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

Posts tagged ‘International House’

Exploiting your materials with minimal preparation (IH TOC 2019)

Every May, International House World Organisation runs their Teachers’ Online Conference (TOC) event. This is a day or two of short talks on a huge range of topics presented by teachers from across the IH network. They are recorded and you can still watch talks from previous years. I’ll add the recordings from this year once they’re available (in the next week or so).

This year, the event happened on Friday May 17th. My presentation was designed to help you reduce your planning time, but still teach an effective lesson. It’s based around adapting a double-page coursebook spread to maximise the usefulness for my students while not adding huge amounts of planning/materials creation to my day.

If you want more minimal preparation ideas for exploiting a coursebook, here are 101 of them (approximately!)

[The video link will be added here once it’s available.]

Planning questions

The questions I suggested you could use when thinking about planning are:

INSTEAD OF

  • How can we do these pages?

ASK YOURSELF

  1. What do my students need the most?
  2. What do they already know?
  3. How much time do they need to bridge the gap?
  4. How can I maximise engagement?
  5. What can the book support the students in?
  6. What’s missing? What do I need to add/change?
  7. How much variety is needed? How can I add it?

Another possible set of questions I’ve come up with in the last couple of days is:

  1. What do my students want to know (how to do)?
  2. What aspects of that language/skill/function etc. do they already know? How will I find that out in the lesson if I’m not sure?
  3. How can I help them bridge the gap between what they can already do and what they want/need to do? What problems might they have with this language/skill/function? What can they/I do about them? (Is there something in the book that already deals with this? Do I need to add/change something?)
  4. How can I check/make sure students realise they’ve improved?

I’d be interested to know what happens if you try out either of these sets of questions as a planning approach as they’re a reflection of what I think I do when I approach planning, and I’ve only written them down this week!

Elementary functions lesson

Speakout Elementary Students’ Book, Frances Eales and Steve Oakes, Pearson Longman, pp.92-93

These are my notes for the Speakout Elementary coursebook spread above, which I used to generate the questions. You can see me voicing them and adding extra detail in the recording of my session.

“Teaches itself” – Everything is here – could work through page from start to finish, and SS would learn. But book-bound, little variety and most importantly… probably too long – potentially 2-3 hours of lessons here if you really exploit it. Start with timing – 90-minute lesson, take away warmer/homework check = 70 minutes-ish left over.

Need to prioritise. What’s main aim? What’s most useful to my students? Unlikely to have time to do justice to both function and telling a story so pick one to really work with in depth. Ask students which one in previous lesson? At elementary = aim should be building confidence, rather than rushing through and ‘finishing’ everything. Repetition, practice, chances to use the language.

So I choose apologies (I think my students will be able to use this every lesson – they’re always having problems! And useful when they travel/meet new people) Stories are great too, but I’ve got to pick one – not enough time to do justice to both.

Where could you start? How can you engage them in the topic?

The image in 3A might not generate much conversation, though the story is good. Set up situation – clear context. Going into work. You had this problem from image (either cartoon or p93 pictures). What did you say to your boss? Mini roleplay – test what they already know. Start from communication rather than language (TBL) + help students to notice the gap. Tells you how much you need to teach them later.

Could also start with images from p93 – what are the problems? Who apologies? Why? Start with finding out what students already know.

Or the excuses vocab from 2A/2B if they’re a lower level and really need the help, or this could follow looking at the images if it turns out they don’t know the language – they’re producing ‘lost keys’ ‘didn’t wake up’.

> Materials needed = images scanned/photoed from your phone (with copyright information!) rather than spending time Googling other images, or the book software if you have access to it, or a quick cartoon you can draw on the board of one of the situations from the book, or you need 3A/3B from book/board. If in book, ask students to cover ex 4 onwards.

Various options for next stage: if you’re confident, you can work with student-generated language and build up dialogue with them on board, adding in phrases from 4A/4B/4C as needed – could be engaging if you can keep everyone involved, could also be very teacher-centred! Less teacher-centred = they write out their roleplay in pairs/groups and you go round feeding in language. If less confident, work through 4A/4B/4C as is. = meaning, form. Language bank gives some extra practice if needed.

BUT what’s missing? What about pron, drilling, memorisation, student confidence? Will they be able to use these phrases accurately and fluently later? This is where your time will probably go in an elementary functions lesson! What could you do that’s minimal prep here? Key word drill, deletion drill, first letter drill, remember/test/write – all useful. Decide how much needed in the lesson.

> Materials needed: book, board, choice of key words (but students can help you decide those in the lesson – better if from them!)

Lots of practice of phrases, now back to context and communication.

