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

Posts tagged ‘seminar’

Exploiting online CPD (KOTESOL plenary)

On Sunday 21st November 2020 I took part in the 2020 KOTESOL Daejeon-Chungcheong Chapter Thanksgiving Symposium. The theme was ‘Looking towards 2021’, with the idea of moving beyond the survival skills most of us have been working on in 2020 for the new world we find ourselves in.

My talk took a fresh look at a subject I’m passionate about, online professional development. This was the abstract:

In an increasingly online world, there are a huge amount of opportunities for teachers to access professional development via the internet, but it can be challenging to know where to start. I’ll introduce you to a range of online professional development resources which you can use, and offer you advice on how to decide which ones might be right for you.

I presented without slides, instead using the summary below as my guide and showing the relevant resources as we arrived at them. It’s a whistle-stop tour, with the idea that you can get an overview, then come back to this post as many times as you like to explore the resources.

Why?

This question is two-fold.

Firstly, why is online professional development generally worth exploring? I’ll answer this one.

  • It’s (mostly) free.
  • It’s available whenever and wherever you can get internet access.
  • It’s wide-ranging: there’s a plethora of resources to choose from.
  • It can fit around you: you can exploit it as much or as little as you like, at whatever time and location you choose.

Secondly, why might you specifically want to exploit it? You’ll need to answer these questions for yourself.

  • Do you want to only consume content, or create your own content, for example building up an online portfolio, or both?
  • Do you want to explore broadly and dip into lots of areas, or have a more targetted approach focussing on specific puzzles or questions you have?

When?

Because resources available online are limitless, it can be hard to know where to start, and you may experience a feeling of FOMO (fear of missing out) at the beginning – I certainly did! One way to combat this is to decide how much time you can dedicate to exploring, and how often you want to dive in. To some extent this will be determined by your answers to the second question above.

You may decide to set aside a dedicated hour or two a week, or five or ten minutes a day, to make professional development a habitual part of your routine.

Alternatively, you may decide that you prefer to set aside a few hours now and again to do a deep dive and really explore a particular area or resource.

Of course, this can change over time, but having an idea before you start can help you to decide what resources are most appropriate for you to explore, and/or whether it’s really worth starting that blog/podcast/Twitter account you’ve been considering.

It can also remove unnecessary pressure on yourself if you feel like you have to explore everything or produce the most amazing content ever seen in English language teaching – neither of these are likely, so accept it now and move on. You’ll be in a much healthier place if you go in with realistic expectations 🙂

How? What?

This list is in no way exhaustive, and if I wrote it again tomorrow, next week or next year it would certainly look different. Please comment if any of the links stop working or you have other resources to add to the list.

Consuming content: targetted research

If you have a specific topic or puzzle in mind, you have two options to find useful resources.

  1. Choose one of the general interest resources below, then search their website for keywords connected to your topic.
  2. Explore my bookmarks. I’ve been curating a list on diigo for 10+ years, adding anything which I think might be vaguely useful to anyone else, anywhere. You can try to read my mind and figure out which tag I might have used or do a general search in my bookmarks. Here’s a more in-depth introduction to what diigo is and how it works.

You might not find anything at first, but try different keywords and different resources and you’ll inevitably find something.

Consuming content: general interest

It’s very easy to end up down a never-ending rabbit hole with a list like this. Rather than trying to explore everything, consider your answers to the questions above, and choose the way in which you prefer to consume information, then select one or two resources to look at initially. As you explore, you’ll find that some types of development work for you, and others are less engaging. For me, I spend most time on blogs and blogging, and a little time on podcasts and Twitter, but I know there is so much more out there. As time goes on, you can return to the list and investigate other resources which take your fancy. Bookmark this page 🙂

Listen

Three TEFL podcasts I enjoy are:

