Exciting times! The second edition of The CELTA Course Trainee Book and Trainer Manual are now available. So happy to have worked on this with Peter Watkins and Scott Thornbury, as well as Jo Timerick at Cambridge. Can’t wait to hold it in my hand (this photo is borrowed!)
If you’d like to order a copy, here’s the link
Having participated in one EVE mentoring program, working with teachers from Africa, I was very happy when the opportunity came up to do it again. This time there are 8 teachers from across Latin America, presenting on a range of different topics. My mentee was first to present.
[I will add a link to the recordings when they become available]
Jessica started by reminding us that memes can be offensive and not for everybody. Not every meme we see is one we can identify with.
Do we prepare our studenst to face intercultural communication on social media? To understand that social media is a bridge between different cultures? It comes with risks, challenges and threats like those of memes above.
Here are some ideas you can use to help our students to understand this:
This could also be a starting point for research done by students about memes they have seen.
This map shows were Luz lives in Honduras.
As English teachers, Luz says that we need to be empathic, adaptable, creative and tolerant. Love and passion should also be part of our job.
She works in an incredibly challenging context, with 620 students in public school, with only 2 x 45-minute lessons with her students each week. There are limited resources, no books, no copies, and a lack of government support. There are high levels of poverty, and many learners work in agriculture and go to school as well. There is limited connectivity. Luz has a high workload, and there isn’t enough practice time for her students. She has to find resources on her own, and be creative to design engaging lessons. She aims to empower learners so they know English is useful, and sometimes uses her phone to provide an internet connection. Luz encourages her students to create project work and work on topics.
In the future, Luz would like to create an audiovisual lab for her students. She is hoping to apply for grants and/or work with her learners to bring technology closer to her learners, engaging them more, exposing them to innovation, and providing access to opportunities with learners in other parts of the country of the world.
This is a definition of mental health. Patricia believes this is vital for university students to have, particularly to stop them from quitting their courses. At the university where Patricia works, only 10% of students graduate. Only 1% of the health budget in Paraguay is dedicated to mental health.
Patricia studied at the same university and felt very supported by her professors and classmates, but she felt the need for institutional support too. When she started her research she discovered that a Bienestar Estudiantil (student wellbeing) department exists, for wellbeing, but the office is 6km away from their faculty, and it’s hard to get around! The service has existed since around 2009, offering support with academic and administrative processes, and helping disabled students with access.
She interviewed some of her students in the English language program to find out what they knew about it. More than half of the students didn’t know it existed, and 94% of the 18 students didn’t know how to access the department. These are some things students said in her survey:
This is what the students wanted from the department:
Most of these things are actually provided by the service, apart from mental health professionals, but there is only one person responsible for a whole department.
Patricia suggests:
These should have a positive impact on our students.
Classroom management is often a challenge, especially for new teachers, and many teachers have little or no training for working with students with special educational needs. This can be discouraging for both students and teachers.
Before we start, Anabell reminded us that all our students have superpowers. We should see them with eyes that see what they CAN do, not what they can’t. We also need to work with other people in our organisation, and in our networks to learner more about strategies to help us work with our students. We need to work from the heart, and remind students that we love them and we want the best for them.
What happens in our classrooms and why?
Functional Behavioural Assessment and Behaviour Support Plans:
The hypothetical function of her behaviour is avoiding group work. Here are some possible solutions people came up with for this situation:
It’s important for us to identify the antecedents and consequences, not just the behaviours, to help us come up with alternative solutions.
Fernanda’s school is in a rural area, and is a sustainable school, the first in Nicaragua. They are aiming to integrate all of the UNESCO Sustainable Development Goals. It’s located within a farm, producing organic food, which is used to feed the students and teachers, some of whom live at the school. There are also donors from the USA who provide things for the school. All of the students are girls who live on campus, who receive everything they need at the school, including food, clothes and healthcare.
Fernanda works to create classroom routines, including using technology like QR codes regularly. She uses a lot of collaborative work to promote interdependence between students. She makes use of the space in the classroom and the outdoor areas of the school to vary lessons.
To help students adjust to the classroom, she uses a ‘sandwich’ of English / Spanish / English. Later she reduces the amount of Spanish she uses once she knows that students feel comfortable.
Own languages are used by learners, regardless of what teachers do or say and they can also be used productively when children / teenagers work together in pairs or groups.
Ellis, 2021
There have been other challenges. Some of her students are complete beginners in English, and some don’t have Spanish either as they come from indigenous groups.
Practical ideas for pure beginners:
These are some of the resources Fernanda uses:
Larissa started by reminding us of some potential disadvantages of social media:
Larissa talked about using TikTok for education. She started creating TikTok videos when working with a teenager, and this improved their relationship. There are lots of people using social media for education, including giving live online lessons.
We need to be as curious and innovate as we want our students to be.
She started to promote interesting tips to support her students, first on Instagram, and then on TikTok.
Direct app interaction activities:
Indirect app interaction activities:
TikTok is also somewhere teachers can learn tips and ideas. Jordan Cotten was one person Larissa found it useful to follow. She also found other teachers from Paraguay, sharing tips relevant to her context.
Advantages of using social media:
On Instagram, Larissa is @misslarinf.
This was a very fun presentation, featuring puppets and magic tricks 🙂
Kris tries to make use of painting, singing, dancing and magic to motivate and engage her students. She was highlighted as an outstanding teching by the Ministerio de Educacion in 2021. Now she’s an instructor for Platzi, helping public school teachers.
Using magic tricks can help students to realise that it’s OK make mistakes. It fosters their imagination, boosts their self-confidence, and can help with content explanation. It encourages students to explain outcomes, going beyond surface explanations.
Professor Richard Wiseman, Jody Greig, Miss Nan, and Xuxo Ruiz are all teachers you can find online who talk about teaching with magic. Xuxo Ruiz has written a book called Educando con Magia.
[It’s best to watch the video of this one, as that will make the tricks and ideas clearer!]
A webcomic is the younger sibling of comics. There is a sequence of frames with narrative development, with a link between images and text, in both. But webcomics are mainly made to be viewed via apps or websites and consistently published.
Why webcomics?
Webcomics require intensive and extensive reading skills. They require critical reading, and understanding the relationship between context and experience. They also promote critical thinking.
How can you integrate webcomics into your classroom?
On Webtoon, there’s a comic called ‘Let’s play’, which Analys uses to help students understand social media influence:
We need to take our students’ interests into account – there are many different genres of webcomics. We can create webcomics to create reading habits. Comics can also help with mental health and self-awareness, for example as distraction during the pandemic.
Here are some helpful websites:
Since November 2021, I’ve been mentoring a teacher in Niger as part of the Female Leadership programme organised by AfricaELTA and EVE, coordinated by Amira Salama and Fiona Mauchline. 10 mentees from all over Africa worked with mentors from around the world, and 8 managed to complete the programme. These ladies were already leaders in their local areas, but the aim was to help them make their voices heard on an international stage, with the project working towards them doing their first presentation for Africa ELTA. They have worked so hard over the last 3 months to put together their presentations.
It’s been a privilege to work with Hadiza on her presentation, and to see how much all of the women involved in the project (both mentors and mentees) have learnt over the last few months. I look forward to seeing what our mentees go on to do in the future as their impact grows in ELT, and hope to be involved in future iterations of the project.
Here are the videos of the two sets of presentations. Each presentation was about 15 minutes long, with a question and answer session afterwards.
Part 1 (presentations 1-4):
Part 2 (presentations 5-8):
[pending link]
These are brief summaries of the presentations, which took place on 5th and 12th February 2022.
Marie-Clemence shared examples of lessons she has taught with students which brought global issues into her classroom.
The Tragedy of Migrants was one lesson she put together to combine different skills in a lesson which was motivating and engaging for her students as they knew it was about an issue which was relevant to people they knew. The history and geography teacher mentioned that the students had were able to use ideas from their English classes in their humanities lesson.
Due to a lesson about plastic waste her students asked her if they could collect plastic from the schoolyard afterwards, and told Marie-Clemence that they would encourage their peers not to throw away plastic.
Other lesson topics included a lesson about education for girls, which is a major issue in Burkina Faso, especially in areas controlled by terrorists. For the first lesson when students returned to class after the pandemic, her students were already prepared to talk about the pandemic because they knew that’s what the lesson would be about!
Iyabo talked about how she uses poems in her classroom to develop critical thinking. She shared a thought-provoking poem called ‘Not my business’ by Niyi Osundare. She starts by telling students about the poet, the setting and why the poet wrote this work. She then reads the poem aloud, and encourages students to do the same. Then she encourages students to notice patterns in the poem, and look for literary devices like similes, metaphors and personification.
Claudia chose this topic because of watching her single mum bring up her and her sister. These are some of the statistics from Ghana:
She talked about many different causes for these issues: late enrolment, unqualified teachers, high illiteracy level, teenage pregnancy, sexual violence in school, overburdening girls with household chores, foster parenting (girls being sent from rural homes to relatives in towns, but who are then not sent to school or supported with their education) and menstruation. These causes were from Worldbank and UNESCO reports in 2021.
Due to all of these issues, there are many knock-on effects: comprehension difficulties, problems with oral expression, poor academic performance, low self-esteem, absenteeism, dropping out of school, social vices, and girls being forced to repeat years and ending up out of grade.
Claudia mentioned recommendations which teachers could follow to support children to build their literacy:
This was the quote Claudia finished with:
Light talked about making storyboards using Google Slides as a tool for creative writing. She starts by changing the format of the slide too 11 x 8″ (like a portrait piece of paper). She adds squares and arrows to indicate the possible structure of a story, which can then be used by students to think up a story. They can add text, pictures, or a combination to help them plan their story. Here’s one example:
Light recommends using Google Slides because it is easy to create and share frameworks with students, and they can edit them themselves. These are her steps:
She says you can also use Zoom, Canva or WhatsApp for similar storyboarding. This is an example from Zoom:
Excerpts from a WhatsApp storyboard:
If you have no technology, Light says that you can also create storyboards with post-it notes, as a template on A4 paper, as circles in the sand outdoors, and as group work.
