Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘adult’

Lessons you can watch online

For a lot of teachers, it can be hard to find the time or the opportunity to observe and learn from other teachers’ lessons. If that’s you, hopefully you’ll find these videos useful.

I’ve divided them into loose categories, with a sentence or two to help you decide which are the most relevant to you. Within the categories, they’re just in the order I found them! I’d like to thank the many people who’ve sent me links to these videos over the years (though unfortunately I can’t remember exactly who sent me what!)

Please feel free to tell me about other videos I may have missed in the comments, as well as any broken links. I’d particularly appreciate any VYL, YL or teen videos that may be out there, though I know they may be hard to find.

P.S. I’ll admit that I haven’t watched all of these from start to finish, just bits and pieces, so please proceed with caution…

Very young learners

Hubert Puchta introducing vocabulary and using Total Physical Response (TPR) and telling an action story (7 minutes)

An American kindergarten teacher working in a French-language immersion school (27 minutes) (via David Deubelbeiss)

Teacher Allen singing a song and teaching a demo lesson with Chinese kindergarteners (10 minutes)

Another kindergarten lesson in China, this time with 33 children (30 minutes)

Michael Roxas working on adjectives, using TPR and introducing clothes with a kindergarten group, working with a Chinese teacher (27 minutes) Michael has other videos of him teaching kindergarten on his YouTube channel.

 

 

 

Mark Kulek has lots and lots of videos of him teaching. This one shows him working with 25 Japanese 3- and 4- year olds (15 minutes) They are mostly in two playlists: Live Children’s English Classes EFL and How to teach kindergarten English class EFL. A lot of the clips are less than 5 minutes long.

 

This one shows Mark working with puppets (3 minutes)

Paul Pemberton teaching kindergarteners in China (30 minutes), including a really nice routine for getting kids to put their hands up

Shaun teaching 3 year olds in China for a parents’ open day (15 minutes)

Hannah Sophia Elliot teaching kindergarten in China (41 minutes)

Ann teaching children using a story bag (9 minutes)

Watts English have a series of videos showing children in Prague kindergarten. Here’s the first (20 minutes) Look at the Czech playlist for more, as well as the games bank.

Here’s an example of a teacher using a puppet as part of their WOW! method (5 minutes)

Savannah building rapport with a brand new group of students (4 minutes)

Tony using role plays as part of a demo lesson (23 minutes)

Najmul Hasan (a.k.a. Peter) also has a range of videos of him teaching kindergarten. Here’s one (25 minutes)

Rebecca Eddy teaching shapes to a kindergarten class in China (13 minutes)

This video is designed to show teachers how to run a demo lesson, but there are also lots of useful tips in there and examples of how to set up activities (9 minutes)

Tanner Applegate teaching 3 year olds in China (6 minutes)

Marco Brazil teaching colours to very young learners (4 minutes)

Teaching weather to kindergarten children, with a Chinese teacher also in the room (15 minutes)

Introducing body parts (4 minutes)

Thanks very much to Lucy, who suggested in the comments that I look up kindergarten ESL teacher on YouTube, which led to most of the above videos!

Young learners

Adi Rajan suggested the Teacher Development films available on the British Council website, accompanied by workbooks. Here’s one example (52 minutes):

Marisa Constantinides playing the ‘please’ game, and thereby demonstrating total physical response (TPR) (8 minutes) She wrote about this activity, plus two more with accompanying videos (Thanks for letting me know, Marisa!)

Ashley Haseley teaching sensory reactions in China (12 minutes)

Kaila Smith talking about teaching children in China, with lots of clips from her classes (4 minutes)

Pass the bag, a video of a game shared by Ian Leahy (90 seconds)

Sam playing a days of the week game with Thai children (2 minutes)

This video shows you how to do guided reading with elementary learners – it’s mostly describing the technique, but there are various clips of the teacher at work (11 minutes)

A counting game for kids (2 minutes)

This is a video describing various classroom management techniques shared by Ian Leahy. Although there is a voiceover throughout the entire video, there are lots of clips of exactly what’s happening. (16 minutes)

Gunter Gerngross demonstrating TPR with young learners (3 minutes)

Karlee Demierre using a body parts song (3 minutes)

Introducing animal vocabulary in a demo lesson, with lots of flashcard games (32 minutes)