  • The TEFL Commute – Shaun Wilden, Lindsay Clandfield and James Taylor present the podcast that’s not about language teaching, but the subject always comes up. Episodes are generally 30-40 minutes. In 2020 they did a series of 10-minute episodes covering a range of different topics connected to online teaching, including lots of ideas for the classroom.
  • TEFLology – Matthew Schaefer, Matthew Turner and Robert Lowe produce a range of different episode types. The numbered episodes include TEFL news, TEFL history (focussing on historical figures) and TEFL cultures (focussing on a key concept). There are also in-depth interviews, excerpts from John Fanselow’s Small Changes, Big Results book, and other ideas too. Episodes are generally 40-60 minutes.
  • TEFL Training Institute podcast – Ross Thorburn presents ‘the bite-sized TEFL podcast’, originally with Tracy Yu, and now with a wide range of guests. Episodes are generally 15-30 minutes. I reviewed the podcast here.

Watch

There are lots of options in this category, but I’ll just explore three: webinars, lessons, and YouTube.

Webinars

A webinar is an online presentation, similar to a conference session. One example is the presentation at KOTESOL which this blogpost is based on. They can range in length from 10 minutes up to a couple of hours, and might be a one-off event or part of a series or event like an online conference.

You can either search for a particular topic e.g. ‘business English webinars’/’English reading skills webinars’, or find providers who have a large collection of webinars and explore their catalogue. For example, here are all of the IH Teachers’ Online Conferences (TOC).

Other providers include publishers like Oxford, Cambridge, Macmillan or Delta publishing, teaching associations like IATEFL, TESOL or EAQUALS (though recordings tend to be available to members only), or schools who run training events online, like IH Moscow or IH Bucharest. It’s generally possible to subscribe to a mailing list to find out about upcoming events.

Here is my diigo list of webinars to give you a starting point.

Lessons

There are hundreds of lessons available to watch online. I compiled a list (warning – clicking on the link opens a very bandwidth-heavy page!) which you can choose from. This is a great way to observe other classrooms, pick up activities and techniques, and hone your observation skills.

YouTube

Apart from webinars and lessons, there are lots of ELT-related YouTube channels. Any large organisation probably has a channel. Publishers often share short tips, like these ones from Cambridge on ideas for teaching outside the classroom. International House has a series of Timeless Teaching Tips. I’d welcome links to channels from individuals which I could also recommend.

You can watch hundreds of grammar presentations on YouTube to get ideas for how to explain grammar to your students, though this comes with a caveat: just because it’s on the internet, doesn’t mean it’s a model you want to follow. Philip Kerr explains. This could be a good way to hone your skills by working out what not to do!

Read

Again, there are various options here. I’ll look at blogs, magazines, and journals.

Blogs

Blogs come in all shapes and sizes, from light bite-sized activity ideas to lengthy in-depth research-based posts. They’re written by people from all walks of ELT: teachers, trainers, materials writers, researchers, lexicographers, and those who don’t fall into any one particular category.

You can find blogs in many different ways:

  • Search for topics of interest plus ELT blog, e.g. ‘young learner ELT blog’.
  • Look at the blog roll on somebody’s blog (mine is to the right if you’re viewing this on a computer) to see who they recommend.
  • Search for a big organisation like a publisher or teaching association, plus the word ‘blog’.
  • Explore my list of diigo links.

Once you’ve found a blog you like, you can subscribe to it, either by getting emails when a new post appears, or using a blog aggregator like Feedly to collect new posts in one place. I explain how Feedly works in a paragraph and a few screenshots in this post (press CTRL+F/CMD+F on a Mac and type ‘Feedly’ to find it quickly).

