the screen (if you have an IWB you can simply turn the screen off, if not just have the students face away). So you now have one group that have heard the scene and one that have seen it. Bring group B back, put students into A/B pairs and have them reconstruct as well as they can what they think was going on. Then show the full scene so they can see how close they were. Continue reading →