The new LOMLOE Education Law in Spain encourages our primary students to work towards participating in ‘situaciones de aprendizaje‘ or ‘learning situations‘ as projects at the end of course book chapters or curriculum sections in their language learning. But what are they and how can teachers set them up and use them in class? This blog post will take you through the essential elements to consider when implementing them.
First of all, let’s look at the wording of the law when it comes to creating ‘learning situations’. It asks our students to:
1. Take what they have learned in class with you and use it in a complex task to achieve an objective.
2. Use their comprehension, production, interaction and mediation skills.
3. Respond to a 21st century task that’s relevant to their interests or concerns.
4. Participate in a real or potential task.
5. Work with texts (oral, written and multimodal).
6. Do the task in order to progress with language and learn more about culture.
7. Reflect on the experience.
Let’s take a look at each point and break it down a little further.
Spain’s new education law, the LOMLOE, brings the country in line with global views and goals regarding education and sustainability. The second focus of the law is:
Ensuring gender equality, preventing gender violence, respecting diversity and ensuring an inclusive and non-sexist education.
This is directly linked to the 2030 Sustainable Development Goals of the United Nations, of which Spain is a proud member. Sustainable goals number 4 and 5 outline inclusive, quality education and gender equality. These are important goals for all nations of the world, and the best place to start these initiatives is in school. In this blog post, we’ll look at what we can do as teachers.
Being able to understand and give an opinion is crucial in communication. It makes our connections with each other stronger and our dialogue richer. This important skill is also tested a lot in reading and listening exam tasks, so it’s important that we pay attention to the variety of ways in which a writer or speaker can do this, and help our students to recognise and use it themselves.
As we can see from these GSE descriptors, this skill starts to be developed and is expected at an A2 level:
and continues well into C1:
It’s a skill we can help our students with in general, and also for exam preparation. This blog post is going to take a typical listening text you find in a course book and provide ideas on how to teach it, and then provide further activities for you to use in class to help your students to recognise and use the language used to express opinions.
Teachers always put their heart and soul into their classes – not only during the lesson but also the planning stages. At certain points of the year, we can sometimes feel tired and overwhelmed with the amount of work we have to do. This article will introduce some ideas that you can use time and time again, with minimal preparation, so that you can extend activities in the course book to consolidate learning, or to help push your students into achieving more.
It’s 3pm on a hot afternoon. You have just asked your primary students to write a story in English. All your students can see is a big, blank page that needs to be filled in with words and phrases they are not too sure how to use or know what it means in their language yet. It’s a daunting task, and students start to sigh, complain and procrastinate. They positively beg you to play a game instead, or anything except writing. If this scenario sounds at all familiar, then read on to find out many more ideas to avoid this situation and to help students to really enjoy writing in class. Continue reading
Photo credit: Kelly Sikkema
The year 2020 has brought with it new challenges in our primary classrooms regarding communicating well with masks on and working with partners while maintaining social distances. This blog will give you some ideas for how to overcome these challenges with your students and to keep on enjoying learning English together.
“A person who won’t read has no advantage over one who can’t read.” Wise words from Mr Mark Twain, American writer, who neatly summed up the pleasure, knowledge and power one gets when reading. In this day and age where social media and video platforms are often the preferred go-to choice for people of all ages to have fun, it’s now more important than ever for us to be introducing literature into our classrooms, not only to bridge the gap between hearing dialogue from videos and reading the words from books, but also to help our students learn a second language faster and more successfully.
Yet, among the millions and millions of books out there, how do we know which ones are the right choice and level for our students? A bit like the story of Goldilocks, they should neither be too hard nor too easy, but just right. Plus, how can we make the experience lots of fun, and add communicative and collaborative elements to help our students use the language they will pick up from reading? Below, I will explain some ideas for how to select the book, help get your students interested in it, and activities to do during and after reading that can be applied to every story – whether you´re teaching primary, secondary or adult students.