Here are four blogs which are currently active to start you off:

  • Kate’s Crate – Katherine Martinkevich links to articles she has read with a short paragraph explaining why she thinks they’re interesting. Good for business English, management and teacher training.
  • ELT planning – Peter Clements shares activity ideas and reviews of resources, plus concepts he’s learnt about in his own professional development. Posts vary in length. Good for young learners, teens, and learning about a huge range of concepts and resources across all areas.
  • What they don’t teach you on the CELTA – a group of bloggers covering a wide range of different topics, particularly relevant to private language school ELT. Many are aimed at relatively new teachers, but posts often make me think too.
  • TEFLtastic – Alex Case is probably the most prolific ELT blogger on the internet, constantly sharing new resources. His blog is a goldmine of resources covering every area of teaching you can possibly imagine.

Apologies to blogging friends who I haven’t included – there are so many great blogs out there!

Magazines

Most ELT magazines require a subscription, but some are free. Even paid magazines tend to have some free content, such as sample issues. They cover a wide range of topics in a single resource. Here are a few to investigate:

  • IH Journal – although it is called a journal, it’s more of a magazine in my opinion. Completely free, with articles available separately or as part of full downloadable magazines. Many articles are written by IH teachers past and present, but other writers are featured too. (Disclaimer: I’ve written a regular article for every edition for a few years now.)
  • English Teaching Professional (ETp) and Modern English Teacher are both published by Pavilion Publishing and Media. They feature articles from around the world and across the teaching profession.
  • EL Gazette – this is more news-based, so is a good way to get a sense of the wider profession. It also has a reviews section.

An alternative source of magazine-type content is newsletters if you are a member of a teaching association or special interest group.

Journals

Journals are generally peer-reviewed and edited, as opposed to blogs where the writers can publish whatever they want to. They are generally more academic and research-based than magazines. Some are behind paywalls, but KOTESOL have compiled a long list of ELT journals with free content available. LearnJam have a shorter list of 5 online journals, including some which are subscription-only, with more detailed information about each journal. Although the ELT Journal from OUP is subscription-only, the ‘Key concepts‘ section of each is freely downloadable, and is an excellent place to start if you want to find out more about research.

Study

So far all of the resources can be accessed in under an hour, but you might prefer something more in-depth or structured, and the internet can provide this too.

Massive Open Online Courses (MOOCs) are free programmes which run for a few weeks. They generally involve you studying at your own pace and participating in text-based discussions. FutureLearn and Coursera both have various courses connected to ELT. I found the Coursera Teaching EFL/ESL Reading: A Task-Based Approach course particularly useful, as well as the FutureLearn Dyslexia and Foreign Language Teaching one. Courses are free, but you can get a certificate if you pay.

The International Teacher Development Institute (iTDi) is a very active community run by teachers, for teachers. They run a variety of courses, from basic TESOL certificates to ‘Advanced Skills’ courses, with tutors from all walks of ELT. Their Teachers’ Room is open to all members to participate in discussions.

The Association for Quality Education and Training Online (AQUEDUTO) is an accreditation body for online teacher training. They have a directory of courses which have been checked for quality.

Producing content

Online professional development isn’t just about consuming resources created by others. You can also learn a huge amount by sharing content you have created. The act of preparing your thoughts for other people to see/hear forces you to reflect on what you want to say and how best to say it. It can also start conversations which take you in directions you’ve never considered before.

Write

Writing gives you the chance to take time over framing your thoughts, and go back and edit. Looking back over things you’ve written in the past is a fascinating way to track your professional development over time – I certainly couldn’t have predicted where I would be now when I started my blog ten years ago.

Twitter

Writing tweets can be a great way to get started with writing your own content. You can join in discussion in Twitter chats like #eltchat, ask questions, or answer questions from other educators. To find people to follow, find out who is sharing on a hashtag like #eltchat, then see who they are following. You could also start by following me @sandymillin.

Blogging and commenting

Explore your ideas in writing, share activities, and build a portfolio. I’ve written a fuller post on making the most of blogs, including advice for how to start your own and what to write.

If you’re not ready to start your own blog, commenting on other people’s posts with your own thoughts is a good way to start writing too. I don’t think I’m the only blogger who really looks forward to conversations in comment threads on my blog.

