¡Preparémonos para el…Writing!

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¡Preparémonos para el…Writing! 

¡Bienvenidos a esta segunda entrega de nuestra serie de posts relacionados con la preparación de Pearson English International Certificate! Espero que nuestro último post sobre el Speaking os haya sido útil. Si no habéis tenido la oportunidad de leerlo, podéis encontrarlo AQUÍ 

En esta segunda edición nos enfocamos en las tareas de escritura o Writing de Pearson English International Certificate o PEIC. Los desafíos relacionados con el Writing son muy diferentes a los del Speaking. Ambas son habilidades productivas, pero el Writing es mucho menos interactivo y, como resultado, los estudiantes a menudo lo encuentran menos atractivo y más difícil de practicar fuera del aula.  

Así que, veamos tres consejos para preparar a tus estudiantes para el Writing. ¡Incluso encontrarás algunas ideas para divertirse en clase! 

 

1. ¿Quién, qué, cuándo y por qué?  

Los estudiantes deben involucrarse con la tarea para tener éxito el día del examen. ¿Traducción? Los estudiantes deben entender a quién va dirigida la tarea y qué se está expresando. Necesitan saber si están haciendo referencia al pasado, presente o futuro, y deben ser capaces de apoyar cualquier argumento que hagan.  

Los ejercicios de comprensión son excelentes para ayudar a los estudiantes y las lecturas cortas como esta son fáciles de realizar en clase, en grupos o equipos: 

Speakout B1, Unidad 6, pág. 73  

Los alumnos pueden ver el lenguaje en contexto (en este caso, palabras de enlace), practicar el uso de ese lenguaje de manera controlada y así prepararse para el examen. 

Speakout B1, Unidad 65, pág. 73 

El rango, la coherencia y la cohesión son parte de los criterios de evaluación de PEIC, por lo que cuanto mejor sea el rango de vocabulario, mayores serán las posibilidades de obtener un buen resultado. 

 

2. ¡Escribir… puede ser divertido!  

Hablando de tareas en grupo, escribir realmente puede ser divertido cuando se hace en grupos. No, en serio, ¡puede serlo!  

La escritura a menudo se ve como un ejercicio individual, por lo que se destierra del aula como tarea y a menudo se olvida o se hace apresuradamente justo antes de la fecha límite. Podemos remediar esto ‘abriendo’ el Writing o la actividad, convirtiéndola en una actividad de toda la clase. 

Ejercicios cortos como este otro permiten el trabajo en equipo y la corrección entre compañeros o peers, y son ejercicios que ayudan a los estudiantes a procesar mejor los errores y retener frases, estructuras, modismos correctos, etc. 

Speakout B1, Unidad 3, pág. 41  

Para hacer el ejercicio más interesante, los alumnos pueden escribir sus versiones de forma anónima y la clase puede adivinar quién escribió cada texto. Luego pueden formar parejas para revisar y corregir el trabajo de los demás.  

Una discusión final en clase para resaltar los errores a mejorar ayudará a convertir un ejercicio normalmente aislado en una actividad dinámica y colaborativa. 

  

3. Elige lo que mejor te convenga.  

En la sección 9 del examen, los estudiantes eligen entre dos textos.  

El texto podría ser un informe, una reseña, un ensayo o un artículo. Los candidatos deben elegir el texto que mejor les convenga, el texto que más les guste o el que les sea más accesible en términos de lenguaje.  

Esto permitirá un mayor rango de vocabulario, mejor organización y mejor compromiso. La práctica es la mejor manera de perfeccionar esta habilidad.  

Cuantos más correos electrónicos, artículos o informes escriban los estudiantes, mejor preparados estarán para seleccionar el artículo adecuado para ellos.  

La mayoría de los libros de texto tienen bancos de escritura, pero hay otras formas de preparar a los estudiantes. ¡Estas son algunas de mis favoritas!  

  • Leer textos similares a las tareas de escritura: Pide a los alumnos que traigan artículos/reseñas/ensayos interesantes a clase para que todos los lean y analicen.
  • Ejercicios de gamificación como rompecabezas de texto (donde los estudiantes corren por la clase obteniendo oraciones para completar un texto) y ejercicios de Round Robin ayudan a hacer que las actividades de escritura sean divertidas e interesantes a la vez que mejoran las habilidades de lenguaje y cohesión. 
  • Perder el miedo a equivocares. Al corregir la escritura, los estudiantes pueden elegir uno de sus errores como el error del día. Lo comparten con la clase, explican por qué estaba mal, lo corrigen y explican lo que aprendieron de él. 

  

¡Te deseamos todo lo mejor a la hora de preparar a tus alumnos para el Writing! 

No olvides compartir tus experiencias y consejos conmigo (claire.dorman@pearson.com) y trabajemos juntos para obtener los mejores resultados.

Back-to-School bright ideas!

Another wonderful academic year is on the horizon, so here are some bright ideas to help you get organized and have fun with your new students:

1. GET AHEAD WITH YOUR PLANNING

Depending on your situation, you may know ahead of time what books and resources you’ll be using this year. Block off a few mornings before starting your year to get to know your course book. You can think about how to make tasks easier or harder, how to turn some sections into more communicative or game-based activities. You can spend time looking up resources or finding ideas on the Internet. So much happens in the first few weeks of class that spending time earlier getting this done is vital.

 2.  THINK ABOUT ASSESSMENT 

If you do know your course book ahead of time, think about which sections of the book you will use to assess your students, and how. Will you be doing a test at the start of the year to see what their level is like? Will you use mini tasks from the book every four weeks to assess progress in some areas? Does the course book come with assessment already built into its resources?

3. A WELCOMING SPACE

If you are permanently teaching in the same space every day, think about the decoration of your class. Can you put up colourful paper on the walls ready to show off students’ work in the future? Could you label in English some essential vocabulary, e.g. drawers, board, light switch. Can you put up posters that will help students with their English on the first day, such as useful phrases? If you are moving around to different rooms, perhaps you can keep some posters in your folder that can be transported from room to room and easily displayed.