Creative writing stimulates the imagination, brings the real world into the classroom, engages and encourages critical thinking, allows active learning, helps students to see possibilities, and lets them see progress. It involves students not just as writers, but as editors, and giving them the chance to give feedback to each other.
I’ve worked with Hadiza since November to help her to run some small-scale research using Google Forms, then summarise it in a presentation. Due to internet problems, I was sharing her slides during the presentation so wasn’t able to write about it as she was presenting, but here’s my summary.
Niamey is the capital of Niger, where Hadiza lives. When the COVID pandemic started, teachers were forced online, but many of them were very reluctant. Hadiza wanted to find out about Niamey EFL teachers’ general attitudes to ICT and some of the reasons for this reluctance. She got 26 responses to her survey. Some of her interesting findings:
In the Q&A, Hadiza talked about including parents and the community in making ICT available to the students, for example by lending students their smartphones.
Hadiza uses mp3s to introduce other accents to the classroom via videos. She doesn’t have internet access in the classroom, so she downloads materials before the lesson to be able to use them.
In her school, students aren’t supposed to bring phones into lessons. Hadiza spoke to the headmaster, told him what she wanted to use phones for in the lessons and was given permission, as long as she asks students to switch their phones off before they go to other teachers’ lessons.
Why is it that so many educational systems develop such unimaginative approaches to teaching?
A paraphrase of a quote Joan shared
Creative writing is an art, producing texts with an aesthetic purpose expressing the author’s voice uniquely. It can be poetry, drama, prose (short stories, fiction, novellas), movies and songs.
Some techniques:
Creative writing is important to help students develop many skills: creativity, imagination, critical thinking and problem-solving. It’s also important for cultural preservation, development and transformation. It allows learners’ self-discovery and self-expression.
As an example activity: What impression does this image suggest to you?
This is what Joan did:
Here’s an example of their poems:
There were more great poems in the presentation – to see them, you can watch the video (link at the top – about 35 minutes in).
After this, students came to hear and told her they wanted to write more poems: ‘Madam, I want to write a poem about love’ 🙂
When observing her students, Oliver noticed the girls seemed shy, seemed to lack confidence and had no confidence to lead (both in the classroom and beyond). There was also higher truancy among girls. All of these factors led to poor performance.
As a result, Oliver conducted an impromptu meeting to bring girls together to think about how to address some of the challenges they faced: education, leadership, early pregnancy, and menstruation (a highly sensitive topic). This meeting led to the idea of creating a Girls Empowerment Club, involved both girls and boys.
She conducted a needs analysis to find out from the girls:
Information is powerful.
The children read stories about female leaders. Girls and boys work as a team to think about how to uplift girls in the community. They learn new skills like cooking, making detergents, and how to conserve the environment. They learnt how to make cakes (not common in their area), and more about how to create employment opportunities.
Public speaking is also worked on – the girls feel more confident about talking in public, improve their speaking and listening skills, and improve their English skills. English is introduced at secondary schools.
Students are also able to talk about menstruation freely and have learnt about reusable sanitary pads. They are working on breaking the taboo against menstruation. Everything in their reusable sanitary pad kit is locally available, and can last for 2-3 years. Reusable sanitary pads was an idea brought to the club by a student who took part in a project outside the country and then shared it with the group.
The clubs improve the students’ team work skills, helping them to identify challenges, find solutions, be creative and improve their English language skills. It has promoted freedom of expression, increased their confidence and boldness, improved attendance, encouraged girls to participate in school leadership, shared resources, and raised girls’ academic performance.
Members of the club had a booth at a wider event at a university with attendees from six different countries, sharing the books they read, the menstrual pads, and the success of the club. This helped them with networking, and motivated girls to want to go to university. Most of the club members from the first group are now at university, and have started girls empowerment clubs of their own.
Empowering girls at schools makes sense because they fight for their education.
Tanya Lee Stone, 2017
This is an amazing project, and I recommend you watch the full video to learn more about it and see the photos. There was also a long Q&A (around 65 minutes in) covering many interesting areas, like parents’ responses to the clubs and how Oliver got boys involved.
Why is it important for learners to read?
We can communicate through reading, we can enjoy reading, and we can extend reading beyond the classroom, encouraging learners to read at home too. This will help them to become more critical and fluent readers.
Through reading we can learn about what happens around us and around the world. Reading doesn’t stop – it continues throughout our lives.
We use reading to learn the content of other subjects.
Why use pre-reading activities?
We can pre-teach new vocabulary.
It gives learners a purpose for reading.
It can motivate and engage them, preparing them to read.
Examples of pre-reading activities
How can we motivate learners to read?
Teach reading strategies, including peer reading and silent reading.
Model positive reading habits.
Create a book club.
Let learners choose their own books.
If learners aren’t motivated, try to identify why they are reluctant. For example, they might lack phonological awareness. Give them books which are easy for their level to improve their confidence, so that they feel willing to try by themselves.
A writer only begins a book.
A reader finishes it.
Samuel Johnson
What a great quote to finish these Africa ELTA and EVE Female Leadership presentations on!
I was very happy to open day 2 of the second online Innovate ELT conference on 2nd October 2021 with a 15-minute plenary. The topic was ‘Writing for yourself and the rest of the teaching community’ and the abstract was:
Sharing your ideas with others is a great way to develop professionally. But where do you start? There are now myriad ways of getting your work out there, without having to go down the traditional route of writing for publishers. In this plenary, I’ll talk about some of the ways in which self-publishing, blogging and other ways of sharing practice are changing the landscape of teacher writing, and how you can get involved too.
In The Developing Teacher, Duncan Foord talks about 5 circles of development as a way of thinking about how you can develop professionally in a range of different ways. [Amazon affiliate link / BEBC non-affiliate link]
I’ll look at how you can write professionally at each level of this framework. You could start from the centre and work outwards, or jump in wherever you feel comfortable.
The simplest way to start writing professionally is to keep a teaching journal for yourself. You can make notes after every lesson, choose one group or student to write notes about each week, summarise what you’ve learnt at the end of each week and what you’d like to work on in the following week…the only limit to what you write is your imagination! If you’re stuck for ideas, my ELT Playbook 1 has 30 ideas for possible journal writing tasks [find out more].
Most of us adapt or create materials for our students. Getting feedback on your materials from students is a great way of developing your writing skills. You could ask them about the amount of information on the materials, the layout, the clarity of any explanations, and/or the way you used the materials with the students. Find out what does and doesn’t work, and experiment with new ideas.
Once you’ve started reflecting on your lessons and getting feedback on the materials you produce, why not discuss this with your colleagues? You could share materials you’ve created with other teachers working with similar groups, and find out how the materials worked with their students. You could have a go at writing some teachers notes to go with the materials too. With your reflections, you could share key points you’ve learnt, activities you’ve tried, or questions you have in a WhatsApp group. Alternatively, organise a meeting with colleagues to share your ideas and volunteer to write a summary of what you all learnt. These are all ways to share your writing with your colleagues.
The next step is to share your writing more widely, potentially creating something more lasting for the school community rather than purely for colleagues you work with right now. You could put together a course of materials which could be run over a number of sessions and reused multiple times. What about creating an introductory guide to particular aspects of your job, for example, how to run conversation classes or how to teach young learners on Zoom?
Now that you’ve got all of this writing experience behind you, you can really start to exploit the many opportunities there are out there for sharing your writing with the wider profession, many of which weren’t possible 20 years ago but have now made it possible for anybody to share their writing. You could start a blog – I did this over 10 years ago now, and in the process I’ve developed hugely as a writer in the process. Short-form writing works well on Twitter, Instagram or other social media – there are huge communities of teachers on most platforms. For longer-form writing, why not look at writing an article for magazines like English Teaching Professional, Modern English Teacher or Humanising Language Teaching, or for teaching associations like IATEFL or your local association? For full-length book projects, you could try completely independent self-publishing, though this means you need to do all of the marketing yourself, or contact small independent publishers like these to help you with your writing projects:
As there is already so much writing out there, you might wonder why anybody would want to read what you have to offer. Remember that your voice and your experience is unique – nobody else has experienced teaching in quite the same way you have, and what you have to share is valuable. It may take a while to build an audience, but with time, patience, and consistently good quality writing, you will.
When publishing your writing for a wider audience, especially if you want to make some money from it, I would highly recommend paying for an editor to look at your work before you share it. The feedback and support you will get from them will increase the quality of your writing, and you’ll learn a lot from the process. No matter how good you think your materials are or your proofreading is, your work will always benefit from somebody else looking at it.
For more ideas and support, I recommend joining IATEFL MaWSIG (Materials Writing Special Interest Group) [disclaimer – I’m on the committee!] Even if you don’t join, you can still find lots of information on their blog, covering many different aspects of materials writing: everything from producing materials for your classroom right through to working for publishers. You could also look at MATSDA, the Materials Development Association.
If this inspires you to get writing, or to share your writing for the first time, I’d love to hear about it in the comments. Good luck and happy writing!
On 3rd June 2020, I presented a webinar for IH Bucharest demonstrating how to exploit activities in lots of different ways, with minimal planning required by the teacher. Of course, I wouldn’t expect you to use every activity in the same lesson, but the ideas I shared were designed to demonstrate how you can make a single exercise lead to a much wider range of practice activities, depending on what your learners need help with. The slides are here (though they’re much more useful when presenting than referring to them later! See below the slides for a more useful link!):
All of the ideas in the webinar were originally designed for a face-to-face classroom, but most of them can be used as is or with only minimal adaptations in an online classroom. They were originally shared on my blog in the post One activity, multiple tasks, based on a task from ELT Playbook 1. ELTPB 1 is a book of short tasks for teachers to help them reflect on their teaching.