Interviews and discussions

The internet gives you direct access to members of the ELT profession from around the world. A polite email with some questions or thoughts about their work, or even a request to interview them, might bear fruit for you. Or perhaps you could write to the author of a book you’ve read about how you’ve used their ideas? Or ask an academic some questions about their research? You never know where these conversations might lead.

Speak

If writing isn’t your thing, you can also use the internet to speak about your ideas. This could be public, for example by creating a podcast or a YouTube channel, or private, maybe by arranging to interview somebody who works in a similar context to you, but in a different country.

Podcasting

The book Podcasting and Professional Development: a Guide for English Language Teachers by the creators of the TEFLology podcast is a good place to start if you want to find out more about how to create your own podcast. A lot of this advice would also be relevant to creating a YouTube channel. (Disclaimer: my blog is mentioned in the book!) (Affiliate links: Amazon, Smashwords)

Reflective practice groups

These are self-selected groups of teachers who come together to discuss a particular topic as equals. The range of potential topics is limitless. All you need is at least one other colleague who is willing to meet you for an hour or two, and you’ve got a reflective practice group. Zhenya Polotosova and Anna Loseva have written quite a lot about participating in groups like this. You can find out more using this list of bookmarks.

So what?

Once you’ve put in all of this effort to start developing online, what can you do with what you learn?

Share

Once you’ve found or created something, share what you’ve learnt with somebody else. This might be in your staffroom, or on social media. There are active communities of teachers on facebook, Twitter, Instagram and LinkedIn. It can take a little time to be brave enough to share in one of these communities (I lurked on Twitter for at least 6 months before I joined in), but if you take the plunge, you have the chance to learn so much.

Reflect

Ask yourself questions about what you’re reading and producing:

  • How will you apply what you’ve learnt?
  • What else do you want to learn about?
  • Who else do you want to learn from?
  • What biases might the people you’re learning from have? How can you get a fuller picture?
  • Are you satisfied with your progress with teaching puzzles? What other puzzles do you want to explore?

If you’d like more reflection questions to answer, I’ve written two books of them: one for relatively new teachers, ELT Playbook 1, and one for teacher trainers, ELT Playbook Teacher Training. You can find out all the information about how to buy them on my books page.

ELT Playbook 1 cover and topic areas: back to basics, examining language, upgrading skills, being creative, exploring your context, teacher health and wellbeing
ELT Playbook Teacher Training cover and topic areas: what is training, planning training, observation: written feedback, observation: spoken feedback, workshops and input, other aspects

What’s next?

I hope you’ve found that whistle-stop tour through the world of online CPD useful. I’ll leave you with three questions for you to think about and comment on below if you like:

  • What area or resource will you explore next?
  • What have you tried above?
  • What else would you recommend?

Group dynamics (IH Kyiv online/IH Torun TTD)

On 3rd October 2020, I took part in the IH Kyiv online conference. [Update: I presented the same talk at the IH Torun Teaching Training Day on 7th November 2020.]

I presented on the topic of group dynamics, something I’ve become increasingly interested in since doing my MA module in Trainer Development last year. Although Jane Harding da Rosa introduced me to Barry Tuckman’s work a few years ago, I don’t think I was ready to take in the ideas. I wish I had been! There are definitely at least two groups I can think of which would have been a much pleasanter experience for both me and the students had I understood some of the concepts I mention in this presentation. Oh well – we live and learn!

Here are three quotes from Chapter 3 of Trainer Development by Tony Wright and Rod Bolitho which set the scene:

The quality of the eventual outcome of the course will to a considerable extent be forged in the interactions between the members of the learning group.

It always takes some time, and considerable care on the part of the [teachers] to enable groups […] to ‘form’ and reach a stage where they are personally secure, and trusting of each other and the [teacher] enough to start learning.