Show them the framework from 5A (in book/photo on board with copyright/key words written on board – up to you, but minimal prep!) – pairs think of conversations between teacher and student, practice for a couple of minutes, ask if anyone wants to perform.

Could use 5B to show who apologises to who, or could elicit from students on board – probably more engaging and creative

They come up with more conversations, perhaps in a mingle – they haven’t moved yet in the lesson! Or use 5C as is – they listen and guess = engaging, reason to listen. Feed back on what they’ve done / Language upgrades / Ask if they’ve improved their confidence.

Intermediate grammar lesson

I ran out of time to discuss this in my presentation – I wanted to show how you could use the questions generated by the elementary spread to plan with another coursebook/level. I’m imagining planning a lesson for a group of 12 students, aged 16-45, about half and half teens and adults, with a 90-minute lesson of which the first 20 minutes are revision/HW check.

Here are my answers to the seven planning questions:

  1. What do my students need the most?
    Aim is to get them using relative clauses (which I know my intermediate students don’t use from observing them in previous lessons), not learning about Che; communication key – lots of speaking.
  2. What do they already know? (in this case, at the planning stage what do I think they already know?)
    Have seen defining clauses before, but probably don’t use. Maybe first time with non-defining within our school, but teens are likely to have seen it at school fairly recently and will probably be faster.
  3. How much time do they need to bridge the gap? (in this case, what’s my prediction when I’m planning?)
    Time spent on seeing what they already know about relative clauses, and giving them plenty of time to produce their own = start planning with the end of the lesson? Adults will need more time than teens.
  4. How can I maximise engagement? (when answering this, I ended up writing out a whole plan!)
    Teen students unlikely to know about him, and I’m not sure the adults will be that interested in him either. So raising interest important (could find another person to describe, but that creates loads of work and we want minimal prep!) Right from start, get them talking about films about famous people & they could return to this at end of the lesson producing their own description of person/film for example. Should be more accessible for all ages (could be real film or one they wish existed) – so a twist on the topic.
    To segue to the reading, do a KWL chart. Or they could write 5 questions they want a film about Che to answer, rather than testing their knowledge (which I suspect most of them don’t have!) – student-generated = more interesting. Or use the photos but not the quiz? Lots of options!
    When they were talking about their own people/films, did they use relative clauses? Probably not – so point this out to them before 1d to give them a reason to pay attention. 1g is OK as text follow-up, but won’t use that many relative clauses. But you could use it as another test of whether they’re producing relative clauses, since they’ve seen examples of them now – retelling a text is a great way to see what language they already use.
    Bridge the gap by working with sentences you collected while monitoring when they were talking about their films, or predicted they’d get wrong before the lesson (this is a good approach if you’re less confident/find it difficult to hear what students say) – with relative clauses, the biggest problems are normally the form (word order, which relative pronoun to use, producing sentences like GGB is the actor who he played Che where the word the pronoun replaced isn’t removed) and the intonation difference between defining and non-defining clauses (Can they ‘hear the commas’?), so these are the things you should plan to help them with. Do memorisation work with Ex 1d to keep it in context – get students to reproduce sentences without looking (probably with some form of key word prompt), or read-remember-cover-write-check, or translate the sentence into their mother tongue then back into English with their books closed. In all cases, compare the differences between what they wrote and the original – they’ll notice the problems and you can point them out if they don’t! None of these ideas require extra prep! Keep the grammar bank in reserve if they really need extra form help, but you’ll lose the context of Che/famous people here.
    For pron work, they read all of the sentences in 1d in pairs as quickly as possible, though without worrying about the pron of words like Che, Bernal and Rosario! You can get them to write he or it above the sentences to make it easier. Do an open class drill of any sentences that cause problems, including pointing out the commas and the difference that makes to intonation if they had trouble with it.
    Another possible activity for practice: students write out a sentences from 1d, but separated (The photo is probably one of the best known photos in the world. It was taken in 1960.) on scrap paper, then test each other by mingling with one piece of paper each and asking their partner to recombine them verbally. You don’t need to prep this – it’s a challenge to work out how to separate the sentences and students will learn from this, also chance to mingle and move around. This activity can take quite a long time though, so decide in the lesson whether it’s needed and have your scrap paper ready. No point spending ages prepping it yourself if you’re not going to end up using it! Could be reused as revision in future lessons too if you collect the scrap paper.
    Then they do the writing/speaking about their film again at the end but with a new partner, and you can praise them on how many (more) relative clauses they’re using and/or how accurately they’re using them now compared to before!
  5. What can the book support the students in?
    See point 4.
  6. What’s missing? What do I need to add/change?
    See point 4.
  7. How much variety is needed? How can I add it?
    They’ve moved, changed groupings, worked with heads up and heads down, and produced something creative (talking about their films). There’s speaking, listening (to their partners), writing (if you do the scrap paper activity), reading, grammar, pronunciation, and probably a bit of vocab from the reading or fed in during the speaking activities.