ELT Playbook Teacher Training is also available, both at prices designed to fit a teacher’s pocket!
During the webinar, I mentioned Sarah Mercer’s CAN DO for improving engagement:
Competence (mindsets and self-determination)
Autonomy (give choices, learning strategies)
Network (of relationships: T-S, S-S)
Do (action to beat boredom)
Oh! (grab and keep their attention)
(from Sarah Mercer, IH Barcelona conference, 7th February 2020)
You can find out more by watching her webinar, the foundations of engagement: a positive classroom culture. She has recently published a book with Zoltan Dörnyei called Engaging Language Learners in Contemporary Classrooms (Amazon affiliate link). I haven’t read it yet, but I have no doubt it’s full of useful advice!
If you’d like more ideas to make your planning easier, 101 things to do with a coursebook page (all of which take less than 5 minutes to prepare!) covers a whole range of different ways to adapt coursebook activities. Why should they care? has lost of ideas for helping students engage with the materials or activities you are using.
My ebook, Richer Speaking, costs less than $1, and contains 16 ways to adapt speaking activities to help students get more out of them. You can find four of the ideas for free in this post.
If you’d like ideas specific to teaching online, particularly using Zoom, then try ideas for adapting group lessons to working on Zoom. Some of these may take a little longer to prepare, but I’m a firm believer in teachers doing less work and students doing more!
Let me know which ideas you’ve tried out and how they go with your classes.
Enjoy 🙂
Good Omens by Terry Pratchett and Neil Gaiman is probably my favourite book, and one of very few I’ve read multiple times. This is how Wikipedia summarises it:
Good Omens: The Nice and Accurate Prophecies of Agnes Nutter, Witch (1990) is a World Fantasy Award-nominated novel, written as a collaboration between the English authors Terry Pratchett and Neil Gaiman. The book is a comedy about the birth of the son of Satan, and the coming of the End Times. There are attempts by the angel Aziraphale and the demon Crowley to sabotage the coming of the end times, having grown accustomed to their comfortable surroundings in England. One subplot features a mixup at the small country hospital on the day of birth and the growth of the Antichrist, Adam, who grows up with the wrong family, in the wrong country village. Another subplot concerns the summoning of the Four Horsemen of the Apocalypse, each a big personality in their own right.
In preparation for the upcoming series, which I am incredibly excited about, I’ve been re-reading it for the fourth or fifth time. In the process came across a short excerpt which can stand alone and decided it would make a good lesson for my Proficiency/C2 students. I think it could work for C1 students too.
We used it over two 90-minute lessons, but it’s very flexible so you can make it longer or shorter as you choose – it depends on how into the tasks the students get!
If you teach a 121 student, you may choose not to read the extract yourself beforehand, and go through the lesson making predictions, producing your own version of the text and reading it for the first time at the same time as your student. I promise there’s nothing offensive there! 🙂 A couple of teachers from our school who had never read Good Omens themselves used this plan successfully with their 121 students in this way.
I only had three students out of a possible six, so my pair and share activity didn’t work when they wrote their own texts. They were surprised that the text they produced had the same broad strokes as the excerpt.
Although we used two lessons, we didn’t have time to go back to the writing and upgrade it, which would have been valuable. I felt like adding a third lesson to do this would have been dragging it out too much though.
Students were engaged in mining the text, and said they would like to try this with other texts in the future. We looked at the language of officialdom and how it was used to create humour in this excerpt.
One student had already read Good Omens before I introduced it, and went back and re-read it in Polish between the two lessons 🙂 [Here’s an Amazon affiliate link if you want to get your own copy.]
This is very much NOT an exhaustive list of examples of language that could be taken from the excerpt. Any of these could be used by students to create new texts as a follow-up (for example a description of a crazy car journey), or could be used as a language focus if you want something more targeted than the word cloud from slide 2.
This is a task-based lesson, with the focus on meaning early in the lesson. For the initial task, students have to use their own linguistic resources to come up with an episode in a story, and they are free to go in whatever direction they choose. They have the scaffolding of the pictures and the word cloud, but are not required to use any particular language point. Sharing their texts is the report phase, and they then see a model which they can mine for language. This language can then be incorporated into their own work – it is student-led, with them choosing the language they focus on, rather than following the teacher’s agenda of what ‘should’ be learnt next. This task repetition and upgrade stage is where a lot of the learning will happen, as students experiment with the language. There is then another report phase, with reflection on language use in general (writer choices), not just the specific language used in this lesson.
The language I’ve pulled out above reflects principles of the lexical approach (I hope!), working with longer chunks of language rather than isolated words. Collocations can be explored, as well as areas like features of spoken language. This can help students to move away from a focus on single words and verb tenses plus other structures typically appearing as part of a course book syllabus, which they often still have even at proficiency level.
Teaching students how to mine a text in this way can also be useful for their own self-study, thus developing learner autonomy. Techniques like this can be challenging for students to incorporate into their own learning without being shown how to do it the first couple of times.
I’ve previously shared materials connected to the first chapter of The Hitchhiker’s Guide to the Galaxy and the first chapter of Harry Potter and the Philosopher’s Stone.
Saturday 21st April 2018 was the annual teacher training day at our sister school, International House Torun. I attended sessions by Lisko MacMillan, Matthew Siegal, Rachel Hunter and John Hughes, and presented on Making the most of blogs. Here are few of the things I got out of the day:
All in all, this was a great local conference, and I walked away with loads of ideas for my classes. Thanks to Glenn Standish and IH Torun for organising it!
In lessons I have observed, it is often a little step that is missing that could make a real difference to the students’ engagement in a particular activity. By asking yourself ‘Why should they care?’ at every stage of the planning process, it’s easy to make little tweaks that could help students to get more involved.*
Do you recognise any of these situations?
You ask students to discuss a question like this in pairs:
Tell your partner what you did at the weekend.
They each monologue for about 30 seconds, and the whole activity peters out after less than two minutes. Neither student really listened to their partner, and apart from saying a few words in English, they haven’t really got anything out of the activity.
Here are a few little tweaks that might avoid this situation.
If you want more ideas for how to adapt speaking activities, I’ve got a whole e-book of them!
You ask your students to write a blog post about a place they want to visit. Some of them write a paragraph, others write a whole page.
There is a three-minute audio recording about straw bales in the course book your school requires you to use. 30 seconds in, the students are clearly incredibly bored, and starting to fidget.
There’s an article about gender pay gaps in the news, which you think is an important issue and should be discussed with your students. Some students have previously said they would like to read ‘real’ things in class, but in the lesson the students just aren’t interested in the article, and you end up moving on to something else after a few minutes.
You’ve recently taught students how to use the passive in news articles. In a follow-up piece of writing, there is no evidence of passives at all.
You introduced a range of words connected to clothes in your last lesson, like ‘button’, ‘zip’, ‘sleeve’. During a revision activity at the beginning of this lesson, the students need a lot of prompting and they can’t really remember any of them accurately.
All of the vocabulary tips can be connected to the idea of ‘hooks’. This is a metaphor I use to describe how you remember new information. The more hooks you hang something on, the more likely it is to stay where you put it. When you think about learning new vocabulary (or grammar for that matter), you need to give the students as many hooks as possible to ‘hang’ the new vocabulary from and keep it in their heads.
When you ask students to repeat sentences after you as part of a drill, they sound really bored and/or refuse to do it.
*I recognise that a lot of the tweaks I’ve suggested above may more appropriately answer the question ‘What can I do about it?’, but I find the phrasing ‘Why should they care?’ adds a bit more impact when I’m asking my teachers!
Have you tried any of these tweaks? What other little tweaks do you use to encourage students to care more about activities in class?
P.S. This blogpost has been in the back of my mind for a while now, and reading this post about lead ins by CELTA train is what made me actually write it today 🙂
This was a post I’d been meaning to write for a long time! Since doing the Delta exam a few years ago, I’ve been experimenting with different ways to mark writing. To find out what the current results of this experiment are, take a look at my latest post for TeachingEnglish British Council, describing how I give feedback on short pieces of writing of up to 300 words. How do you approach marking?
Tuesday evening. 7:15pm. I walk out of the cover lesson I’ve just completed, working with a lovely group of pre-intermediate teens. Running through my head: right, I need to take the key downstairs, pick up my stuff, and pop into the supermarket on the way home. Followed almost immediately by: [Four-letter word], I forgot to find cover for the last lesson! That’s my evening out the window! Cue 10 minutes of running around trying to work out where to get some food from to get me through the rest of the evening (thanks Shannon and Emma!), telling people how stupid I am, and canvassing for ideas for an unplanned cover lesson with low elementary adults I haven’t met before.
As (nearly) always with these things, the lesson itself was absolutely fine. Two students came, one of whom had forgotten to do his homework. The first 45 minutes were spent working on pronunciation of comparatives from the homework, and with them testing each other, plus practice of very large numbers. For the other half of the lesson, I gave them the choice of unplanned functional language (the next spread in the book), unplanned superlatives (the spread after), or revision (which they’d also had, along with a test, in the previous lesson). They went for revision, and this is the activity which I came up with, based loosely on collaborative profiles, an idea suggested by my colleague Sam just before the lesson (thanks!) I joined in to, so see if you can work out which drawings were mine!