Even if the group is already well formed, each new meeting requires attention to re-forming: re-entering the public world of the group from the more private world of family or workplace.

Although the quotes are about teacher training, I think they’re equally applicable to the ELT classroom.

My presentation was mostly about raising awareness of issues connected to group dynamics, rather than activities to help you deal with them. Those activities can be found in Jill Hadfield’s excellent book Classroom Dynamics, which I recently finished and will review on my blog shortly. Short review: every staffroom should have a copy! About 50% of the ideas in my presentation came from her book – thanks Jill! [Amazon affiliate link]

Here are my slides:

Thinking about groups

We started with an activity adapted from p39 of Classroom Dynamics.

EITHER:

Think about groups you have taught. Which groups were easy to teach? Which were difficult? Which were mixed?

OR:

In your life up to now, what groups have you been a member of? For example, family, sports team, colleagues at work, church… Did you have a good, bad or mixed experience as a member of these groups?

Think about the good groups.

  • Did they have anything in common?
  • What do you think these groups gave their members?
  • What did the group members give back?
  • What did the group members have to give up?

Think about a group you’re in now.

  • What do you think they will be able to give you?
  • What can you offer to them?
  • What might you have to give up?

We pooled the ideas into this mentimeter.

You can use this activity with classes to help them consider what makes a good group and what they can contribute to and get from a group.

Stages of group life

I talked through the 5 stages described in Barry Tuckman’s stages of group development:

  • Forming
  • Storming
  • Norming
  • Performing
  • Adjourning

You can see a full-sized version of the diagram I talked through here: http://bit.ly/tuckmangroups. It shows a lot more information about what each of the five stages involve. There are lots of sources describing these 5 stages (the final one is sometimes missing, or called ‘Mourning’).

These are typical stages, but some groups get stuck at a particular stage and never move forwards, others regress or move backwards and forwards, especially if new people join the group.

As a teacher, it’s useful to know about the stages to understand what you can do as a teacher to help a group to form successfully, and understand why some groups won’t work well together.

Causes of group problems

On p149 of Classroom Dynamics, Jill Hadfield has this summary of possible causes of group problems:

Three layer diagram:
1. Group problems
2. Teacher-group conflict, subdivided into:
3. conflict of expectations about progress
3. resistance to communicative methods
3. resistance to leadership style
3. rebellion against 'authority'
2. intra-group conflict, subdivided into:
3. different aims, levels of ability or motivation
3. an inharmonious mix of ages, personalities, sexes or nationalities
2. the indigestible group member, subdivided into:
3. misfits
3. the insecure
3. rebels
3. frustrated leader

I asked two questions, which you could think about now:

  • Have you experienced any of these as a teacher or a student?
  • What can you do about them?

We then looked at a bit of theory to pre-empt these problems, aiming to reduce the likelihood of them starting in the first place, or deal with the problems when you notice they start to manifest themselves. Some of them may seem like common sense, but it’s worth being reminded!

Teacher-group conflict

Three ideas from Jill Hadfield:

  • the teacher makes it clear why they’re doing particular activities/using particular techniques – displaying clear aims can help.
  • the teacher compromises on approach/tasks in lessons, doing some of what the teacher wants and some of what the group wants.
  • the teacher listens carefully to students.

And a quote from Trainer Development by Tony Wright and Rod Bolitho:

To win […] trust, we have to be open about our objectives, and be ready to participate in activities on an equal basis whenever it is possible or makes sense for us to do so.

Students need to feel like you’re a participant in the group too, not just a dictator. If you expect them to share, it’s important for you to do so too. The same is true of being receptive to feedback, and giving constructive feedback.

Intra-group conflict

Three ideas from Jill Hadfield:

  • with a very problematic group: introduce less group work, use more individual/pair work, regroup students so it’s less explosive.
  • with a relatively low-level problem: use gap-bridging activities.
  • with a well-balanced group: confront the problem and discuss it.