5. DAY ONE AND WEEK ONE ICE BREAKERS 

It is important to get to know your students, and for students to get to know each other, to build up a good bond for the year. The first days are the time to test out the rules, expectations and rhythm of the class so that when you start to teach from the course book, the class will go a lot smoother as students will know what is expected of them. The first few days are also wonderful because everyone is excited to be back and school and is looking forward to what the academic year will bring. Here are a few ice breaker bright ideas to try out:

  • Summer break slideshow

Students can make a short presentation of 5 slides maximum showcasing what they did on their summer holidays using photos they took on their phones. Set a criteria, such as: best photo, best meal, best item you saw, best photo of you, the funniest photo and they talk through what they did on their holidays. Using presentation software such as PowerPoint, Prezi or Pitch can be useful. Challenge the listeners to come up with one question to ask the presenter after the presentation. A much faster version of this for day one could be to use the app Photo Roulette where students guess who took which photo.

Back to School bright ideas

Happy kids in sunglasses sitting at table on birthday party at summer garden and eating cupcakes

  • Get to know the teacher

Students love to find out facts about their teachers, so you can use this to help them practice their English and get to know you a little more. You could and ask a student to come and take an item. Then, students speculate with their partner or groups as to why this item is significant. For example, in the bag might be a small plastic toy dog, which shows you have a pet, an orange because it is your favourite fruit, and so on. To make this more movement based, designate one wall of your classroom as ‘true’, and the opposite as ‘false’ (use posters). Then, state some information about yourself and students run to the wall they think is the answer.

  • Student questionnaire

To assess reading and writing, you can ask students to fill in a question and answer paper on day one. For example, what is their favourite movie, music group, food etc. Then, for day two, you can prepare a ‘find someone who’ game based on the questionnaire answers.

  • Last person standing

Make sure students are sat at their desks in a rows and columns pattern.Tell one column (from front to back line) to stand up. Everyone else remains seated. Ask a question (it is best to prepare a long list of questions before class). Example questions: What’s this? How old are you? Only the students that are standing can answer the questions. If they know the answer they put their hand up. Ask one student with their hand up the answer (not necessarily in column order, try to make it random along the column). If they are correct they can sit down. Keep going until there is only one student stood up. Now the row of that student stands up and the game begins all over again. It’s a great way to bond and to review and test out what English your students know already.

  • Student parameters

Ask students to line up according to different criteria, for example ‘tallest to shortest’ ‘longest hair to shortest hair’ ‘shoe size’ ‘rainbow order t-shirts’. Time students – can they beat their time with each new criteria?

  • Question swap

Prepare some cards with some questions on, e.g. What are you looking forward to most this year? What would you do if you were suddenly a millionaire? Then, give each student in your class one question card face down.  I tell them not to look until each student has a card.  Once everyone is ready, students will move freely around the room to find another student in order to ask them the question on their card.  After they answer, that student will then ask the question on their card as well.  When both students have successfully asked and answered each of their questions, they trade cards and move around the room again to find someone new.  The goal is to ask, answer, and trade cards as many times as possible so they can meet all of their classmates.  It’s a perfect activity for teachers to join in as well.

Good luck and enjoy this new school year!

¡Preparémonos para…el Speaking!

¡Preparémonos para…el Speaking!

Hola, y bienvenidos al primer artículo de nuestra nueva serie de posts sobre Pearson English International Certificate, ¡Vamos a prepararnos! 

Estos artículos están diseñados para ayudar a preparar a tus alumnos para los próximos exámenes, y espero que ayuden a construir una comunidad en la que podamos compartir nuestras experiencias, aprender y mejorar.   

En esta primera entrega nos centraremos en la expresión oral: Speaking 

Con esto en mente, aquí tienes 3 consejos que te ayudarán a preparar a tus alumnos para el gran día: 

  

1. Tómate tu tiempo, empieza fuerte. 

Todos nos ponemos nerviosos en los exámenes, pero esos nervios son obviamente más fáciles de controlar cuando se hace un examen escrito. Con el Speaking o la expresión oral, todo el mundo puede ver si tartamudeas o se te hace un nudo en la garganta.   

Por eso mi primer consejo es que enseñes a tus alumnos a tomarse su tiempo.   

Preparar a tus alumnos para que respiren hondo y aprovechen su tiempo de reflexión antes de responder es esencial. Estrategias sencillas como contar hasta diez son eficaces o tener una lista de comprobación de funciones como: respira, lee, contesta, puede ayudar a mantener a los estudiantes tranquilos y concentrados.   

Los candidatos deben escuchar las preguntas de la sección 10. ¿Qué palabras se enfatizan?

Los ejercicios de pronunciación son una buena forma de ayudar a los alumnos a identificar el acento (así como el registro y otros aspectos). 


 En la sección 12 de la prueba 2, el juego de rol, los candidatos deberán leer atentamente la tarjeta. En esta sección se evalúa cómo turnarse, pero también si el alumno sabe qué tipo de lenguaje utilizar. ¿Es formal o informal? ¿Cuál es la relación entre los papeles? La tarjeta contiene todas las pistas que necesitan.   

 

2. Haz un mapa mental para reforzar el vocabulario.   

Si los alumnos consiguen ceñirse al tema y respetar los límites de tiempo, más probabilidades tendrán de obtener una buena puntuación. Un vocabulario más amplio puede ayudar en este sentido.  

Más descripción significa pasajes orales más largos y esto puede ayudar a demostrar el conocimiento de ‘collocations’ y modismos también.   

Speakout 3rd Edition – B2  

 

Speakout 3rd Edition – B2

Esta práctica del vocabulario también ayudará a los alumnos a prepararse para las demás destrezas del examen. 

  

3. Practicar, practicar y practicar   

Cuanto más practiquen los alumnos la expresión oral o Speaking, más seguros se sentirán en el examen.     

La mayoría de los libros de texto ofrecen numerosas actividades para practicar la expresión oral o el Speaking: juegos, temas de debate y comparación de fotos aparecen en libros como Speakout 3rd. Edition 

Speakout 3rd Edition – B2

 

Reservar un tiempo al final de la clase para sesiones de preguntas y respuestas también es una buena forma de hacer que los alumnos hablen y practiquen. Pueden estar relacionadas con los temas o la gramática que se han visto en una clase concreta, con acontecimientos culturales o con simples tareas cotidianas. 