In conclusion

The lessons as described above:

  • are relatively flexible
  • leave the students space to show what they know
  • allow you to respond to their needs by filling gaps in their knowledge instead of trying to cover everything because it’s in the book (and are therefore more focussed and engaging)
  • require no extra materials, or some quick-to-prepare materials if you want to do this, using what’s in the coursebook as a jumping-off point
  • include time for memorisation and confidence-building
  • prioritise communication
  • upgrade language
  • have a range of activity types, not just completing exercises from the book
  • give students the chance to notice their progress
  • require minimal preparation beyond thinking about the answers to the questions! No cutting up 🙂

ELT Playbook 1 cover

If you want to have a go at this kind of brainstorming yourself, there’s a task called ‘One activity, multiple tasks’ in ELT Playbook 1. Find out how to get your copy via the ELT Playbook blog and share your ideas on social media or in the comments below.

If you want more minimal preparation ideas for exploiting a coursebook, here are 101 of them (approximately!)

Helping new teachers survive and thrive – IH World Facebook Live (recording)

Here is a screenshot from the first ever International House World Facebook Live, featuring me and Giuliana Faldetta:

Sandy and Giuliana during facebook live

The topics we covered were:

  • avoiding teacher burnout
  • helping new teachers combat homesickness
  • what to do if a teacher refuses to teach a particular age group, but there is nobody else who can take the class
  • how you can encourage new teachers to engage in CPD
  • what CELTA trainers can do to prepare trainees for the reality of teaching

The recording is available here, though I believe you need a facebook account to watch it. You can also add comments and further questions to the recording.

I’d be interested to hear your thoughts on what we discussed, and what else you’d like to know if you are a new teacher or if you work with new teachers.

International House World Facebook Live: Working with new teachers

In three days’ time I’ll be presenting the inaugural International House World facebook live. This is a great opportunity to find out a bit more about how International House supports new teachers as an international organisation and within individual schools. You can follow the event on facebook where you can also contribute questions to the discussion. There will be a recording which I’ll share afterwards. Hope to see you there!

The IH whistle-stop tour (IH TOC 7)

One of the things which most annoys me when talking to people about International House (IH) is the assumption that it is a franchise. A franchise is an organisation where every branch is pretty much the same regardless of where you are in the world (think McDonald’s or Starbucks). IH is actually an affiliate network: schools have to fulfil certain criteria to be allowed to use the IH brand and to get the benefits of being part of the network, as well as paying an affiliation fee, but they are free to do this in any way they choose, resulting in an incredibly diverse group of schools.

Where are we? IH

Click on the map to find out all the places which have IH schools

I’ve worked for IH since 2008, and in that time I’ve been privileged to see many of the schools in the network, particularly over the last year. I decided to share a little of the diversity of the schools I’ve visited in my presentation for the May 2015 IH Teachers’ Online Conference (IH TOC 7).

You can see my slides below, and here’s a link to the recording.

If all goes to plan, I’ll be adding IH Barcelona to my list of schools in July 2015, and I hope that I’ll get the chance to visit or work at many more IH schools in my career.

IH Teachers’ Online Conference (TOC) 7

IH TOC 7 banner

The dates: Friday 8th and Saturday 9th May 2015.

The place: the internet.

The event: the 7th IH Teachers’ Online Conference.

On Friday, a series of 10-minute presentations, including one by yours truly taking you on a tour of IH schools

On Saturday, sessions dedicated to teaching languages other than English, including French, Spanish, Russian and German.

Here’s the full programme, including information on how to join the sessions, and the timetable (with a tab at the bottom to change from Friday to Saturday’s session).

There will be recordings of all of the sessions available after the event.

And if you can’t wait, why not watch a few of the presentations from previous incarnations of the conference: IHTOC60 (for the 60th anniversary of IH) and IH TOC6.

Five ways to raise your professional profile (IH TOC6)

For those who don’t know IH TOC is the regular International House Teacher’s Online Conference. This time round the conference has returned to the successful 10-minute presentation format of IHTOC60, which celebrated the 60th anniversary of IH.

My presentation offered advice on how to raise your professional profile. You can watch the video below:

Feel free to ask me questions about any of the ideas, or to ask for more advice. I’m always happy to help! You can also watch all of the other talks.

IHTOC May 2014 Raising your professional profile Sandy Millin

My first DoS conference

Every January International House organises a conference for Directors of Studies (DoS) from across the IH network. I’d heard about it, followed the tweet stream and watched videos from previous conferences, but this year, I finally got the chance to go, and it was worth the wait!