Teens

A shopping lesson with pre-intermediate students using Solutions Pre-Intermediate (17 minutes)

Buse Natalie Vickers teaching clothes (17 minutes)

Ross Thorburn introducing the rooms in a school (6 minutes)…

…and showing how unmonitored group work ran (35 seconds)

Ross Thorburn using flashcards with beginner young learners (1:10)…

…and with elementary young learners (1:30)

Ross also has tips for behaviour management, including live examples from class (5 minutes)…

…and demonstrating routines (7 minutes)

In this video, Ross introduces vocabulary, then takes his class into a shopping mall (8 minutes)

Adults (coursebook-based)

Sarah Troughear teaching a group using Life Pre-Intermediate, based on the topic of transport (60-minutes, including post-lesson analysis)

Clive Brown teaching a group using Life Upper Intermediate, based on the topic of documentary film-makers (37 minutes, including post-lesson analysis)

Andrew Walkley using an image to get students interested in a coursebook topic and lead in to a discussion (6 minutes)

Stacey Hughes teaching using an e-book – find out more (10 minutes)

Me 🙂 teaching upper intermediate students – working with gerunds and infinitives (8 minutes) – find out more

Me clarifying the difference between ‘borrow’ and ‘lend’ with upper intermediate (9 minutes)

Me teaching money vocab to intermediate students (15 minutes)

Adults (non-coursebook-based)

Billy Hasirci teaching a demo lesson for a CELTA course (he’s the tutor!) He’s working with intermediate students, listening to a song (41 minutes)

Hugh Dellar demonstrating the lexical approach, including lots of whiteboard work (18 minutes)

Elizabeth Kuizenga Romijn teaching high-level beginners (I would say elementary) cooking vocabulary using realia (38 minutes)

John Bartik teaching beginners the phrase ‘I like ______’ (13 minutes)

Chris Westergaard teaching animal vocabulary to a group of intermediate students (14 minutes)…

…and movie vocabulary to another intermediate group (10 minutes)

Functional language to help students debate, I’d guess at intermediate or upper intermediate level. I don’t know the teacher’s name, but it was shared on the ELT Experiences blog (17 minutes)

You can watch Luke Meddings teaching a dogme [What is dogme?] lesson by going to the British Council website. (40 minutes) There is a video of him using dogme with another group (26 minutes) and reflecting on it (24 minutes) available on the English Agenda website.

Martin Sketchley experimenting with dogme (9 minutes)…

…and doing a dictogloss (14 minutes)

Dr. Frances A. Boyd demonstrating lots of error correction techniques (14 minutes) (via Matt Noble)

Laura Patsko demonstrating how to do a pronunciation needs analysis with a multilingual class – find out more (16 minutes)

You can watch a process writing lesson by going to the British Council website. (37 minutes)

Fergus Fadden working on reading with an elementary group as a demo lesson (23 minutes) (Thanks Lucy)

Ross Thorburn teaching an IELTS speaking class, working on describing a city you’ve visited (15 minutes)…

…and teaching an intermediate class to give advice (20 minutes)

Andrew Drummond demonstrating a present-practice-produce (PPP) lesson structure using jobs (a demo lesson for trainees)… (21 minutes)

…and using PPP to teach the functional language of interrupting, followed by an analysis of the lesson stages (28 minutes)

Paullo Abreu (?) teaching second conditional (1 hour)

Olha Madylus teaching vocabulary and grammar to elementary students as a demo on a CELTA course (15 minutes)

Very small groups

Lavender teaching vocabulary (5 minutes)

Short clips

4 clips of Hugh Dellar (I think with upper intermediate students)

  1. Monitoring a discussion

2. Upgrading and clarifying language (3:30)

3. Setting up a speaking activity (1:20)

4. Clarifying language (3:30)

Martin Sketchley doing an activity with Arabic students to help them with spelling (6 minutes)

Katy Simpson-Davies using jazz chants (3:30)

Ian Leahy demonstrating 3 games, 1 each with adults, young learners and teens (3 minutes)

Ross Thorburn teaching adults to accept and reject invitations (3 minutes)

Conveying grammatical meaning, focussing on ‘used to’ and ‘would’ on Ross Thorburn’s channel (3 minutes)

Ross Thorburn giving instructions (3 minutes)

Online teaching

Fergus Fadden teaching a lesson on Google + (13 minutes)

Mark McKinnon working on connected speech – the clip is part of a full blog post explaining what’s going on in the lesson.