As the paper was passed on, I encouraged the students to read what others had written and link their texts if they wanted to. I also corrected texts as part of my turn, because it was obviously a bit easier for me to write! The students asked me questions about what they were writing, and about my corrections. There was also negotiation in English as we tried to work out what other people had drawn. Obviously with only two students, it wasn’t that hard, so you might have to think about how/if you want to correct/join in if you’re using the activity with a bigger group. To round it off, we all read all three stories quickly and decided which person we would like to be friends with and why.
In about 30 minutes, these elementary students produced about 100 words of English, and practised:
We had an empty box as we ran out of time, but I think I probably would have done something with future plans, like plans for the next weekend, though I don’t think they’d got to that in their book. Alternatively, drawing their family, their job, their favourite clothes…lots of options!
I’m pretty sure it could be adapted for a wide range of other language. I’d be interested to hear what you decide to do with it.
I’ve just got access to a short video made for the Teaching English British Council facebook page at IATEFL Manchester 2015 which I’d completely forgotten about! In it, I describe a method you can use to encourage students to notice mistakes they make in writing and try to reduce them. Unfortunately I can’t embed the video here, but I can give you the link to watch it. I’m not sure if you need to be logged in to facebook to see it, and I don’t know how to get around it if you don’t have a facebook account – sorry!
You can see examples of how I used this kind of error categorisation in my own Russian learning in the ‘Writing’ section of the post How I’m learning Russian (part 2).
Have you tried anything similar?
Today I had the pleasure of taking parting in the IH Bydgoszcz Cambridge methodology day. I presented a range of activities to help teachers prepare students for the Cambridge First and Cambridge Advanced writing exams.
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.
Potato talks was taken from Thinking in the EFL Class
FCE essay to put in order (via Pavla Milerski):
For more on linking words of contrast, please see my Contrast Linkers post.
Telescopic Text is a way to get your students to play with language and experiment with writing longer stretches of text. Here’s the example I shared.
The other links I shared were my Useful FCE websites page, flo-joe, Cambridge Write and Improve and my student’s guide to Quizlet, including the link to my B2/FCE Quizlet group. While the last link may not seem so connected to writing, a) it’s amazing, and b) it’s great for practising spelling as well as expanding the range of vocabulary students know.
I’d like to thank David Petrie and Pavla Milerski for activities which they allowed me to incorporate into the presentation, and Anna Ermolenko and Tim Julian for other ideas which didn’t make it in in the end. If you’d like more ideas, you can watch David’s webinar on writing skills for exam practice. Being connected to a network of such helpful teachers is so useful. Thank you!
I’ve recently been sorting out some of the files on my computer and came across a worksheet I created for low-level students to help them practise punctuation within a basic conversation. I thought I’d share it with you as I’m sure there’s somebody who’ll find it useful.
The sheet uses ELTpics by Kevin Stein and Laura Phelps. Kevin, I just realised that I said you lived in South Korea – obviously I wasn’t quite so aware then, and was just keen to use one of my all-time favourite ELTpics! Sorry 🙂
There are no contractions in there, but you might want to encourage the students to add them, maybe as a second stage after they done the un-jumbling task. There are also no exclamation marks, as I originally designed it for beginner Arabic and Chinese speakers and I thought that would be a bit too much for them to deal with. I’ve included them in brackets in the answers below.
[I believe you need a free SlideShare account to be able to download the worksheet]
Here are the answers:
A: Good morning. (!)
B: Hello. What is your name? (!) (What’s)
A: My name is Kevin. And you? (name’s)
B: I am Laura. Where are you from? (I’m)
A: I am from America. I live in South Korea. What about you? (I’m)
B: I am from the UK. What do you do? (I’m)
A: I am a teacher. What do you do? (I’m)
B: I am a teacher too. I love my job. (I’m) (!)
A: Me too. (!)
If you’ve created materials using ELTpics, why not share them with us (I’m one of the curators)? If you need inspiration, take a look at the ELTpics blog and start exploring the collection, which now has over 25,000 images!
In this presentation I spoke about writing journals with students in a variety of different contexts, including both monolingual and multilingual classrooms. I also talked about my own experience of using a journlal for my Russian learning.
I find journal writing to be a very rewarding process for the students, and I learnt a lot from going through the process myself, including improving my spelling, increasing my vocabulary, and learning more about my teacher. As a teacher, reading my students’ journals was a great way to learn more about them, including their needs as language learners. I’d highly recommend trying it out.
Here are the slides, including information about what exactly I mean by journal writing and tips on how to set it up. All of the links in the slides are clickable.
There is no commentary on the slides as there is a recorded version of the same talk available from the TOBELTA online conference from August 2014, which you watch via this link or below:
Anyone following my blog will know that CELTA took over my life in August last year (2014), and will continue to dominate until the same time this year (2015). I’ve been building this list in my head for a while, and it’s finally time to get it onto the blog.
It’s arranged into categories, with subtitles and topics in bold to help you navigate. There’s a lot here, so just use the bits you need as you need them rather than trying to look at all of them – if not, you’ll end up being overwhelmed!
A quick way to find what you need it to press CTRL + F (CMD + F on a Mac) and type a key word connected to what you’re struggling with, like ‘TTT’, ‘instructions’ or ‘writing’ – this will take you straight to the relevant section.
The links on this page have been updated in March 2024 by Phil Longwell (thanks Phil!). Please let me know if any of the links are broken so I can update them, and feel free to add suggestions to the comments. I add links to the page regularly as I write/find more posts, so do keep coming back!
CELTA is a very intensive experience, and it’s important to know what you’re getting yourself into. Take a look at these to give you an idea of what to expect.
Ahmad Zaytoun has created an infographic that gives you the basics of what CELTA involves. Gabriela Froes shares 5 things she wishes she’d known about CELTA before she started, including tips for those with previous teaching experience considering whether to take the course.
ELT Concourse has a fantastic list of questions to ask CELTA centres when you’re deciding where to do your course. They also have a candidate’s guide to the course and a pre-course preparation programme. Those are just a drop in the ocean of all of their detailed CELTA resources.
CELT Athens have some tips to help you prepare for the CELTA pre-course interview.
Cambridge English has a 30-minute webinar called The Ultimate Guide to CELTA which details different types of CELTA and tells you what to expect from the course. (Thanks to Viacheslav Kushnir for telling me about this)
IH London have some helpful tips for trainees. Nicky Salmon tells you How to survive a CELTA course, with tips from trainers and past trainees.
Seth Newsome wrote about his experience on the course, reflecting on the positives and negatives, with links to other posts he wrote about the process of doing the CELTA if you’d like a bit more depth. Tesal described the challenges of the course and what he got out of it. Rachel Daw wrote a week by week diary of her course, showing you what it’s like in depth: one MTW TF, two, three, four. Vincent Sdrigotti, an experienced teacher of French origin, wrote about the ups and downs of the whole 4-week course as well as the preparation he did before it started. Here’s one quick quote from that post:
Is the CELTA worth it? As a course and as an experience I would have to give a resounding YES!!!
Although the old interviews on Adi Rajan’s blog were called ‘Life after CELTA’, they give you a great idea of what different professionals at various stages of their careers got out of the CELTA course and why it was worth doing, even if they already had a PhD in one example! My favourite quote is from Vaidehi Kenia:
What running 5 miles daily for a month will do to your physique, the CELTA will do for your mind.
Since March 2020, fully online CELTAs have been possible. Two trainees from the first online CELTA I tutored on shared their experience and tips of their full-time four-week course: Yawen Jin and Nadia Ghauri. Trainees from a part-time fully online course run from Cork, Ireland share their experience and tips, and there are specific testimonials from Yuhi Fujioka, and from Philip Ryan, whose course was forced to move online half-way through when lockdown arrived. Joanna (who got a Pass A on an online course) asks whether you can be a good teacher after a CELTA 100% online course.
If you’re still not sure whether to do the course or not, Chia Suan Chong, a certified CELTA trainer, describes (2016) 10 things she likes about the CELTA, all of which I agree with. If you’re a more experienced teacher, you might be interested in Jason Anderson’s research on how trainees who came to the course with experience feel like they benefitted from CELTA.
Adam Simpson recommends 10 books to read before you start your CELTA [updated link]. While you’re unlikely to get through all of them (due to the expense if nothing else!) I’d definitely recommend getting copies of either 1 or 2, plus 3, and possibly also 6. Another book that you might find useful is the Ultimate Guide to CELTA by Amanda Momeni and Emma Jones which is available as an ebook (thanks for recommending this Helen Strong).
Martin Sketchley tells you how to prepare for the CELTA in 9 easy steps, with advice about choosing a centre, things to do before the course and advice about working with your peers.
It’s particularly important to build your language awareness as much as possible before the course. Jo Gakonga at ELT-Training has a pre-CELTA grammar webinar (30 minutes), as well as a comprehensive grammar for language teachers course on her site.
If you’d like to do a course before your course, you could invest a little money in the ELT Campus Complete CELTA Preparation Bundle, online training in key ideas, teaching methods and concepts, as well as a grammar refresher. Or you might find these two free courses useful from ELT-Training: Applying for CELTA and the CELTA Toolkit (including 50+ videos and resources on CELTA terminology, classroom management, lesson planning, teaching methods, concept checking, teaching grammar, vocabulary, phonology, receptive and productive skills, and guidance with all four CELTA assignments).
Jeff Mohamed’s grammar development course is recommended by some centres (for a very light version of this, Rachel Daw talks about 10 things she learnt from it when preparing for her CELTA). If you’re not sure about parts of speech in English (e.g. verbs, nouns etc), Pass the CELTA have an introduction to them. ELT concourse has a pretty comprehensive set of guides to various aspects of English grammar.
Another area that people often find overwhelming is the amount of terminology thrown at them. ELT Concourse helps you out by introducing some of it. I’ve put together a Quizlet class with most of the terminology you might come across (though remember the same thing might have different names in different places!) If you’ve never used Quizlet, here’s an introduction to it.