 

Las nuevas tecnologías también pueden ayudar a los estudiantes a ganar confianza. 

Las apps de aprendizaje de idiomas son una forma estupenda para que los estudiantes practiquen. Además, permiten dedicar más tiempo en clase a perfeccionar el lenguaje. Si te interesa explorar más a fondo este tipo de nuevas tecnologías, puedes echar un vistazo a las nuevas herramientas que tenemos en nuestro catálogo de Pearson, como Mondly by Pearson. También tiene IA incorporada en algunos de nuestros productos, lo que permite un entorno seguro y de confianza, totalmente integrado en el curso.   

Speakout 3rd Edition – B1, Speak Anywhere  

  

Otras fuentes relevantes para practicar son otras apps como Khan Academy (también disponible para niños), que proporciona prácticas a medida y de forma gratuita; YouTube, con prácticas específicas para cada fase de los exámenes; e incluso chatbots como Gemini y ChatGPT. 

   

En Pearson, aparte de este blog, también contamos con otra amplia biblioteca de artículos con consejos muy útiles para profesores y alumnos. Échales un vistazo aquí.    

En resumen, lo más importante es que, con la práctica, los alumnos adquieran confianza. Esa confianza es clave para empezar con fuerza, así como tomarse su tiempo y utilizar el vocabulario que han aprendido para obtener los mejores resultados. 

Envíame tus trucos y consejos a claire.dorman@pearson.com, emails y vídeos son bienvenidos. ¡Preparémonos para el Speaking ayudándonos unos a otros!

Ideas to encourage a love of reading over the summer

In Spain, as previous educational laws have, the LOMLOE seeks to encourage schools to foster a love of books and to promote the habit of reading amongst students. Why? Because reading has a direct impact on crucial aspects of education:

  • Improvement of reading comprehension.
  • Development of communication skills.
  • Correct management of information.
  • Development of critical thinking.
  • Acquisition of  knowledge.
  • Development of empathy for different realities.

Therefore, by encouraging a love of reading during the school year, students will want to continue reading during their summer holidays. Here are some ideas for learners and parents to continue to have a love of reading over the summer.

Visit a library

Summer months are hot! Cool off with weekly trips to the library to read, browse and borrow new books. Libraries not only have traditional books, but also digital copies for your digital device, magazines, newspapers and audio books. Very often they put on activities for children, so check out their schedule in advance.

Read different things

Set a challenge where students have to read many different kinds of texts over the summer and take a selfie when they do so – for example, a books, a comic, a leaflet, a cereal box. They can present the information to you on the first day back from holidays.

Audio books when travelling

Ask parents to listen to audio books in the car when travelling this summer, or have it downloaded to listen to on the plane or train. If the paper version is also available, their son or daughter can read along with the audio.

Time challenges

Ask parent to set daily or weekly time challenges, where time is reserved for the whole family to read together. It can start off small, e.g. 20 minutes a day, and with each week that passes, the length of reading time increases. Also, having a routine where reading is always done at the same hour, e.g. after lunch, is a great way not to skip or forget.

Book to movie

Ask students to choose a book that has been made into a movie. They must read the book first and then watch the movie and say how each was the same or different to the other.

Reading play dates

Set up a social reading group among friends in class. Children can first of all play together, and then after lunch spend some time reading together. They can either read their own books or read the same book together and practice reading aloud or acting out parts of the book.

Stamps and rewards

Ask your students to read 6 books over the summer. Give each student a reading card where they can write the titles of the books and a space for a stamp or parent signature. Each time they read a book, their parents stamp or sign their reading card. If they manage to read all six books, the children get a reward (either from the school or from their parents)

Pearson Readers

We have a great catalogue of Pearson English Readers available which has over 480 books to choose from, both fiction and non-fiction, including Disney and Marvel stories. Books are graded by level and organised by age, containing a wide variety of activities to accompany the stories. Take a look, get started, and happy reading!

 

Building a Classroom Community: How to Encourage Diversity and Inclusion in the English Classroom

Diversity and inclusion

Creating a teaching environment that is as welcoming a possible to all members of the group is hard work, but wonderful when it all comes together. Addressing all our students’ needs as much as we can should not mean a lot of extra work for the teacher, but adapting our normal lesson plans to embrace neurodiversity will go a long way to creating that inclusive teaching environment. Here are some ideas you can incorporate into your teaching:

Entering the classroom

Consider where your students are coming from and their energy levels. Will they have just come from playing outside with their friends and need calming? Have they been sat down previously and will likely be full of energy when they come in? This will help you to decide what the first welcome idea will be. Have the instructions on the board, e.g.

Play the word domino game from yesterday with your partner. You have 7 minutes.

Lucas hand out the laptops.
Abigail and Frank come and see me.

Some students may need extra tasks to use up their energy in order to concentrate later. Can you provide a task, such as delivering a message to another classroom?

Getting ready to listen and learn

Do students know exactly where to sit every lesson and who they work with? This kind of routine helps children to settle quickly and feel at ease. If you like changing seats every month then you can provide a seating plan on the wall for students to consult if they have trouble remembering. Can all the students see the board and you easily? Are they in the best place for learning for their particular learning goals? For example, if someone is easily distracted by movement outside the window, consider positioning the chairs and table away from the distraction. Finally, are the walls of the classroom too ‘busy’? Having too much information up on the wall can be a distraction for some students who find it hard to focus.

Another tip to consider is having a visual schedule of the lesson to help students understand what is coming next. If you follow a class routine, this is helpful for students to understand the flow of the class and what should come next. A schedule looks like this:

It can be placed on the wall next to the board in large letters or printed off and put on a student’s desk to follow. If this is too much for some students to process, consider using ‘Now and Next’ cards so students are focused on the present moment and not too overwhelmed with what is to come. These cards look like this:

 

Furthermore, some students may require a step-by-step visual approach to an activity, such as this:

Finally, do some of your students need to fiddle with an object to keep listening to you? If so, have something like blue-tac on hand.