Trainee teachers

CELTA TP7, as uploaded by English with Stephanie, intermediate students, restaurants (45 minutes)

And TP8, focussing on functional language, again with intermediate students (35 minutes)

David teaching during CELTA uploaded by Insearch LearningCentre (60 minutes) – I’m guessing it’s elementary or pre-intermediate students, talking about a trip to Japan

Anastasia, a Russian trainee who did her CELTA in 2012 (47 minutes)

 

Please feel free to suggest any extra videos or to tell me if there are any broken links.

Things I learnt in Torun today

Today I had the pleasure of attending the annual International House Torun Teacher Training Day, which consisted of pizza, twenty small workshops divided into four slots of five sessions each, a break with more pizza and some yummy Torun gingerbread, a walk to a local hotel, a plenary with Adrian Underhill, and a Q&A session with various experts, of which I am now apparently one 😉

Torun

Here are some of the things I learnt:

  • Growth mindset should be influencing the feedback I give students and trainees, by focussing on effort and process/strategy, rather than natural talent and results. James Egerton gave us examples like ‘You concentrated hard on my last comments, so well done.’
  • Yet‘ is really important in feedback, as it implies that something is achievable. Consider: ‘You haven’t learnt much Russian.’ and ‘You haven’t learnt much Russian yet.’ It turns out that even Sesame Street know the power of ‘yet’!
  • The reason the sentences ‘They just don’t have a language learning brain.’ and ‘You must be really good at learning languages.’ annoy me so much is probably because they imply a fixed mindset, whereas even before I had a term for it, I always believed that anyone can do anything with some degree of success if they have the motivation and put in the time.
  • I think it could be a very good idea to have a CELTA input session on mindsets very early in the course. I wonder what influence that would have on trainees’ ability to accept feedback?
  • It doesn’t matter how many times I see Kylie Malinowska do the elephant story, it’s still enjoyable, and I still can’t keep up! I discovered that it comes from Drama with Children [affiliate link] by Sarah Phillips.
  • There are at least 15 things you can do after doing a dictation when students have put the paper on their heads to draw the picture you describe. Before today I only ever got them to describe it to each other. Though the only one I can remember without asking Kylie for the slide is battleships!
  • Using MadLibs with children is actually incredibly useful, as it encourages them to solve problems and notice when language doesn’t fit, but also appeals to their love of the ridiculous. I’d always thought they were a bit pointless before!
  • You can bring language from a student’s family and friends into lessons through things like doing surveys, doing project work, writing biographies, sharing photographs or doing show and tell. Dave Cleary explained that even if students do these in L1 at home, they’ll bring them to class in L2, and they’ll have a real reason to use the language.
  • A great activity for playing with language is to take a photo of a famous person the students know, and get them to finish sentences like ‘He’d look really great/silly with…[earrings, a long ponytail, etc.]
  • Telling students the story behind an idiom, whether real or made up, can help them to remember the correct wording, and maybe also the context where you’re most likely to use it, according to Chris McKie.
  • There is a Hungarian idiom meaning something like ‘Let’s see what happens’ which translates as ‘The monkey will now jump in the water’.
  • Adrian Underhill may have been talking about the pronunciation chart for a long time, but he still considers it to be outside the mainstream of ELT.
  • He’s incredibly passionate about it, and it’s very entertaining and engaging to be taught to understand the chart by him. I knew bits and pieces about how it fit together and how to teach it before, but I now understand it in a lot more depth.
  • All pronunciation can be boiled down to four core muscle ‘buttons’: lips (spread and back or rounded and forward), tongue (forward or back), jaw (up or down) and voice (on or off). This helped me to understand how I produce some sounds in English in more depth, and even one in French that I managed to learn but had never been consciously aware of how to produce!
  • If he was a cheese, Adrian would be some form of blue cheese – he went into a lot more depth about this, and I’m glad I didn’t have to answer that question!

Thanks to Glenn Standish and the IH Torun team for organising such an enjoyable day. Lots of ideas to think about, as always!

Out of the window

A very simple activity, which works very well as a filler, as revision, or as the prompt for a whole lesson. All you need is a window with something going on outside.