If you’d like to do a course before your course, you could invest a little money in the ELT Campus Complete CELTA Preparation Bundle, online training in key ideas, teaching methods and concepts, as well as a grammar refresher.
Brushing up on your technology skills could also help you out. You’re going to spend a lot of time in front of a computer, and every timesaver you can learn will make a difference. Regardless of how confident a Word user you are, it’s worth checking out my friend Liz Broomfield’s very clear posts about making the most of Word. She uses Word for Windows. If you have a Mac and can’t work it out, Google it first, then ask me and I’ll try to help – I have Microsoft Office 2008 for Mac.
If you’re planning to make flashcards, the quickest and easiest way is with Powerpoint rather than Word. Here’s are two beginner’s guides: a 17-minute video or a more in-depth pdf. One useful trick is printing handouts with 6 slides per page.
Keyboard shortcuts save a lot of time in the long run. These are 100 for Windows and some for Mac too. If you’ve got a long time before your CELTA, working on your touch typing will help you now and later. On a side note, set up a filing system on your computer and start naming files with lots of detail in the file name so you can find things easily in the future. “Document 1.docx” won’t help you, but “Personality adjectives and definitions NEF Pre-Int SB p6 and SB p145 U1B.docx” will. I always try to include the book, chapter and page numbers so I can use the search function to find things again quickly in the future.
Since the COVID-19 pandemic started in March 2020, teachers increasingly need to know how to teach online, particularly using Zoom. I have a post with Ideas for teaching group lessons on Zoom which provides a starting point of activities (most are not Zoom-specific and would work on other platforms). If you’ve never used Zoom before, you may want to buy a (very affordable!) copy of Teaching with Zoom: A Guide for Complete Beginners by Keith Folse (Amazon/Smashwords affiliate links). ELT Campus have a set of webinars showing how to teach English online. Sara Katsonis describes her experience of being a CELTA trainee when the course had to move from face-to-face to fully online – she got a Pass A despite (or maybe because of?) the challenges.
Finally, for those of you thinking about trying to get a Pass A (the highest grade, which 3-5% of trainees get – I got a Pass B), here’s Pete Clements with what he did to get his Pass A, and a report from someone else who got one, along with the following very important advice which I completely agree with:
If you set up your goal as “I’m gonna gits me an A!” then, well, it’s a worthy goal and all, but you’ll probably give yourself an ulcer, and stress so much about whether you’re doing enough or doing well enough that your freaky-outy stress will cause you to lose focus and actually do worse. Don’t look for a magic bullet or secret formula – there is none, and trying to guess at the magical combination of factors that leads to an A will just cause you to get even more freaky-outy. Always remember that it’s not a competition, so if you see someone who seems to be doing better than you, hey, you’re in it for four weeks with that person and you are quite possibly friendly with them – you are not in a race. There is not just one gold medal. Their good work does not mean you’ll get edged out for the one top spot, because there is no “one” top spot.
By the way, when I did my CELTA, one of my fellow trainees got a Pass A with no prior teaching experience, so it is possible! However, in the courses I’ve tutored on so far, I’ve yet to see an A candidate. Update (May 2017): I’ve seen a couple of A candidates now, and they’ve been very hard-working, and followed all of these tips from Ricardo Barros, among many other things!
How to approach lesson planning: I wrote this post to help you manage your time when planning on CELTA and try to avoid the ‘But finding the materials and making them look pretty is so much more fun than filling in all those tedious forms’ trap. The Cambridge CELTA blog offers an alternative way to manage the planning process (updated link), while they have an ultimate guide (dated 2018) here, too.
Nicky Salmon, a CELTA trainer, tells you how to write CELTA lesson plans to make the documents as useful as possible for you and your trainer, so that you’re ready to give your students the best possible lesson.
The ELT Concourse guide to lesson planning covers aims, procedure, staging and a useful checklist of things to consider when planning. They also show examples of present-practice-produce and test-teach-test lessons, along with a guide to helping you decide between these two possible ways of staging a lesson (there are many more!). Pete at ELT Planning lists lots of different ways of staging your lessons (though only the names) and explains why it’s been important to him in his post-CELTA career. Later he put together a post with a breakdown of how to stage different lessons, covering most (all?) of the main types of lessons you may teach on CELTA, both language and skills. He’s also got 12 tips for writing lesson plans, not all of which apply to CELTA-level courses, but which are still useful. John Hughes suggests a before/while/after you watch approach to video lessons, most of which works for reading or listening.
Timing your elementary classes is a post I wrote in response to questions from my trainees about how to allocate timing when planning – it actually works for any level really, not just elementary. Jonny Ingham also has a guide to timing your lessons, as does CELTA Train.
Jo Gakonka at ELT-Training has an introductory webinar and free sample (7 minutes) of her course lesson planning made easy covering aims, procedure, language analysis, lesson frameworks, planning from a course book and more.
When writing aims, it can be useful to consider how SMART they are, as this will help you to know when and if you’ve achieved them – Andriy Ruzhynskiy shows you how to do this in a 10-minute webinar.
It’s important to provide a clear context for any lesson, whether it’s language or skills. Barbara Sakamoto explains why. ELT Concourse gives an example of context in action.
If you decide to create your own materials for your lesson, here are a few tips from the Oxford University Press blog.
The generally very useful CELTA Train blog has tips on considering anticipated problems and coming up with appropriate solutions [updated link], including examples for the most common areas.
For more depth, Mike Cattlin, an experienced CELTA and Delta trainer has written an e-book called The Art of Lesson Planning.
Finally, if you’re getting stressed before your lesson, the Cambridge CELTA blog has some great tips on overcoming observation anxiety.
Standing at the front of a classroom can be a scary prospect. If teacher presence is a problem for you, the Times Educational Supplement can help you get the students’ attention. I’ve written a post with tips on getting and maintaining student attention. These tips from Fernando Guarany could also help improve your confidence as a teacher (if signed into the British Council site), as will Emma Johnston’s 15-minute webinar on confidence building for teachers.
Other people have the opposite problem and talk way too much. Jo Gakonga has a webinar on teacher talk and language grading (12 minutes). Edward Evans has a 10-minute webinar about giving efficient instructions, including how to check them, as does Jo: giving clear instructions (13 minutes). She also has one on setting up and running activities (12 minutes), part of a series of videos on classroom management in the free CELTA toolkit from ELT-Training. Joe O’Hagen has a 10-minute webinar offering suggestions for providing feedback, particularly on speaking and writing activities, and Jo also has an 8 minute webinar Giving feedback on activities.
Elly Setterfield tells you how, when and how not to grade your language. Here are some ways to become aware of excessive TTT (teacher talking time) in an ELTchat transcript and summary from June 2018, including ways of making your lessons more student-centred. Here are other tips on getting the TTT/STT (student talking time) balance right. Finally, this is what the students hear when you speak too much/unnecessarily in class.
Both of these will affect your ability to build rapport with students. Chris Ożóg offers more tips on how to increase your rapport in a 10-minute webinar. Cecilia Nobre offers useful tips on how to build rapport when you’re not John Keating from Dead Poet’s Society (though he does many of those things too!)
Jonny Ingham‘s Back to Basics series includes a guide to getting instructions right. You might want to follow them up with instruction checking questions (ICQs) if there’s a potential for confusion, or one of these alternatives from Ben Naismith. If you’re not sure when to ask ICQs or which ones to use, CELTA Train can help you. Edward Evans has a 10-minute webinar about giving efficient instructions, including how to check them. Marc Helgesen has lots of tips for setting up activities effectively and Chia Suan Chong has 10 questions you can ask yourself to improve your activity set-up. I have a post about how to break an activity down into smaller stages. Here is a 3-minute video of instructions for making a mini book by Jane-Maria Harding da Rosa – it’s designed for young learners, but the way she does it would demonstrates clear instructions that would work with adults too with only minor modifications. ELT Notebook summarises the whole instruction-giving process in a set of simple tips.
It’s important to remember the students’ names as quickly as possible. Adam Simpson has some advice for CELTA in some updated links on the Teacher Development SIG site here. Celeste Lalonde has some creative ways of putting them into new pairs and groups (though don’t spend hours planning this!). Pete at ELT Planning reflects on the relative merits of different ways of organising the classroom.
Laura Patsko offers some general tips for a clear and useful whiteboard in the final section of her Whiteboard Wizardry blogpost. Peter at ELT Planning has a comprehensive guide to using the whiteboard with some very clear illustrations, including for classroom management.
Rachael Roberts explains how and why to monitor and provide feedback, and here are my tips on the same topic. Pass the CELTA shows how to monitor each kind of activity (reading, speaking etc) and some common problems trainees have. Karen McIntyre describes the many purposes of monitoring in a 10-minute webinar. Amanda Gamble offers many alternatives to the teacher eliciting the answers in open class at the feedback stages of lessons. ELT Concourse encourages you to consider how you’d give feedback in 6 different situations. Joe O’Hagen has a 10-minute webinar offering suggestions for providing feedback, particularly on speaking and writing activities.
Fergus Fadden has a webinar on teaching reading skills (7 minutes). You can also watch Fergus in action teaching reading to an elementary class (22 minutes). Jo Gakonga at ELT-Training has a webinar on exploiting reading texts. (35 minutes). She also has a YouTube video showing how to set up a jigsaw reading activity and avoid the pitfalls (8 minutes).
Fergus Fadden also has a webinar on teaching listening skills (9 minutes). Marek Kiczkowiak’ has 15 tips for planning a listening lesson. Number 13 is particularly important! Martin Sketchley, a.k.a. ‘Seoul Foreigner’ on YouTube has many videos for engaging students, including listening.
Jo Gakonga has webinars on:
Zarina Subhan tells you why sometimes students don’t say much and what you can do about it, helping you to increase STT. CELTA train have created an infographic to help you decide how to respond to errors during speaking activities.