Giving Instructions

Clear instructions are vital for students, especially those learning a foreign language, yet it is one of the hardest tasks for a teacher to carry out. We are nervous that our students do not understand us, so we say an instruction again and add more words; we try to joke with our students, but they do not quite get it: or a student asks us a question during a difficult moment in class and we respond unclearly. Take for example the last scenario. A student asks for help while you are trying to help another student. You may respond like this:

“Hold on, I’ll be with you soon”.

Students can interpret this in a variety of ways, e.g.

  1. I need to wait patiently until my teacher can help me (correct interpretation of that the teacher wants!)
  2. I do not consider your request as important as my current task.
  3. I need to hold something? A pen? The table? For how long?

A lack of understanding by a student when giving instructions for how to complete an activity can be shown in a variety of disruptive ways, for example acting out, procrastination (because they really do not understand the task), not participating, playing with a friend, and so on. Consider these tips when giving instructions:

  • Use imperative sentences and avoid extra detail. Write down the instructions in advance if you need to until you get very good at saying instructions clearly. Compare:

“Listen to the people talking then write your answers in the space”.

“Listen and write.”

The second command is much clearer.

  • Try not to deviate from the course book instructions, especially if the students are trying to follow what is written.
  • Use non-verbal communication strategies to help students to process the instruction.
  • Use visuals and flashcards of items to support students with their comprehension of items, for example, show a picture of a pair of scissors.
  • Avoid saying the instruction again in a different way and with more detail if at first students do not understand. Follow this pattern of Say the instructions, Stop, Observe if students understand (checking questions can help here), Repeat.

Assessing Understanding

You can implement different routines to help you to know if students understand the task or not. For example, students show you with the thumbs up / thumbs in the middle/ thumbs down visual to show who does not understand well. If this causes embarrassment to some students, you can implement a ‘buddy’ system where students check with each other what they have to do and ask each other for clarification. Finally, asking students to repeat back instructions or give answers to a task in front of others is sometimes very hard. Provide sentence starters to help them tell you. Finally, some students feel overwhelmed at the idea that they may get suddenly called on to answer a question. There is nothing wrong in telling that student that “No, for this next feedback I won’t call on you”, or “I will ask for your help for question three”

Task Differentiation

Asking, or expecting, each student in your class to undertake activities in the course book all together and all at the same time is unrealistic. Think about how to slightly change an activity in a course book to make it more challenging, or indeed, less overwhelming for some students. This is not meant to imply designing extra worksheets for students, but instead slightly changing a task already provided. For example:

 

Image taken from Rise and Shine Book 4

Activity 2: To make it harder, ask students to complete the activity, then write the sentences again from memory. How many words can they get right? To make it easier, ask students to only complete answers 2 and 3. Or, you provide clues, such as starting letters, on a mini whiteboard in front of them to help students complete the missing words.

Working in pairs or groups

When looking at tasks in a course book where students work with a friend or small group to complete the task, first analyse the task to see whether it has more social or academic demands, or if it has a balance of both. From there, you can plan some support strategies. For example:

 

Image taken from Rise and Shine Book 4

This task has a high social demand. Some elements to consider are listening, waiting, turn taking, participating, sounding interested, eye contact, sensory issues. The academic challenge is fairly low as the grammar used is predominantly ‘can’ sentences, possessives and adjectives to talk about upcycling. Therefore, as the teacher, you need to think about providing strategies for supporting the social challenge of the task for students.

Image taken from Rise and Shine Book 3

This task has a high academic challenge. The students focus more on writing sentences, using the correct grammar and vocabulary, check spelling and then putting all the information attractively together in a. project. The teacher needs to focus more on the academic support to help the student achieve the task.

Further considerations for the teacher when students work in pairs or small groups are:

  • Who is in the group?
  • How big is the group?
  • Should you have a ‘buddy’ system or will you provide the support needed?
  • Helping students to understand how to take turns.
  • How does every student contribute – what’s their role within a certain project?

One useful approach to help all students keep on track during a project and to focus on the stages of a project is the Bell Wallace TASC Wheel (TASC means Thinking Actively in a Social Context).

 

 

Students start with the orange ‘Gather/Organise’ or red ‘Identify’ stage and work their way around the wheel, completing each stage.

Leaving the Classroom

An exit routine is just as important as a welcome routine. It helps students to leave the classroom calmly, proud of what they have achieved and knowing what they have to do for homework. Some aspects to consider are making sure you give enough time for students to tidy up in order to avoid stress and chaos. How can you calmly communicate what students have to do for homework? Do you need to provide more detailed, printed instructions for some to students to glue into their workbooks? Do you need to make a quick video and post it to the school web for students to watch calmly at home and understand? Do you have a system for leaving in a calm and ordered way?

Seeing your students as individuals who each have their own strengths and challenges is vital. It is hard for one person to provide support to all, but small changes in class can go a long way to help all students achieve their goals. Do not try to take on everything all at once without support. You need your directors and fellow teachers to help you with ideas and extra care. Also, some changes take time. If something does not work the first time in class, such as implementing a new welcome routine, keep trying as changes need time to be understood and adapted to by students. I will leave you with the final thought by author Alexander Den Heijer: “When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.”

 

 

 

Beyond Borders: Crafting Holistic English Language Learning Experiences

In today’s global context, ELL teaching transcends traditional boundaries. It’s about empowering students to navigate the world confidently in English while nurturing their role as proactive global citizens. Including examples from Your World, the Pearson coursebook for teenagers, this blog explores crafting impactful learning experiences that blend language mastery with environmental and emotional intelligence.

Embracing Emotions: It’s Essential

 

Understanding emotions is crucial in our learning journey. Acknowledging and expressing feelings like frustration or sadness is vital for mental wellbeing. By integrating emotional literacy into ELL, we promote resilience, aiding students in articulating their experiences and building emotional strength alongside language skills. While it’s important we find solutions to problems it’s also important we allow ourselves time to get through negative emotions before moving on.

Using Role-Plays for Deeper Learning

Role-plays about common, and sometimes painful, dilemmas, such as a lost phone, serve as springboard for broader lessons and greater scope for empathy when considering world issues. These scenarios encourage students to articulate feelings, and solutions in English.