The view from our classroom

The view from our classroom at IH Sevastopol

Ask the students to look out of the window and tell each other/you what they can see. With my elementary students I encouraged them to use a few structures they’d recently studied:

  • There is/are…
  • Present continuous
  • NOT: I can see… I can see… I can see… (which is what they started with!)

Feed in any vocabulary and structures that they might need, and make a note of them on the board. The students should focus on speaking as much as possible for now, rather than note-taking. Give them time and space to think of ideas – it took my students time to warm up, but then they came up with lots of ideas.

When they’ve run out of steam (after about ten minutes for my group of four elementary students), let the students make notes based on what you put on the board, as well as ask more questions about language.

I repeated the activity a week later, and the students managed to remember about half of the new vocabulary they’d used the first time, as well as adding adjectives and more description without any prompting from me at all. They had resorted to ‘I can see…’ again, but after a reminder from me started to use ‘There is/are…’ and present continuous again.

I’ve read many times about this kind of activity, but this is the first time I’d used it, and it definitely won’t be the last!

[I wrote this post nearly a year ago, but never pressed publish. Better late than never!]

Richmond Skills Boost: my materials

For the first time I’ve designed materials which have now been published. Richmond have put together a series of additional reading and listening materials for each level from A1-C1. At each level there are 12 reading and 12 listening worksheets available for teachers and students to download. To find them, you register on the Richmond ELT site. This takes a few days as they approve your school. Once you’re in, go to the teacher’s area, and click on Skills Boost on the left. There you’ll find all of the worksheets, audio, tapescripts and answer keys. My contributions are the C1 listening worksheets 1-6.

SkillsBoost C1 Listening

My work 🙂 (and a few other people’s too!)

I’m so proud of how they’ve turned out, and I’d like to thank the people at Richmond who made it all look so good, Stephanie, Shona and Susan, along with all of my lovely friends who contributed ideas and materials to help me come up with the ideas I needed. Thanks particularly to Ela, for putting me in touch with Richmond in the first place 🙂

It was a lot of work, but it was totally worth it. I think the audio is a little slow and careful for C1 level (it would be useful for them to hear more natural speeds), but the range of topics are interesting, and a bit different to what’s in the coursebooks, as well as there being a range of accents. I’m looking forward to trying them out with my students when I get back to Sevastopol, and I’d be interested to hear your feedback if you get to use them.

Your challenge is to spot the bits I put in there to make me smile and to figure out the references to my friends in there 😉

Motivation, or why am I a really slow learner of Russian.

My mum is learning Russian because she wants to be able to be a little bit independent when she comes to visit me in Sevastopol. Her previous language learning experience is limited to French at school, so she’s quite like a lot of beginners we meet in EFL – a little bit of language a long time ago, and a lot of mental obstacles to overcome to build up the confidence to practise the language. Take a look at her post about why she is a slow learner of Russian: maybe it will echo some of the experiences of your learners too.

Mum at Stokesay Castle

My mum in the UK when I visited her 🙂 (not her castle…)

Kate Millin's Management Musings

1375194_10100624291422393_1380681261_n Sandra in Sevastopol

I have decided to write on motivation as I am currently trying, not very successfully, to learn Russian. I have a good reason for learning this language – my daughter is currently living in Sevastopol in the Crimea and I want to visit her before the end of 2014. This, however, is currently not proving to be a strong enough motivation to work on the language more than a couple of times a week. So I thought I would muse on this following my discussions with my daughter on the subject, and been inspired by her own posts on learning Russian and see if I can create a stronger focus for myself as a result.

Having started this post and not developed it I have been linked to this blog post which is about why failing to learn a language over a year can still be of…

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I am *super* impressed! (guest post)

This post appeared in my facebook news feed yesterday, and I immediately asked if Tereza would let me share it on my blog. In it, she questions the value of positive feedback.

Today I received my evaluation of the final project in my sports class and it motivated me for a little contemplation on one of the differences between American and Czech (or even European in this respect) culture. The task was to create my own workout and lead my classmates for the fraction of the lecture. Eventually, due to time reasons, it was ONLY 5 MINUTES. So basically, all I did was I came up with 6 exercises, explained and demonstrated them to my classmates and then we performed them for 40s each with 5s break in between. The whole time I commented into the microphone like ’15 seconds, almost there, you can do it!’ because that was one of the requirements. You can see my evaluation below. My teacher was SUPER impressed, I looked like a professional, I should be an instructor.