And a quote from Trainer Development by Tony Wright and Rod Bolitho:

Mutual trust cannot be taken for granted.

It takes time and effort for humans to trust each other, and sometimes a small action or a single word can be enough to break that trust. We need to help students feel comfortable with each other, building trust consistently, rather than just doing one getting-to-know-you activity at the start of the course and thinking we’re done with that (this is a reminder to myself too!)

The indigestible group member

Three ideas from Jill Hadfield:

  • with rebels: get to know them and make sure they know you; providing clear limits/boundaries can help in some cases, but may make it worse.
  • with frustrated leaders: do individual interviews with all students; encourage everybody to say ‘I think’ not ‘we think’.
  • with insecure students: give them warmth and attention and help them integrate.

And a quote from Trainer Development by Tony Wright and Rod Bolitho:

Participants frequently arrive with preoccupations relating to their work, their families etc. [which] prevent them from being fully ‘present’. [They often] gain least from […] courses and […] are most critical in end-of-course evaluations.

Helping students mentally transition into the classroom space, learn to put their preoccupations aside, and feel comfortable in the room are all important. Again, this takes time and effort to build up.

Chapters in Classroom Dynamics

These are most of the chapters in Jill Hadfield’s book:

  • Thinking about language: individual learning styles and group strategies
  • Thinking about groups: group strengths, individual contributions
  • Bridging gaps: opinion- and value-bridging activities
  • Maintaining fluidity: reseating and melee games
  • Getting to know each other: humanizing activities and personalised grammar
  • I did it your way: empathy activities
  • A sense of belonging: whole group identity activities
  • Establishing trust: trust- and confidence-building activities
  • Staying positive: encouraging positive feelings
  • Group achievements: product-oriented activities
  • Bringing it together: pyramid discussions, feedback techniques and summaries
  • That patriotic class feeling: inter-class activities and competitions
  • Ensuring participation // Learning to listen
  • A sense of direction: setting, assessing and resetting goals
  • Coexistence and compromise: individual wants and frustrations, group solutions
  • Ending with positive feelings // Evaluating the group experience

In the chat I asked:

  • Can you think of any activities which would serve these purposes?
  • How could they help your groups?
  • How could they pre-empt some of the problems we’ve discussed?

As Jill points out, a lot of the activities we already use can be tweaked to help work on classroom dynamics as well as the language or skills aim we want to use them for. Obviously reseating is a potential problem in a socially-distanced classroom, but could be adapted for activities online.

Final reflection

Having thought about the ideas I’ve introduced here, when working with groups from now on what will you:

  • continue to do?
  • stop doing?
  • start doing?

Being creative 3: One activity, multiple tasks – a minimal preparation workshop based on ELT Playbook 1

Way back in December I ran a 45-minute conference session based on a task from ELT Playbook 1, ‘One activity, multiple tasks’, which appears in the ‘Being creative’ section of the book.

ELT Playbook 1 cover

The book features 30 tasks designed particularly to help new teachers to reflect as they start out in ELT, but they are also suitable for managers and trainers who need ideas for professional development sessions. I was also partly inspired by the ideas in The Lazy Teacher Trainer’s Handbook by Magnus Coney [affiliate link], which advocates minimal planning and exploiting the knowledge in the room wherever possible. The final reason I chose this was that I was running out of time to plan my session as I was organising the whole day, and I needed to run two workshops! The other one was about how to learn a language, in case you’re interested.

Before the session, I choose an activity at random from a teacher’s book. The one I ended up with was to revise future forms, taken from page 146 of English File 3rd edition Teacher’s Book Intermediate Plus. It features a page of questions like this:

  1. A   Mum! I’ve dropped my ice cream!
    B   It’s OK, don’t worry – I’ll get / I’m getting you a new one!
  2. A   I’m freezing!
    B   Shall I turn on / Will I turn on the heating?