Practical Example: The Broken Phone Scenario

  • Problem Identification: A student expresses the frustration of losing a phone, discussing immediate feelings and their root. Also look at potential impacts like the environmental toll of manufacturing one mobile phone.
  • Sustainable Solutions Discussion: Shift focus away from the broken/lost phone to eco-friendly resolutions, while acknowledging it’s incredible annoying to break a phone, what are the next steps? Could repairing or recycling be viable options? This conversation fosters critical thinking and eco-consciousness. It also focuses on finding a solution from within rather than simply “buying a new one”
  • Mental Health Benefits: Having a broken phone and an enforced digital detox for a few days can do wonders for your mental health. Perhaps take the chance to plan a few “phone free” activities students could do it their phone was broken for an entire weekend!
  • Role-Play Expansion: Students brainstorm and role-play scenarios offering sustainable solutions, practicing English while embedding sustainability in their thought process.
  • Global Impact Reflection: Conclude with a discussion on how individual choices, like opting for repaired or second-hand electronics, contribute to global sustainability efforts. Remind students there are many ways they can make a difference in the world. This is just one tiny solution.

Celebrating Diversity: A Europe day Celebration

After engaging with the Europe Day Competition from the workbook, a natural progression is to host a Europe Day celebration in the classroom.

This event can serve as a celebration of the European Union’s cultural diversity. Imagine a classroom transformed into a mini-Europe, where each corner represents a different member state, adorned with national flags, traditional costumes, and homemade replicas of famous landmarks. Students could share insights into each country’s contribution to environmental sustainability, highlighting how these nations are pioneers in renewable energy, waste reduction, and conservation efforts.

Europe Day Celebration:

  • Team Formation and Role Assignment: Students assess their strengths and interests. It’s important that everyone has a chance to present how they want to present. There’s a chance not every student will want to stand in front of a class and read a powerpoint. Look for other presentation options and roles.
  • Research and Presentation: Each group selects an EU Member State. They will beyond flags cuisine and capital cities. Allow students to look into areas like language, and cultural expressions though art. Assed to that encourage deeper research into climate policy and other areas related to the Sustainable Development Goals.  It only take a second to find out how much energy is produced by using renewables in Iceland. (Spoiler alert, it’s 99%)
  • Cultural Exchange and Reflection: Students prepare and share their presentations, engaging in a rich exchange of cultural knowledge and language practice. This activity not only enhances understanding of diverse cultures but also fosters a sense of European unity and global citizenship.

This celebration would not only solidify students’ research and presentation skills but also deepen their understanding of the interconnectedness of European cultures.

Through activities like a “taste of Europe” food fair or a collaborative art project depicting Europe’s scenic diversity, students can experience the joys of cultural exchange. Such a celebration reinforces a shared commitment to fostering a peaceful, inclusive society. It’s an opportunity for students to practice empathy, appreciate diversity, and understand their role in the global community, all within the enriching context of learning English.

What next?

We don’t need to reimagine ELL, we don’t need to reinvent it. By integrating emotional literacy, environmental consciousness, and cultural diversity into our curriculum, we’re not just enhancing language skills—we’re empowering students to make meaningful contributions to the world. This holistic approach prepares them to face future complexities with resilience and empathy. It ensures students leave our classrooms ready to enact positive change. Together, we’re shaping a generation that values sustainability, emotional wellbeing, and global unity.

How Can Mediation Skills be Taught in the Classroom?

Mediation skills are a vital tool of communication both in your own language and also in the language you are learning. To communicate, we all have to take information, understand it, and then explain it to others. This sounds simple and easy, and you may ask, why do we need to teach this in our lessons? It takes a unique set of skills to be able to do this well and not to be either too dominant or unforthcoming when speaking with others, thus we need to focus on helping our students to develop this skill in class. Furthermore, it is a key assessment component in many exams, and the CEFR upon which many exams are based, breaks down the meaning of using mediation in groups and the English level to which they correspond:

Mediation scales

(Image taken from Completing the CEFR Descriptive Scheme: The CEFR Companion Volume, 2022)

 

What is mediation?

In simple terms, mediation means the ability to read or hear a message, understand it and then communicate it appropriately. This is more than just simple interaction, as mediation implies skills like leading a discussion, managing conflict within a group, proposing solutions, simplifying a message and so on. It requires the speaker to be aware of who they are speaking to and the context they are in to communicate successfully. The Council of Europe has broken down this concept into the image below:

Mediation

(Image taken from The Council of Europe, 2020)

As you can see, these skills are not only useful for students to use at school but are the types of skills most in demand by universities and employers. They are often referred to as future skills or employability skills in teaching course books. These refer to skills that cannot be carried out successfully by technology and still rely on humans to act. It is therefore well worth working on these in class to prepare our students for the future.

 

Teaching mediation skills in class

Your World, the Pearson course book for teenagers, is a great example of a book that consistently incorporates teaching future skills in class, especially mediation skills. Let’s look at an example of how to teach a mediation skills lesson in class. The lesson example comes from Your World 2.

Activity 1 & 2:

Mediation activities

 

The aim of the activity is for the students to participate in a group discussion and make a decision.

The mediation skill in practice is to collaborate in a group, work towards a common goal and give the opportunity for everyone to contribute their opinion. If we refer back to the Council of Europe mediation levels above, this activity is aimed at students wishing to achieve a B1 level.

Mediation

 

The activity begins with a warm-up for students to recall vocabulary regarding holidays and practice speaking interaction skills. The prepare stage helps students to understand and respond to the reading task about different styles of holidays. They are practicing their comprehension skills and learning new vocabulary. These four holiday suggestions will be used later in the mediation task.

Activity 3:

Mediation activity

The next stage is the scenario. It gives a realistic reason for students to talk together and presents some problems that they must consider when discussing. For example, it talks about what Sophie and Alex like and do not like which will also have to factor into what the students themselves like and dislike. This type of activity is by far the best kind of collaboration activity as it asks students to solve a problem together, as they would in real life. The question asks students to summarise in their own words what they have to do (which is another mediation activity: understand and summarise a text). An example answer could be: We need to agree on the best summer holiday activity for our group of friends.