I have a step-by-step guide to setting up an information gap, a speaking activity in which each student only has part of what they need to complete the task and they need to speak to others to complete the information.
Peter Viney wrote a 2009 post about maximising student talk time, while EFL Cafe has a recent post about doing this.
Jo Gakonga has a video webinar on Giving feedback on writing (34 minutes).
Jo Gakonga has a webinar on analysing language and anticipating problems (21 minutes). She also has a webinar introducing you to PPP, TTT and TBL – three different ways of presenting language, whether grammar, vocabulary or functions (35 minutes). It will tell you what the abbreviations mean!
Fergus Fadden has a 7-minute one on language analysis. Pete at ELT Planning shows an in-depth example of analysis of a grammar item and a vocabulary one, plus general tips on how to analyse language. Alexandre Makarios explains why language analysis is important, gives an example of a poor one with tutor comments and offers tips to help you with yours.
CELTA train describes ‘Presentation via a situation‘ a.k.a. situational presentations, and includes an example of one designed to introduce ‘used to’.
Jonny Ingham‘s Back to Basics series includes a guide to concept checking both grammar and vocabulary, as well as examples of clines. Marek Kiczkowiak offers seven ways of checking understanding without asking ‘Do you understand?’ and gives you 10 situations to test whether you can chose the most appropriate way to do this. ELT Concourse also looks at questioning in the classroom, and gives more ways to avoid questions like ‘OK?’ and ‘Is that clear?’ Concept Check Questions (CCQs) are the bane of many CELTees lives. Teaching English (British Council) has a similar post on CCQs and checking understanding. Fergus Fadden has a webinar explaining how to create and use them (13 minutes). I’ve written a guide to creating CCQs, as has Stephen Tarbuck in the IH Journal.
Another common problem is how to elicit language from the students and Damian Williams has some answers. Pass the CELTA has a step-by-step guide to eliciting including lots of examples of what you can elicit and tips on what not to do. Jonny Ingham shows you to how to elicit vocabulary when pre-teaching in a reading/listening lesson.
Anthony Gaughan has an 8-minute audio podcast for CELTA trainees on what makes good controlled practice and how to make sure students really understand. CELTA train talks about how to make sure practice activities have a real communicative purpose, and includes a few examples that could help you.
Jonny Ingham‘s Back to Basics series includes an introduction to timelines, including some beautiful examples which I’m very jealous of. Joanna Malefaki also has examples of timelines and CCQs. Marek Kiczkowiak offers tips for producing effective timelines. Gareth Rees shows some of the possible conventions of timelines (i.e. what the symbols mean). Anthony Gaughan demonstrates how to teach form without terminology.
Again, Jo Gakonga has webinars on:
Also don’t forget the chapter on grammar in Jo’s free CELTA toolkit at ELT-Training as well as the comprehensive grammar for language teachers course on her site.
Adam Simpson can help on lots of aspects of CELTA, including vocabulary and lexis. There are a series of posts here on the Teacher Development SIG website. Marek Kiczkowiak suggests ways to clarify the meaning of new vocabulary.
Jo Gakonga has a series of videos on teaching vocabulary in the free CELTA toolkit at ELT-Training (Anatomy of a word, Ideas for teaching vocabulary, Exploiting text for lexis, Digital tools for teaching vocabulary, Concept checking for vocabulary).
ELT Concourse have a step-by-step guide to understanding and teaching functions, complete with lots of examples. If you’re still not sure what a functions lesson looks like or is for, this 5-minute example from a real classroom based on students renting an apartment should give you a better idea, as will this full step-by-step lesson from Pete Clements. Languages International have a pdf document you can work through to find out what functions are and how to teach them (go to unit 4i).
Adrian Underhill explains how the phonemic chart (which he put together) works in this one-hour introduction on YouTube, full of great techniques for introducing the sounds to your students. He also has a very useful blog breaking down the sounds and showing you how to find them in your mouth, and how to teach them to your students. For a shorter introduction to the same chart, try Jo Gakonga‘s webinar: introducing the phonemic chart (37 minutes). Rachel Daw recommends books to help you familiarise yourself with the phonetic alphabet (best used before the course). ELT Concourse has a series of activities to help you feel more comfortable with transcribing pronunciation.
Use learner dictionaries to get the phonetics for individual words in American English and British English. Rachel’s English has individual videos for each sound in American English. For British English, try this old post from the BBC.
Pronunciation Bites has a collection of links to online transcription tools, along with reviews for each. It also tells you how to download IPA (International Phonetic Alphabet) scripts onto your computer, and how to use them. Don’t forget to put the phonetics into Lucida Sans Unicode font to make sure they’ll print on any computer (I hope!)
ELTchat was a weekly hour-long Twitter conversation which happens every Wednesday. In February 2012 there was a discussion, several years ago, about the IPA, including reflection on its usefulness and suggestions for how to exploit it.
Nicky Salmon has put together a beginner’s guide to drilling. Julie Tice has tips on making drilling more fun and varied. Lee Shutler has some ideas too, and also talks about the benefits of drilling. ELT Concourse looks at the arguments for and against drilling, then provides examples of different types of drill. CELTA train does something similar, and throws in a video as a bonus at the end. Marc Helgesen’s tips about pronunciation, drilling and task repetition are in the second half of this post about classroom management.
Drilling is not a very fashionable technique in language teaching these days, but it’s still really useful. Jo Gakonga has a 2022 webinar on drilling when teaching beginners (15 minutes) and this older one on the same topic. She several videos on connected speech in the Phonology chapter of her CELTA toolkit. (Weak forms, Word stress, Sentence stress, Intonation).
Jo Gakonga has webinars on
Jo also has a number of videos on the use of different resources in the CELTA toolkit (Using stories for language learning, Using songs, Using dictation, Warmers and Fillers ).
Cuisenaire rods are a useful tool for a whole range of activities. John Hughes has a video showing how they can be used, and Ceri Jones and I wrote a blogpost with lots more ideas.
Rachel Daw summarised all of the things she learnt while observing her peers and receiving feedback on TP in the first two weeks of her CELTA course in CELTA Teaching Practice: some tips (an incredibly useful post!).
Martin Sketchley offers advice on planning a lesson ahead of an observation.
Nicky Salmon offers tips on how to reflect on your teaching during CELTA courses, including examples of language you can use. As she says, reflection is a skill which takes time to learn, but is one of the most important things you can do to develop professionally.
After the course, observing lessons is a great way to continue developing. Here’s a collection of online observations to help you.
If you’re teaching young learners, try these links to start you off:
I have dedicated blogposts with links for business English teaching and doing the FCE (Cambridge First) exam (this one is for students, but should still be useful) – just one example of the many EFL exams out there. Teaching academic English is another possible avenue. Jo Gakonga has a webinar on teaching beginners, which includes tips on drilling (22 minutes).
There are four assignments on the CELTA course. I’ve divided the links by assignment. Jo Gakonga has a general library of freely-available reputable resources for all four assignments.
Jo has a webinar introducing this assignment in the CELTA toolkit at ELT-Training. (18 minutes) Remember that the rubric might be slightly different at your centre. Her tips are still useful though.
Jo has a webinar introducing this assignment in the CELTA toolkit at ELT-Training. (16 minutes) Remember that the rubric might be slightly different at your centre. Her tips are still useful though. She also has one on using authentic materials. (38 minutes)
Jo has a webinar introducing this assignment in the CELTA toolkit at ELT-Training. (12 minutes) Remember that the rubric might be slightly different at your centre. Her tips are still useful though.
See links in the Teaching language section of this post.
Jo has a webinar introducing this assignment. (12 minutes) Remember that the rubric might be slightly different at your centre. Her tips are still useful though.
The links from the After the course section of this page will also help you here.
Here’s a list of do’s and don’ts to help you survive the CELTA from Alexandra Koukoumialou and 5 secrets to success on your CELTA course from Tasha Hacker.
The main problem most people have with the CELTA is the workload. It’s not unusual for some trainees to stay up for most of the night and forget to sleep, and there are always some people who don’t hand in lesson planning documents because they ran out of time. In a 10-minute webinar, Lisa Phillips offers some tips for time management for teachers in general, but many of them apply to the CELTA course too. Remember to ask for help if you need it – you’re not bothering people, and you might find they’re in a similar situation. As for your trainers, that support is what you’re paying for!
I know I included it in the lesson planning section, but these suggestions for approaching planning are designed to make your life easier, so I think they’re worth repeating.
Don’t forget to take some time for yourself during the course. You’ll benefit from it more than you will by just pushing on through, and no matter how important the CELTA is, your health and well-being should take priority. Get enough sleep, look after yourself and take regular breaks. If you need inspiration this might help:
Here are a few of videos I send out to encourage my trainees to take a brief break – I won’t tell you what they are so it’s a lucky dip! One, Two, Three – each one is 3-4 minutes, clean, and should make you laugh!
And just in case you think you’re entering a serious profession involving a lot of work, take a look at the cynical world of EnglishDroid – he’ll burst your bubble quickly – or rather he did, because the site was deleted with no warning. This TEFLtastic post reflects upon it.
You’ve survived! Well done! Now what?
