The 23rd of April sees the celebration of World Book Day, a festival organised by UNESCO to promote reading and publishing. The date was linked with books long before World Book Day came into existence (in 1995) however, with ‘La diada de Sant Jordi’, a special day for romance and literature in Catalonia. The 23rd April marks the death of both Cervantes and Shakespeare.
Apart from exchanging a rose and a book to celebrate, how about checking out these 10 book-related expressions in English, complete with examples?
If you are a primary English teacher looking for ideas there is still time to sign up for our free webinars which will take place next week.
In this latest series of professional development webinars for primary teachers of English we will address the following topics: how to support both the cognitive and linguistic development of pupils in bilingual programmes, fun and effective ways to get our younger students reading and how to use assessment for learning to help them become more successful and independent. Our speakers Susan House, Elizabeth Beer and Elena Merino will be ready with great ideas and insights to bring new life and energy to your classes.
Each webinar will be held twice, so that you can choose the time of the day that suits you best: 18.00 or 19:30 (CET).
Interested? Please visit our webinar page to find out more and register!
If you have any questions, please do not hesitate to contact us at pearsonELT@pearson.com
Do you know any other teachers who would be interested in these webinars? Forward them this page so they can register as well.
Looking forward to seeing you online!
Recently, we shared an article about native / non-native speaker teachers (NST / NNST from now on) on the Pearson ELT Spain and Portugal facebook page and it sparked some quite lively debate. There were polarised arguments in the vein of ‘Natives don’t know their own grammar’ to ‘Non-natives can’t pronounce properly’ as well as more nuanced arguments in between and the aim of this blog post is to delve into this issue which remains a thorny one in our profession.
Have you been offered a career change? An early retirement opportunity? Well, I’m sorry but I think you have been fired. But saying the first two sounds harsh or too straightforward, doesn’t it?
A euphemism, also called doublespeak, “makes the bad seem good, the negative seem positive, the unnatural seem natural, the unpleasant seem attractive, or at least tolerable”. So how are our L2 students going to understand such nuanced language? Continue reading
With the Pearson Teacher Training Department for Spain and Portugal having delivered a large number of sessions around primary learners so far this year (and with many more to come!), the aim of this week’s post is to share five of the practical ideas we’ve been looking at. These activities have fun and engagement at their heart, as well as including the language practice our students need to make progress.
1) Sing a welcome song
Songs are a great way to learn English and thankfully for us, most primary-aged pupils are only too happy to sing. We often use songs as a way to contextualise a grammar point or some vocabulary – a catchy song will help this stick. But what about beginning our lessons with a welcome song? This is a great way to set a positive climate for learning and to calm and focus our students. Here is an example of a welcome song:
The following is an outline of the ideas and activities covered in my webinar on scaffolding at primary for Pearson Spain and Portugal on 20 February 2018.
Teaching primary learners can be rewarding and sometimes challenging. The enthusiasm and energy can be extremely satisfying and help keep us engaged as educators. To be successful, we often hear about providing support to help our students achieve success. Support can cover a variety of different aspects of our learners’ social and emotional development, their cognitive learning and their language needs. Unlike adults, who have experience we can draw on to create connections and foster learning, when we work with our primary and secondary students, we are often responsible for introducing students to new information for the first time. When this happens, the support that works best for success is referred to as scaffolding. Scaffolding helps us present new ideas and concepts while making sure learners have the tools they need to be successful.
That said, what is scaffolding and what does it really mean? When you think about how you first learned to do something you can get a sense of what scaffolding is all about.
Tomorrow is Valentine’s Day, and to celebrate it we are re-posting this article from our archives on reasons why we love teaching English.
And while we’re on the topic of love and English, check out this post with a list of romantic readers for your students!
No two people have quite the same experience of teaching English. My own history includes mostly private sector teaching to adults and teens (so this post might not reflect your situation exactly). But regardless of the context you teach in, many of us, and this is undoubtedly true of any profession, might get to a time when we question why it is that we are doing it, or maybe we forget why we got into it in the first place.
You sit down at your desk to begin planning your course for the year. You have a good idea about what your students can do and how much they have currently achieved. As you begin to look through the course outcomes and expectations, you may feel a bit worried, possibly even concerned. Flipping through the course book you stop on a few pages and think to yourself “This is going to be very challenging for my students.”
It’s an experience many teachers have and how teachers address the experience can have an enormous impact on students learning. In teaching, our goal is to challenge our students. This helps students make progress, keep learners engaged, and can provide motivation through tangible success in the learning journey. However, when we can anticipate that content will be very challenging, it’s tempting to skip past it, or move on to something a bit easier as a way to create a safe and comfortable learning environment for the learners. In fact, when you see very challenging content coming up in your program, this is the perfect time to dig in and think about how you can scaffold difficult content in a way that will ensure learner success.
We English teachers do so much more than teach English. I won’t attempt a definitive list for fear of breaking the internet, but one of the other things we do is to teach our students transferable skills which will be useful to them wherever they end up. The 4Cs of Critical thinking, creativity, communication and collaboration have been recognised as the ‘learning and innovation’ skills that separate students who are prepared for life in the 21st century from those who aren’t: how can we help nurture these skills? In this blog post I’d like to begin to take a look at these questions which I will be looking into in more detail in my webinar on the topic. Continue reading
Are you a primary English teacher interested in the latest methodological trends that will make your teaching more effective and get your students engaged in learning like never before? Are you looking for new ideas to bring that extra spark of joy and wonder to your classes? And are you the type of educator who is not only thinking about getting them to speak English, but also getting them prepared to be active participants in their communities both now and in the future?
Then join us for “Empowering primary learners for the future”, our free webinar series which will focus on the concerns of the primary teacher and learner in the 21st Century.