Activity 4:

Mediation Activity 4 - Your World

The activity now clearly shows the students the aim of the activity. The aim is not a linguistic one – it is not ‘I will practice the present perfect’ (the course book has other grammar pages where this type of aim can be found) – but instead it is ‘ask others for their opinions, listen to their opinions and express your own opinions clearly, but respectfully.’ We obviously want students to practice their English language skills, but the focus in on how they interact in a group in order to achieve a desired outcome.

As the activity is clearly labelled as ‘mediation’ and the aims are written down in an easy-to-understand way for the students, they are very clear on how you will be assessing them as the criteria for success is clear for all. Furthermore, to help students achieve the task in English, there are some useful language expressions which students have already seen in an earlier unit in a different context, so it is an opportunity for students to practice and reinforce what they have seen before. As teachers, we can always extend the list of phrases if we feel our students need an extra challenge, and we can add in a pronunciation stage here to make sure that our students will be saying these phrases correctly.

Activity 5 and 6:

Mediation activities - Your World

Now students attempt the task. An example of a successful group task would look like this:

An example of a task that has areas to improve for next time would look like this:

Ma

Monitor students carefully as they do the task. Write down any errors they make, both mediation errors (e.g. if they laughed at a student’s idea and it was not very respectful) and also linguistic errors, such as pronunciation or grammar, but also make a note of things they did well. You will use these notes later.

Ask students to self-reflect in stage 6, which can help them to understand the feedback from you better. Students being able to recognize their own strengths and areas to improve on helps them to become more autonomous learners. Also, invite thew whole class to comment on what the group finally chose, as each group is likely to have chosen something different. Finally, you can put the positive feedback and areas to improve that you wrote down while students were completing the task on the board for whole class feedback. You can then let each group know what score they received for the task (this can be done privately or whole class depending on how you would like to give the feedback) and future recommendations.

Reflection

These types of tasks may seem very familiar to you already – setting a context for speaking, then monitoring and giving feedback. However, most teachers are still focusing on language errors during these activities. When practicing future skills such as mediation, please bear in mind that you need to be helping the students to develop other skills, and looking at the CEFR descriptors will help you when designing activities, modifying activities in your course book and then assessing them correctly. This will help students at school, during exams where they have a collaboration section that is assessed, and also in the future at university or at work.

New Year’s Language Goals and Resolutions

When you set yourself an impossible New Year’s Resolution for January 1st you could be setting yourself up for failure. For that reason it’s always good to wait a while and take a measured approach to your resolutions. Set some realistic goals and lay out how you’re going to achieve them.  In this post we’re going to look at some language resolutions you could make and how you can stick to them throughout the year.

The Power of Goal Setting

Why is January such a pivotal time for setting language learning goals? Unlike the fleeting enthusiasm that often accompanies resolutions made in the thrill of New Year’s celebrations, goals set in January tend to be more grounded and realistic. This is because they are made with a clearer understanding of what the new year looks like, allowing for more tailored and achievable objectives.

scissors and two paper clips beside opened spiral notebook

For language learners, this means setting attainable goals that align with their current lifestyle and responsibilities. Whether it’s dedicating a specific number of hours each week to language study, or aiming to reach a particular proficiency level by year’s end, the key is to make these goals as specific and realistic as possible.

Benefits of Learning a New Language

The benefits of learning a new language extend far beyond the ability to communicate in another tongue. Socially, it opens doors to new cultures and friendships, allowing learners to connect with people across the globe in a more meaningful way. Professionally, bilingualism is an increasingly sought-after skill, offering greater employment opportunities and potential for career advancement.

On a physical level, studies have shown that learning a new language can improve cognitive function, enhance memory, and even delay the onset of dementia. The mental workout required to master a new language keeps the brain agile and strong, much like physical exercise benefits the body.

brown brain decor in selective-focus photography

Strategies for Effective Language Learning

Successful language learning is not just about setting goals, but also about employing effective strategies and tools to achieve them. Here are some tips for staying on track:

  1. Consistent Practice: Dedicate a regular time each day or week for language study. Consistency is key to progress.
  2. Immersive Learning: Surround yourself with the language as much as possible. Listen to music, watch films, or read books in the target language.
  3. Speak and Practice: Don’t be afraid to speak the language, even if it’s not perfect. Practice with other speakers of the language as well as fellow learners.
  4. Track Your Progress: Regularly review what you’ve learned and celebrate your milestones, no matter how small.

Leveraging Mondly by Pearson for Language Learning

Mondly by Pearson is more than just a language learning app; it’s a comprehensive tool that transforms the traditional learning experience into something interactive, engaging, and highly effective. Mondly provides a unique approach to language learning that caters to various learning styles and levels. Here’s how Mondly by Pearson stands out as an essential resource for language learners:

Interactive Daily Lessons:

Mondly by Pearson keeps the learning experience fresh and exciting with daily lessons. These bite-sized, interactive sessions are designed to build language skills gradually but effectively, perfect for keeping learners engaged and motivated.

Real-Life Conversations:

One of Mondly’s standout features is its focus on real-life conversations. The app immerses learners in common conversational scenarios, ranging from ordering food to booking a hotel room. This practical approach ensures that learners are not just memorizing vocabulary, but are also able to apply their language skills in everyday situations.

Voice Recognition Technology:

To aid in pronunciation and speaking skills, Mondly by Pearson incorporates advanced voice recognition technology. This feature allows learners to receive instant feedback on their pronunciation, helping them to speak more accurately and confidently.

Augmented Reality (AR) Feature:

Mondly by Pearson takes language learning to another level with its AR feature, allowing learners to interact with virtual objects and characters. This immersive experience makes learning both fun and memorable, as it bridges the gap between theoretical learning and practical application.

Personalised Learning Path:

Mondly by Pearson adapts to each learner’s style and pace. Whether you’re a beginner or an advanced learner, the app personalises the learning content to suit your level, ensuring that every lesson is both challenging and achievable.

A Wide Range of Languages:

With Mondly by Pearson, learners have access to an impressive array of languages. From widely spoken languages like English, Spanish and French to less common ones like Norwegian and Finnish, Mondly caters to a diverse range of linguistic interests.