Once you’ve finished your CELTA, you’ve got all this to look forward to. But first, you need a job. Here are a few places you can look (but there are many, many more!):
To help you Jonny Ingham tells you how to write a TEFL CV, as does Chris from What they don’t teach you on the CELTA (How to write a great ESL CV), and Karenne Sylvester explains how to avoid overseas EFL teaching job scams. Gordon Scruton gives you questions for a potential employer, plus all important social questions about life outside the school. Rachel Daw talks about her experiences getting work as a newly-qualified freelance teacher and shares examples of questions she’s been asked in job interviews, as well as comparing the relative merits of working for a language school and being a freelancer. Lorraine Kennedy gives you 10 tips for ELT teacher job interviews. Adam Simpson gives you general advice about what to say and do in job interviews. You can find out about different countries and potential up- and downsides of working there using the country guides at ESL Base, though do try to get in touch with teachers yourself too – it’s worth asking any school you apply for if you can speak to one of their teachers. Once you’ve got the job, Elly Setterfield has a very useful series of posts specifically designed for new teachers, answers questions such as’What should I pack?’, ‘What if I hate it?’, and with Teaching Kids and Teaching Teens 101s. She’s also written about how non-native teachers can improve their confidence.
Isabela Villas Boas offers tips for a great beginning in a new teaching job. Richard Whiteside has 3 things to help new teachers. Lewis Waitt tells you about how to survive your first year as a teacher. Michael Walker has 5 tips for new teachers. Rebecca Cope describes what it’s really like, from the perspective of being six months into her own first year as a teacher. Elly Setterfield offers tips for planning on a daily basis, as it’ll be hard to keep up the amount of detail you had to produce during the course. Jennifer Gonzalez offers tips for starting a job mid-year. Although they’re aimed at mainstream teachers, many of the tips are relevant for those of you who have completed CELTA.
To continue the reflective cycle you started on CELTA, you could keep a reflective journal, as recommended by Dale Coulter. Another option is to write your own blog, which I’ve found really useful. However you choose to do it, Jason Renshaw explains why reflection should be a vital part of any teacher’s development (and offers another suggestion for how to keep a reflective journal). Oh, and if you want to send a few pennies my way, you could investigate ELT Playbook 1, an ebook of 30 reflective tasks designed for new teachers, written by me and only costing around 5GBP/5.50€ 🙂 If you complete all five tasks from a single section, you can earn yourself a badge to put on your CV or social media, showing potential employers and/or students that you are continuing your development after the course.
Blogs are a useful tool post-CELTA, and this post by me will tell you how to make the most of them. One of the things I enjoy about blogs is periodic challenges which bloggers start and anyone can join in with. The #youngerteacherself posts kick-started by Joanna Malefaki are a great source of advice for beginner teachers, as experienced teachers look back and offer advice to their younger selves. A couple of years before this challenge Chris Wilson wrote 10 things he wished he’d known before he started CELTA. ELTchat also had a chat called I wish I had known that when I started teaching! If you’re thrown into a classroom with a horde of children or teens, you should find these posts by Elly Setterfield very useful: Teaching Kids 101 / Teaching Teens 101.
Adam Simpson has a series of blogposts aimed at helping you develop post-CELTA:
There are lots of other online resources for professional development. Jo Gakonga has a webinars on continuing professional development on the web (37 minutes) and using Twitter for professional development (25 minutes). I’ve put together various guides to help you get into online professional development, including Twitter, webinars and facebook for professional development and a webinar called 10 blogs in 10 minutes. All of the names linked to in this blogpost will take you to Twitter pages if you’d like a few people to follow to start you off, as well as me of course! 🙂
The best resource on Twitter is ELTchat, a weekly one-hour chat on topics chosen by participants. Summaries of chats going back to 2010 can be found in the Summaries index on the website and cover pretty much every topic you could possibly imagine related to ELT teaching – if it’s not there, you can suggest it for a future chat.
International House offer a range of paid courses to extend your knowledge in a variety of areas, including language awareness (IH LAC), business English teaching (IH BET), teaching young learners and teens (IHCYLT) and teaching online (IH COLT). They are offered online, face-to-face at some schools, and in the case of the IHCYLT, blended. You get a discount if you work for IH, and some schools will pay for your course completely if you work for them for a particular period of time. Adi Rajan has also put together a list of post-CELTA qualifications; although aimed at teachers in India, it’s relevant worldwide. ELT Campus also runs courses online, such as this one for teaching English to Young Learners.
You can join a teaching association to get support. Ask around and you might find one in the city or country you’re working in, like ELTABB in Berlin. You could also join IATEFL (UK-based) or TESOL (US-based), international organisations which also have lists on their sites of country-based affiliates, like BELTA in Belgium or TESOL France (both of these websites also have lots of other resources). Here are some of the benefits of joining a teaching association.
Cambridge English Teacher and the International Teacher Development Institute are online communities with forums, webinars and courses you can follow. CET is paid, but you can get benefits like cheaper subscriptions to journals with your membership. iTDi contains lots of free content, and a couple of more extended paid courses.
Conferences are a great source of ideas. Both IATEFL and TESOL hold multi-day conferences each year, and although the IATEFL conference is the highlight of my year (!), they can be quite expensive. IATEFL streams some sessions from the conference, and these are available to watch after the event (for example Harrogate 2014). One- or two-day local conferences can provide lots of inspiration. There are also online conferences and webinars provided for free. David Harbinson has a long list of sources for webinars to start you off.
There are various journals and magazines dedicated to ELT, full of articles from around the world with lots of great ideas and issues to think about. The IH Journal is available free online. Most teaching associations have their own newsletter or journal. Other magazines include English Teaching Professional and Modern English Teacher, both of which are subscription only – you can choose whether to get them online or as a hard copy.
If this list isn’t enough for you:
(Just so you don’t feel left out!)
I wrote a weekly diary of a CELTA course I tutored on in Chiang Mai, with reflections on the day-to-day experience of being a tutor: week one, week two, week three, week four. I’ve also talked about integrating technology into CELTA.
Jo Gakonga has a webinar on ‘flipping’ CELTA input sessions. (22 minutes) She also has a wide range of resources for trainers on the ELT-training website, including lots of ideas for feedback.
Matt Noble regularly posts reflections on being a trainer on his Newbie CELTA Trainer blog, as does Ricardo Barros on his. Anthony Gaughan talks about a completely different way of doing CELTA on his Teacher Training Unplugged blog. He has also written an incredibly useful step-by-step guide explaining the process of becoming a CELTA trainer: part 1, part 2, part 3, part 4.
John Hughes offers various ways of approaching lesson feedback. Felicity Pyatt joins the TEFL Training Institute podcast for an episode to discuss what to do when a trainee fails, which also includes tips for trainees on how to deal with the fact that they have failed an element of a training course.
If you’d like to work on your own skills as a trainer, you might want to get yourself a copy of ELT Playbook Teacher Training, my book of 30 reflective tasks in 6 categories, as you can see below (Amazon/Smashwords affiliate links).
In March 2020, the COVID-19 pandemic meant lots of things changed, including the sudden need for provision of fully online CELTAs. Brendan O Sé from University College Cork, Ireland, blogged about running their first fully online CELTA. James Egerton talks about how IH Rome Manzoni took their CELTA course online and offers tips for other centres doing the same. Angelos Bollas has a demo lesson with upper intermediate students on Zoom which you might want to use to show trainees how it works from a teacher’s perspective:
Ruth Lavina shares 10 things she learnt on her CELTA, covering a whole range of categories above. I particularly like number 7, because trainees often forget it!
As I said at the start, please let me know if any of the links are broken so I can update them, and feel free to add suggestions to the comments. I hope these links are useful!
Today I had the pleasure of presenting a Live Online Workshop for International House teachers around the world.
The topic was the use of images in the classroom, including an introduction to ELTpics. This was the abstract:
Picture this: ELTpics and images in the classroom
Images are the language of the 21st century. How can we exploit them to maximise our students’ language production? This webinar will introduce you to ELTpics, a collection of nearly 25,000 images shared by teachers and other members of the ELT profession and available for you to use in the classroom. Learn how to make the most of the collection with activities to use the ELTpics images, those in your coursebooks and those your learners bring with them every day.
You can watch a recording of the session, which will take you 56 minutes:
Almost all of the activities were taken from the blogs of various wonderful people, as well as the ELTpics blog. Here are the links:
Information about how to credit ELTpics images can be found on the attribution page of the ELTpics website.
I also shared two mosaic makers. On BigHugeLabs, you can use the Flickr links or images which you have on your computer. For Fotor you need to have the images on your computer first. I think the Fotor mosaics look nicer, and you have more options for layouts on them, but you can include more images in a BigHugeLabs mosaic.
Finally, you can download the slides, which will give you a summary of all of the activities (not all of them have links above):
[I believe you need a free SlideShare account to be able to download the slides]
Two teaching organisations, TESL Toronto and BELTA (Belgium) joined together for a free online conference on the topics of reading and writing on 8th-9th August 2014.
I was very happy to present on an area I’ve been experimenting with for a while, both as a teacher and a Russian learner, that of writing journals.
Here are my slides. Please let me know if any of the links don’t work.
All of the slides and recordings from the whole conference are available via the conference programme.
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:
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!
Once 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.
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
FCE essay to put in order (via Pavla Milerski):
Essay structure (via Pavla Milerski):
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!
Here is a worksheet I put together to help my students with some of the linking words of contrast which commonly come up in FCE Use of English part 1, and which they can use in their writing. The first page has rules for using but, however, nevertheless, although, even though, despite and in spite of. I know it’s not exhaustive, but it’s hopefully a good start!
(You can download the worksheet by clicking ‘slideshare’ and logging in – it’s free to create an account, and you can link via facebook if you want to.)
Answers: 1b 2c 3a 4c 5d 6d 7b 8a
Do you have any other suggestions for helping students to understand the differences between these words?
When I was working at IH Newcastle, I taught the same group for 20 hours a week, four hours a day, divided into two two-hour lessons. That’s quite a lot of time with the same group, and yet I sometimes found it difficult to get to know the students with any kind of consistency or depth, especially because there was so much coming and going: new students could arrive Monday morning, Monday afternoon and/or Tuesday morning, and every Friday some students left.