Tereza's feedback

Tereza’s feedback

And here comes my point – really? I did not do anything impressive, I have never led a sport lecture before so I definitely have no motivation or other techniques developed and yet, based on 5 mins of doing stuff we have been doing in almost every class this semester, I should be an instructor! Americans are just always mega super trooper supportive to students, to kids, to each other, to everyone. Whatever you do, no matter how good or bad, it’s amazing. If you ask a question, however dumb one, teachers always start their answer with ‘That was an excellent question! I’m so glad you’re asking that.’ Whatever you do, it’s awesome, whatever you say, it’s so smart, whatever you wear, it looks cute and wonderful on you. One might think that there is everything perfect in America and everybody is talented and smart here. And that’s exactly mine (and not just mine) observation – people here really do think that. People are convinced that they are all brilliant at everything they do and look great in everything they wear. This might be a too big generalization, I admit. However, I can see evidence that it is mostly true every day.

My boyfriend teaches a calculus class at university in Missouri and his students, all future engineers by the way, are used to being praised their whole lives, getting excellent grades for everything and being told they can do everything and they are the best and the like as you could see on my evaluation. So those students are all shocked when they don’t get partial credit for accidentally guessing the right result, they are all surprised that there is someone who wants them to work hard for excellent grades and does not tell them ‘great job’ if the job is actually not that great. Instead of feeling ashamed they did not learn something or did not do the homework and therefore could not solve some exam problems, they go to him to complain, to accuse him that it is actually his fault they could not solve it and beg for extra points because they are used to always do great. Some time ago I posted here a ‘proof’ which one of my classmates did in a graduate-level math class. It almost made me cry, in short, she factored ‘x’ out of the integral which depended on ‘x’, they would not have let me finish high school if I had done that in the Czech Republic. So this girl still happily attends the class and I got the honor to read one of her papers we had to turn it. It was a complete disaster, she copied every single thing from the paper which it was based on, she not just copied it but also made a lot of mistakes in copying it, her sentences did not make sense, you could not call her proofs ‘proofs’ even if you were drunk and for all that she got 15 points out of 20. I wouldn’t give her even 10. However, that might probably touch her self-esteem and that’s not desired here.

I am not saying that being supportive and appreciating someone is bad. Especially with kids you should do that a lot. However, here it is led to extreme and moreover, college students are not kids anymore. Or at least they should not be. I have already lost the sense of what is meant honestly and what is just ‘American-like’. I basically have no measure whether I did well or bad because I always get a perfect evaluation. You have no idea whether people like you or how high they think of you because they always say you did a fantastic job. At the beginning, it makes you feel good, like you are really special, you do really so well. But with time, you get tired of that because you already see through it. Again, don’t get me wrong, I do not think teachers should be harsh on students, it is good to give someone encouragement and ‘push’ but not the fake one. In the Czech Republic or Germany where I got a chance to study, or even in my family, we do not flatter each other all the time. I know my parents love me and are proud of me but they do not tell me how amazing and talented and extraordinary I am every time I do something. Therefore, when they do tell me that, when they appreciate something I achieved or succeeded in, I can be sure they mean it and I value it very much then.

Tereza Eliášová is from the Czech Republic, and is currently studying for a semester in the United States. She was one of my students in Brno

Tereza

Drawing dictations

I have no idea who I stole this idea from, but it worked really well so I’m going to share it here!

I used it with elementary students. They had done this exercise for homework:

We checked the answers in class, and they were fine, but I wanted them to really notice the language. One student drew a picture for each idea in the text, numbering them from 1 to 10 to help her. (She was early and this was a way to help her before the other students arrived!) These are the final five pictures:

Drawing dictation images

She’s a much better artist than me! By the time she had finished, the rest of the class had arrived. They used the pictures to reconstruct the text on the board. It’s a small group, so using the board enables them to easily change their mind about the text. Students could also use mini whiteboards, tablets/phones, or good old-fashioned pen and paper!

Reconstructing the drawing dictationOnce they were happy with their version of the text, they compared it to the original and asked me questions about differences they didn’t understand, particularly why ‘three-month-old’ had no ‘s’. They spoke a mix of English and Russian, and were engaged and motivated, arguing about whose memory of the text was better.

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