By incorporating Mondly into your language learning resolutions, you’re not just committing to learning a new language; you’re embracing an innovative and dynamic method of learning that keeps you engaged and accelerates your progress. Experience the interactive and immersive world of language learning with Mondly by Pearson by visiting their website.

The Goal of Certification – Pearson English International Certificate Exam

For many learners, obtaining a language certification is a significant milestone. The Pearson English International Certificate (PEIC) is an excellent goal for those seeking to validate their language proficiency. The PEIC exam assesses all four skills – reading, writing, listening, and speaking – and is recognised globally. By aiming for this certification, learners can have a clear, tangible target to work towards. Learn more about the PEIC exam and how it can be part of your language learning resolution here. For additional information, check out the info here.

So… what next…

Setting proper goals is a fundamental step in the journey towards language fluency. By choosing the right time to set these goals, understanding the multifaceted benefits of language learning, and utilizing the right tools and resources, such as Mondly by Pearson and the Pearson English International Certificate exam, learners can make significant strides in their language acquisition. It’s about more than just learning a new language; it’s about opening up to new worlds of opportunity, enhancing cognitive abilities, and connecting with diverse cultures.

Remember, the journey to language fluency is a marathon, not a sprint. With persistence, the right tools, and a clear set of goals, achieving language proficiency is not just a dream but an attainable reality. Here’s to a year of linguistic growth and success!

Fresh & Festive Ideas for your Teen Classes

Festive ideas

It’s the most wonderful time of the year. We can almost hear the sleigh bells ringing. Home Alone is on the TV. There are endless perfume adverts and we all want to eat our own body weight in Christmas goodies.

It’s been a long first term and to be honest, we’re all VERY tired. We’ve finished our exams and we just want to throw on Netflix, relax and wait for the three wise men to bring us lots of presents.

We already know what Mariah wants for Christmas so why not leave the Christmas song gap fills in Santas sack? Looking for some video inspiration?

Now, you might not win “El Gordo” this year but In today’s post we’ve got the next best thing.  We’re giving you 4 Christmas class ideas to keep your teens motivated until they’ve opened the last window on their advent calendar.

A Gift from afar

Here’s an idea we developed everyone’s favourite Youtube teacher Charlie’s Lessons. It all comes from the idea that the people of Oslo donate a huge Christmas tree to Trafalgar Square every year. (This video explains why)

After watching the video allocate students in the class a random city around the world. Ask your students to research the city a little and see what gift they would send them from your home town. Then ask the students to suggest what gift that city might send in return.

For example we landed on Nashville Tennessee. It soon became clear that Nashville is the home of Country music. So our gift to them would be a set of castanets. We could send them with a “How to play castanets” video or guide.

In return Nashville could send us a fancy neon guitar sign or something from the wonderful celebration of Tomatoes, The annual Tomato Art Fest.

If you want to take this one step further, why not get in touch with a school in your random city and exchange some ideas about each other’s hometown at Christmas?

Santa’s Sustainable Christmas

We’ve already written our letters to the Three Wise men and Santa. Telling them we’ve behaved well all year; asking for a new iPhone or more socks than a centipede could use. Why don’t we send Santa a letter asking for him to make a real difference in the world?

Amidst the excitement of Christmas, the tradition of writing letters to Santa often revolves around material desires and personal wishes. However, as teachers of English as a second language, we have a unique opportunity to instill in our students a sense of global responsibility and sustainability.

Encouraging our students to write a sustainable letter to Santa can foster empathy and awareness about real-world issues. Instead of solely focusing on personal wants, this exercise prompts them to consider the bigger picture. Students can express their concerns about the environment, advocate for social causes, or suggest ways in which Santa, the symbol of giving, can contribute to making the world a better place.

This activity not only enhances language skills but also cultivates a sense of agency in students. By channeling their wishes into requests for positive change, they learn the power of their voices and the impact of collective action, instilling values that transcend the holiday season.

Snow Balls

Is there anything more exhilarating than a snowball fight? I didn’t think so. Imagine capturing that excitement in a super-fast, low-prep classroom activity that ingeniously repurposes those old, seemingly endless scraps of paper.

Start by prompting your students to jot down their heartfelt Christmas wishes on these pieces of paper. As the wishes accumulate, the anticipation heightens. Then, in the spirit of a lively snowball fight, crumple these papers into balls and let them fly across the classroom in a flurry of hope and joy.

Free Snowball Fight Winter photo and picture

https://pixabay.com/photos/snowball-fight-winter-snow-snowy-589668/

The real magic begins when the flurry settles. Students embark on a quest, picking up the scattered wishes. The challenge? To unravel the crumpled pieces and, with curiosity and camaraderie, decipher whose wish they hold. This lively interaction not only recycles paper but also encourages students to engage actively in forming questions, fostering a playful yet educational atmosphere.

For instance, imagine a student unraveling a wish that reads, “I wish for a world with no hunger.” They turn to their peers, querying, “Hi Pepe, do you wish for a world with no hunger?” Another might discover a wish for “A new map on fortnite,” sparking a round of inquiries to uncover the wishmaker.

Cracker Jokes

Free Celebration Christmas photo and picture

https://pixabay.com/photos/celebration-christmas-decoration-83158/

The best thing about Christmas dinner isn’t the food is it? No, it’s the terrible Christmas cracker jokes. Start by presenting a few classic Christmas cracker jokes to your students. These often feature playful wordplay and puns. Encourage students to read and discuss the jokes together, identifying the humor and the wordplay elements embedded within them.

Guide them through the process of dissecting the jokes:

  1. Identify Wordplay: Break down the jokes to highlight the double meanings, homophones, or clever twists in the language used.
  2. Explain the Humour: Discuss why the jokes are funny and how the wordplay contributes to the humour. Help students understand the cultural context if necessary.
    1. “What do you get if you cross Santa with a duck? A Christmas Quacker!”
      • Deconstruction: This joke cleverly plays with words that sound similar but have different meanings. It uses a pun on “Quacker” (a sound a duck makes) and “Cracker” (a traditional festive item). By combining “Santa” and “Quacker,” it creates the humorous image of a Christmas-themed duck, merging the idea of Santa Claus with the quacking sound, resulting in a playful and pun-filled phrase: “Christmas Quacker.”
    2. “Who is Santa’s favorite singer? Elf-is Presley!”
      • Deconstruction: This joke relies on a play on words and a clever twist. It combines “Elf” (Santa’s helper) with “Elvis Presley” (a famous singer), creating a wordplay fusion, “Elf-is Presley.” This wordplay substitutes “Elvis” with “Elf,” humorously suggesting that Santa’s favorite singer would be a play on the famous musician’s name, indicating the mythical Elf as the preferred singer.