The conference took place from 9th-11th January 2014 at Devonport House, Greenwich, London, a beautiful venue right next to Greenwich Park. It was a flying visit to London, so the only photo I managed to take in the area was of the ship in a bottle outside, so you’ll have to take my word about the location.

Ship in a bottle - Greenwich ParkThe conference was kicked off by Lucy Horsefield and Monica Green talking about how to show students their progress. There was a lot of discussion of different ideas from DoSes around the world. One area I’d like to think more about is how to help general English students to see their progress, as I often feel we neglect them somewhat in favour of young learners and business students, where we have to be accountable to the people paying for the course, or exam students who are working towards a clearly defined goal. What do you do at your schools for these students?

Chris Ozog did a session about ‘Teacher Development and the DoS’ which I talked about for the IH World YouTube channel. (Sorry for mispronouncing your surname Chris!)

Other speakers from the first day included Peter Medgyes on native and non-native speaker teachers, Nick Kiley entertaining us with anecdotes and lessons about management from his experience of being managed, and the team from ELT Teacher2Writer introducing their training courses and their database of teachers interested in doing writing work, which I’ve now signed up for.

Jane Harding da Rosa finished off the day with a great talk on fostering learner autonomy. I particularly liked her emphasis on demonstrating the tasks you want students to do in their own time by dedicating class time to them. We can’t expect students to take responsibility for their own learning if they don’t know how to do it. She also drew a couple of neurons and showed how everything a student does in English strengthens the connection between them, by drawing a line, then another on top, then another on top, until there was a very thick line linking the two. Simple, but very effective (and better when you see it than when you read about it!) – definitely one I’ll be using with my classes.

Day two was reserved for guest speakers. Hugh Dellar told us twenty things he’d learnt in twenty years of teaching, which was very entertaining, and fed nicely into Andrew Walkley’s session of later in the day. This was the one which I think I took the most away from. Andrew discussed  language-focussed teacher development, and how we should emphasise language awareness more in our teacher training. He showed us examples of language awareness tasks like ranking words in order of their frequency, and writing example sentences with language we might teach. The latter was particularly interesting; for example, ‘beard’ is much more likely to be used in a sentence like ‘Have you seen that guy with the beard?’ than ‘He has a beard’, and yet we’re much more likely to teach the second sentence. Andrew pointed out that when we think quickly we tend to come up with the easiest possible example (‘He has a beard’) because it’s easily accessible. If we focus on language and examples during our planning, we’re more likely to give students chunks and sentences which they will actually need and encounter. He advocated a change in emphasis in both teacher training and school culture in general, from activities and grammar towards language. One point which particularly resonated with me was that in (preparation for) observations we tend to focus on procedure rather than the language which we expect students might produce, or which we could introduce to them. This related back to Hugh’s recent blog posts about exploiting lexical self-study material (part one, two, three). It is important to remind ourselves that ultimately we are language teachers, and language should be at the heart of what we do, something which we often forget in our quest to find the ‘best’ activities or adopt the ‘most suitable’ methodology. They have inspired me to try and find out more about the lexical approach, and to try and incorporate more language awareness into our fledgling teacher training at IH Sevastopol.

Patsy M. Lightbown, Maureen McGarvey and Fiona Dunlop also gave sessions on day two. I realised I really need to read ‘How Languages are Learned’ (no idea how I got through Delta without it!)

The IH World Quiz Night finished off the second day, and was a great example of how a conference social event should be run (thanks Shaun, Nick and Mike!). I was on a team with representatives from IH Bristol, IH Manchester, IH Newcastle, IH Brno, and IH World, and I really enjoyed it, even though we didn’t win.

On day three, Robin Walker gave us a three-hour workshop on priorities and practice for teaching pronunciation, the slides for which are available on his blog. It was an interesting comparison of the differing pronunciation requirements for students who are going to be speaking mostly to natives, and mostly to non-natives. It also links nicely to the ideas of English as a Lingua Franca and the ELFpron blog of Katy Davies and Laura Patsko, who was sitting next to me during the workshop.

The final afternoon of the conference was ‘speed dating’, a very entertaining, highly-paced event, full of great ideas. It involved about 22 presenters, divided into three sessions of 7-8 presenters each, giving 10-minute presentations five or six times over the course of an hour. My presentation, about online professional development, is available on my blog. Here is the video I recorded to introduce it (YouTube could have chosen a better still for it!):

The whole conference was a very enjoyable experience, but as always with conferences, the best thing about it was being able to connect with passionate teachers from around the world, like Chris Ozog, Kylie Malinowska and Laura Patsko in the photo below.

Sandy, Chris, Kylie and LauraRoll on 2015!

 

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