…and so on. There are 12 mini dialogues like this, each with two options to choose from – students can also tick if both are possible. At the bottom of the page is an ‘activation’ activity, where students write two mini-dialogues, one with will and one with going to. This planning stage took me about 15 minutes – 10 to decide what I was going to do in the session (i.e. which ELT Playbook 1 task I was going to exploit!), and 5 to pick and photocopy the activity.

In the abstract for the session it said that teachers would come away with lots of ideas for how to exploit activities. As the session started, I told them that those ideas would be coming from all of us in the room, not just me!

We started by them completing the original exercise. I demonstrated how to do quick feedback by getting different pairs to write their answers on the board, then just dealing with any questions where there was confusion. We were about 10 minutes into the session at this point.

In the same pairs, teachers worked together to list as many ways as they could think of to set-up, vary or exploit that same activity. They did this on the back of the sheet (minimal materials prep!) I put a few prompts on the board to help, something like: speaking, writing, listening, reading, alone, pairs, groups, class, etc. and elicited one or two examples to start them off. They had 10 minutes to make their lists.

At the same time, and once I’d checked they were all on track, I made my own list* on the back of my paper (minimal prep! Also, I ran out of time to do it before the session and thought it might be useful if at least some of the ideas came from me!)

We put our lists face up on our chairs for the ‘stealing’ stage. We read everybody else’s lists, putting a * next to any activities we didn’t understand. More *** meant that lots of people didn’t understand. This took about 5 minutes, so we were 25 minutes through the session.

Next people added any of the extra activities they liked the sound of to their own lists. 5 more minutes, 15 minutes left.

For the next 10 minutes, different people demonstrated the activities that had stars next to them in front of the whole group. As I expected, most of the ‘different people’ were me – I’d deliberately picked some slightly obscure things to stretch their range of ideas a bit!

In the final 5 minutes, I told them about ELT Playbook 1 and suggested they try this kind of brainstorming with other activities they want to use in class to help them vary their lesson planning. Right at the end, they had to tell their partner one activity they’d thought of or heard about in the session which they planned to try next week. The whole session went pretty well, I think, and I got good feedback afterwards. 🙂

*My list

These are the ideas I came up with in 10 minutes:

  • Remove the options.
  • Mini whiteboards.
  • I say A to the group, they predict B. Then in pairs.
  • Gallery walk (one copy of each question stuck up around the room)
  • Evil memorisation (one of my favourite activities, learnt from Olga Stolbova – the third activity in this blogpost)
  • Say all the sentences as quickly as possible (AQAP on my lesson plans!)
  • Banana sentences (replace the key words with ‘banana’ for partner to guess)
  • Extend the conversations (what was said before/after)
  • Decide who/where/when/why it was said (by)
  • Take the ‘wrong’ answer and create a context where it would be right
  • Translation mingle (students translate one conversation into L1 on a slip of paper, copying the English onto the other side. They then walk around showing other students the L1 to be translated.)
  • One group does 1-6/odd sentences. The other does 7-12/even sentences. Give them the answers for the other half. They check with each other.
  • Say them with different intonation/voices to create different meanings/situations.
  • Remember as many conversations as you can with your partner. Lots of variations for this: freestyle (no prompts), with A/B as a prompt, with (own/sketched/teacher-generated) pictures as prompts…
  • Hot seat/Backs to the board with a picture prompt for student looking at the board to say sentence A, person with back to the board says sentence B in response
  • Board race. Again, lots of variations: list as many sentences/conversations as possible on the whiteboard; teacher/a student says A, teams run and write B; combine with ideas above like banana sentences…
  • Teacher says first half of the sentence, pausing at a convenient point. Students say second half. Then in pairs. e.g. “Shall I…” “…turn on the heating?”
  • Students have A sentences. They write their own Bs on separate pieces of scrap paper, then mix them up. Another pair tries to match the As and Bs together.
  • Change A to the opposite/a slightly different phrase. What’s an appropriate B? e.g. “I’m boiling!”