    If your students are feeling brave why not go on to step three and get them to Create Their Own Jokes: After analysing a few jokes, encourage students to try their hand at crafting their own Christmas cracker jokes. Provide prompts or examples to help kickstart their creative process.

As we wrap up these festive activities, may your days be merry and bright and filled with warmth. Wishing you all a Christmas  – where laughter sparkles like tinsel and joy resonates like the sound of sleigh bells. Merry Christmas, everyone!

Hair-raisingly good Halloween English Reader activities

Halloween reading activities

Halloween is just around the corner, and it is a wickedly wonderful way to encourage your older teen and adult students to broaden their vocabulary, consolidate their grammar and practice their reading skills by using classic horror or thriller English Readers in class. Pearson has a collection of more than 300 Pearson English Readers which are easy to use and contain lots of extra materials.

Some spook-tacular Halloween selections from the classic English Readers are:

  • The Phantom of the Opera
  • Dracula
  • The Hound of the Baskervilles
  • Dr Faustus
  • Hamlet
  • The Locked Room and other horror stories
  • Misery
  • Tales of Mystery and Imagination
  • The Canterville Ghost and other stories

If you want to use a Reader with your students in class, for Halloween or for any time of the year, here are some ideas to compliment the book.

Word Lists

Every Pearson Reader has a word list at the back of the book that gives a brief definition of the essential vocabulary used. Use these lists to design a ‘treasure hunt’ style game. For example:

Find:

  1. Three animals
  2. Two jobs
  3. Two places for dead people

After students have read the story, you can also play a quiz game where you read out a definition of a word and students buzz in and tell you the answer. Alternatively, another fun revision game is that you say a word and students must come up with a grammatically correct sentence using that word to win. It’s a fun way to practice new vocabulary.

Character Conversations

Once you have started to read the book with your students and the characters have been introduced, you can ask students to imagine that they are some of the characters in the book and to have a conversation with each other. For example, in the story Dracula, the Doctor comes to visit Lucy as she is under the spell of Dracula and is acting strange. A dialogue may look like this:

Student A: You are Dr Seward. Ask questions about how Lucy is feeling.

Student B: You are Lucy’s father, Arthur. Explain how Lucy is feeling.

Conversations can also take place between characters in the form of Instant Messaging, or mobile phone text messages. Students can collaborate on a shared document, such as Google docs, and read and respond in real time to their classmates’ messages. You can also do this via traditional pen and paper messages.

Another conversation practice can be character interviews. Student A is a very famous TV talk show host and invites one of the characters from the book on to their show for an interview. Student B is one of the characters. Students can prepare the questions together before acting out the dialogue.

Radio Plays

Ask your students to recreate the entire story, a chapter or part of the story in the form of a radio play. They not only have to be the characters but they also have to be foley artists. If you have permission from the students and/or parents, you can record them performing! Give students plenty of time to prepare their dialogues, scripts and find the props they need to make the sounds. If students are watching each other, provide some listening activity for the audience to do, such as:

Watch your classmates perform their radio play.

  • What did you like the best?
  • What sound effect was the most realistic?
  • Was their dialogue accurate from the book?
  • What was your favourite line?

Creative Writing

Try to find opportunities in the story to encourage different writing styles. For example, in Dracula, we could set these tasks:

  1. You are Dracula trying to sell your castle. Write a description of it.
  2. You work for the police. You want to tell people about the dangers of vampires. Write a report answering these questions: How will I know if a person is a vampire? What should I do if I see one?
  3. You are Jonathon and you have just spent the first night in Dracula’s castle. You send a text message to your fiancée Mina. Arrived safely. Dracula v. strange. J xx. Reply as Mina and then continue the conversation between them both.
  4. The book publisher wants you to write a 100-word description for the back of the book that will encourage people in the 21st Century to read it – careful, do not reveal the ending of the story!

Personalisation

Many of these Readers are suitable for Halloween because they play on our fears. Some are supernatural, such as vampires or werewolves, but others are more real, such as locked rooms or insects. Personalising questions either before students read the text or after is a great way to either build anticipation or check understanding of the story, and it helps students to use quite specific vocabulary. For example, in the short story The Ash Tree, we can ask our students before they read:

Which of these situations would frighten you most?

A You are walking alone in an open field at night. You see a black shape with two very bright eyes.

B You are driving along a road on a stormy night. Tall trees on each side of the road are moving wildly.

Or in The Barrel of Amontillado before students read:

This story involves a slow death and a barrel of expensive wine. Discuss how the person might die.

and in The Locked Room after the students have read it, we can discuss and speculate what we might do in the same situation:

Imagine you have just been into the locked room for the first time. You saw the clothes move and you heard the steps behind the door. What will you do now? Talk to another student.

Debates

Debate

Debates are great because not only do students practice speaking but they also have to give logical reasons as to why they are defending a particular idea, which is a very useful skill to have. We can choose to have a two-sided debate, such as after reading The Phantom of the Opera, the debate could be:

The mayor of Paris and the Captain of Police wants to tear down the Opera House after the recent scandals, but the locals want to protect the historical and beautiful building.

The class then splits 50/50 and they prepare their ideas and arguments before debating. Alternatively, the debate can be character based with multiple opinions. For example, after reading Faust, the debate could be:

In groups of five, imagine and act out this scene. The characters are:

  • The Pope
  • The army officer
  • The King of Germany
  • The Duke of Vanholt
  • Robin

A world organization thinks that Faustus should receive its top international prize for his services to science. Do you agree? Make short speeches and then have a discussion.

Halloween is the perfect time in the academic year to introduce readers to your class if you have not done so already. The Pearson Readers form part of the ‘Connected English Learning Program’ as it is part of the vast resources available to help your students to learn English through topics they love.