Thanks to all of the people I’ve stolen those ideas from over the years 🙂

Let me know if you try out the brainstorming activity, the session, or any of the other tasks from ELT Playbook 1. I’d love to know how they work for you!

Stepping into the real world: transitioning listening

This is the recorded version of a presentation which originally took place on Friday 4th April 2014 at IATEFL Harrogate 2014.

The abstract

“I’ve studied English for years, but I can’t understand anyone!” This was a common complaint from my students on arrival in the UK. This workshop aims to introduce you to practical activities and materials you can use to help students transition from understanding scripted listening materials to feeling comfortable with real-world English.

The summary

Listening is the skill we use most in a second language. We have to understand speakers in many different contexts, of different ages, genders, levels of education, and with a range of accents, both native and non-native. However, this is rarely reflected in the classroom, where listening tends to be focussed on other students in class or on scripted coursebook recordings in ‘standard’ forms of English, mostly spoken by young to middle-aged adults (or overly excited children in the case of young learner materials!). Teachers also tend to focus on testing comprehension, rather than on teaching better listening skills. This results in students lacking confidence in their listening abilities and/or lacking knowledge of how to approach listening in the real world.

The aim of this workshop is to introduce and try out a range of activities and materials which you can use in your classroom to teach listening, rather than testing it. Some of the principles discussed will be based on John Field’s Listening in the Language Classroom (Cambridge 2008), as well as my own experience in the classroom and as a second language learner. The workshop will also look at how you can make the listening you use in the classroom reflect the real world as much as possible. Finally, participants will be given the chance to share activities and materials which have worked for them, as well as discussing how to apply the activities from the workshop to their own contexts.

The presentation

You can watch the full presentation in this video:

The books I recommended are:

(These are affiliate links, so if you buy them or anything else after clicking on these links I will get a little money. Thank you!)

I also recommend showing your students how to make the most of podcasts. I wrote a post on my Independent English blog which you can use as an introduction or to find links to some podcasts I recommend.

I’ve previously shared resources related to weak forms, including more word clouds like the one in the presentation.

The audio tracks are not included in the presentation, so I’ve uploaded them to audioboo so you can listen to them and/or use them in class. No copyright infringement is intended.

Slide 6, audio 1

Slide 6, audio 2

Slide 12

Slide 13, audio 1

Slide 13, audio 2

Slide 16

From another perspective

Lizzie Pinard wrote a summary of my talk as it was happening

Andrea at Anglolang including a summary of my talk in her review of IATEFL 2014

Laura Patsko and Katy Simpson look at the talk from the perspective of English as a Lingua Franca

James Taylor wrote a one-sentence summary which made me laugh 🙂

Teaching essay writing

Today I presented a seminar with ideas about teaching essay writing, with a particular focus on FCE and IELTS exam tasks. It’s part of the monthly seminar series at International House Sevastopol.

The slides from the presentation and all of the resources can be found below. You can download everything from slideshare, for which you will need to create a free account. The links in the presentation are clickable. You’ll find full details of all of the activities in the notes which accompany each slide, which you’ll be able to see when you download the presentation.

Three different types of IELTS essay question (adapted from DC IELTS):

IELTS questions to classify by type (adapted from DC IELTS):

Potato talks from Thinking in the EFL Class by Tessa Woodward (published by Heibling Languages – affiliate link)

FCE essay to put in order (via Pavla Milerski):

Essay structure (via Pavla Milerski):

Students

Photo from ELTpics by @yearinthelifeof, under a Creative Commons Attribution Non-Commercial license

I’d like to thank Olga Stolbova from IH Sevastopol and Pavla Milerski from IH Brno for helping me to put the seminar together.

The next one in the series will take place on February 22nd 2014, on the theme of teaching stress patterns in pronunciation. Olga will present it. If you’re in the area, we’d love to see you there!

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