I decided to try an idea I’d first heard about at TESOL France in November 2011: journal writing. By the time I left Newcastle I’d done it successfully with groups at three different levels, with slightly different approaches in each case.
For all three levels, students wrote in small A6 notebooks from the school. I think this is the perfect size, as they’re not too daunting and it’s relatively easy to fill a page. When I introduced the journals for the first time, I asked the students to tell me anything they thought I should know about them. They could also ask me questions, about life in the UK, about English, or about me. I think it’s only fair to give them the chance to ask about me, if I want them to talk about themselves in this way. They had time in class to write their response. I then collected the journals and spent about an hour each day responding to all of them, with some correction (depending on whether I wanted that particular student to focus on accuracy or fluency when writing). As far as possible, my response consisted of answering any questions they’d asked me, then asking further questions as a prompt for the next day’s journal writing. The questions could be linked to things the students had told me, or on a completely new topic. The topics we covered in the journals were incredibly wide-ranging, and differed from student to student. They also informed some of the lessons I taught, by showing me what my students were interested in. Here are some of the things I remember talking about:
When the students left my class and/or the school, I gave them their journals to take away with them.
This was a group with a lot of Arabic students who were very reluctant to write generally, but who were very willing to write in the journals. I think this is because it was writing with a real purpose, and they could see that I was correcting them. It was also important for them that I was showing an interest in them as individuals, by responding to what they wrote on a personal level. There were non-Arabic students too, and the journals gave me a chance to see everyone’s writing regularly.
With this group, I did the journals at the end of the lesson, which meant we didn’t always do them if an activity ran over. I tried to leave about 20 minutes, with the first 10 being for a regular spelling test, as this was a real problem area. All of the spellings in the test were collected from the journals – I recorded the mistakes in a list in my notebook, which I then put onto Quizlet. Each time we did the journals, I would dictate five spellings for the students to put in the back of their notebook. After the spelling test, they had writing time to respond to my comments and questions and/or continue the conversation in any way they chose. Sometimes I would ask them all to write on a specific topic. Here are some examples of writing they did after my mum visited the class, in which you can see the kind of feedback I gave.
Despite the success of the journals with the pre-intermediate class, I didn’t start using them for a while with the intermediate group – I’m not sure why! When I did, I did a lot less correction with them. We also didn’t do a spelling test as part of the journal writing, although I did collect the spellings and do occasional tests and games with them in class instead. As soon as I started using the journals, the dynamic in the class changed and my rapport with the students really improved as we all got to know each other better. The quiet writing time at the end of most classes was also good for the more introverted students.
Again, I didn’t start using the journals straight away, but I did use them for over two months. For the students who wrote them for that whole time, there was a marked improvement in the quality of their writing and in the length of their responses. What was quite noticeable with this group was that they really tried to incorporate new vocabulary and grammatical structures into their journals. Their written comments and questions were also sometimes language-related. For example, after a lesson on collocations with ‘get’, one student told me about all the phrases with ‘get’ he’d heard his host family use the night before.
I finally learnt from my pre-int/int experience and moved journal time to the beginning of the lesson. As students came in I gave them their journals and they started writing straight away. This was a great way to cater for latecomers, and gave the students the chance to write for as long as they needed to (normally 15-20 minutes) instead of being rushed by the end of the lesson approaching/arriving. While the students were writing, I would normally have a conversation with one or two of the students in a kind of mini tutorial. At this level I underlined problems/mistakes but didn’t correct them, so they had to ask me if they didn’t understand what the problem was. I could also use this time to talk about other areas to work on, unrelated to the journals, and to provide some intensive, targeted practice.
This was the class I was teaching when I left Newcastle, and in my final lesson with them I asked for some feedback on the journal writing process. I asked them:
These are their exact responses:
J
In my opinion, it’s a very good idea to get them pupils to write.
It’s more interesting than other writing exercises, because it implies a conversation (between teacher and student).
In all my other classes I barely wrote. That’s not very good because it’s one of my sticking points in English and therefore it was the perfect exercise for me.
This student had been a bit frustrating for me, as I couldn’t seem to get through to him. Writing the journal improved my rapport with him, and gave us things to talk about. It also really focussed on his weak point, which was writing as he said. I was pleasantly surprised by his feedback.
K
The journals are a good way to test student’s writing and get to know them, so I think it is very useful.
R
What did you think about writing the journals?
It was a good experience. We tried to use the vocabulary we learned before so it was a good way to practise. It’s also interesting because we wrote about thing we like.
How could I improve it?
I have no idea.
L
1. I really liked writing the journal because it’s a way of knowing each other better and practicing my writing. It’s an interesting thing and I enjoyed doing it. The good thing is that now I’ve something to remember you!
2. As I said before I honestly think that it really helped me, because you corrected my mistakes and I hope I won’t make them again.
3. I’d say that you don’t need to improve it. It’s great the way it is!! It doesn’t need an improvement.
(As you see, I’ve used different ways of expressing my opinion) (something we’d practised in class that week!)
N
I’ve never done it before. For starters I was surprised, but got used to it.
– make language problems obvious. Sometimes I haven’t been aware of this à good to know so that I can work on it.
– Go ahead with these journals, a piece of individual teaching in a large group!!
– Definitely!
– Nothing to complain about J
T
1. Very positive. Please go on with it. I think it’s positive to learn about your students. You can immediately evaluate them for their writing skill. For the students is good to write about their daily life.
2. For me it was helpful. Actually I know my weak point and I will try to improve it.
3. The booklet should be bigger. Nothing else to add.
As you can see, the journals made a real difference with these groups, and as one of the students said, allowed me to provide ‘a piece of individual teaching in a large group’. Although they probably took an hour or so of my time each day to check, the pay-off in terms of the improved rapport and needs analysis were worth it. When you’re teaching the same group all the time, you don’t necessarily need to do the journals every day, but it’s a good routine to get into (and provides 20 minutes of ready-planned lesson each time!)
I haven’t tried this with my groups in Sevastopol yet, but now that I’ve written this post, maybe I will. I could introduce it, with them making the first entry in class, then give the students the chance to write their journals at home if they want to continue with it. Hmm…
Another post you might be interested in: Writing and Marking
I’ve got a pre-intermediate teenage class at the moment, and I’m finding it a bit difficult to engage them in class, so when this activity worked well with them the other day, I was over the moon!
It started because I was annoyed with them speaking too much Russian, so I asked them to spend five minutes writing about their last holiday to give me time to calm down/think/work out how to get them to speak more English. They couldn’t show the story to anyone else. After a bit of protesting, they did as I asked, with two students seeming to compete over who could write the shortest story. While they were writing, I did too:
My last holiday was in Germany. I went with my friend Catherine. We visited Munich for three days, then went to the Alps. In the evenings we went to different restaurants, and one night we went to the cinema. In Munich we went sightseeing. In the Alps we visited two beautiful castles, called Neuschwanstein and Hohenschwangau. We went everyone by train. It was very cold, but the snow was beautiful. I went to my friends’ wedding too.
After five minutes, they turned to page 17 of the New English File Pre-Intermediate Student’s Book
They had to add any information which they had not already included. This is what I added to my story:
We stayed at two hostels. We didn’t have any problems and we had a really good time.
For the next stage I drew a table on the board. It had all of the students’ names, plus mine.
I asked the students to think of three words they thought might be in my story and write them down. For example, ‘friend’, ‘walk’, ‘beach’. I read my story aloud, and they had to cross out any word from their list they heard. They got one point each for the words they had predicted correctly. I also got points for every word the students had correctly predicted. For example: A got 2, S got 1, R got 0, M got 1 and D got 3, so I got 7.
We repeated this around the class. Students with longer stories tended to get more points because there was more chance the predicted words would be in their stories.
Once they realised what was going on, the students were competitive, engaged, and eager to read their stories. Russian disappeared completely for the 40 minutes this activity took. For homework, I gave them the chance to improve their stories before I looked at them. Three of them did this (out of five), including one of the students who had been involved in the ‘can I write the shortest’ competition – he ended up writing over 100 words, and it was excellent.
This is definitely an exercise I will use again in future, and I hope it’s useful to you as well (if you can understand it!).
To finish off, here’s a gratuitous picture of one of the beautiful castles:
I made up these activities during an hour of a cover lesson with B1 Intermediate students today. One of them said at the end, completely unprompted, “That was a useful lesson”, so I thought I’d write here so I could remember it in the future!
Enjoy!
At IH Newcastle, we have a relatively high proportion of Arabic mother-tongue students. In my experience, one of the biggest problems they have is with spelling in English, which causes them trouble with both reading and writing. I have tried many strategies to help them to improve in this area, including recommending Quizlet and the read-say-spell, cover-write-check method which was one of the ways I was taught to spell in English. These have had limited success, and until today I didn’t really know why.
I’ve just come across a section entitled ‘The Special Case of Arabic’ by Ann Ryan of the University of Wales, Swansea (in Vocabulary: Description, Acquisition and Pedagogy edited by Norbert Schmitt and Michael McCarthy, Cambridge University Press, 1997, pp.184-192). She gives examples such as:
These examples immediately struck a chord. I had always put such problems down to poor spelling-pronunciation awareness in the learners, but could never understand why these seemed to be so much greater for Arabic learners than for those from other languages, even those written in non-Roman scripts.
Ann Ryan’s explains that in Arabic, words are based on a root that normally consists of three consonants, which can be combined with different patterns of vowels to produce word families, for example k-t-b generates maktaba – library, ketaab – book, kataba – he wrote and so on.
She then goes on to show that Arabic speakers often carry this convention over to their English reading and vocabulary learning, meaning that they use consonants to represent English words. Thus, Arabic learners translated the English ‘cruel’ to equivalents meaning ‘curl’ or ‘cereal’; or translated English ‘finish’ to Arabic ‘fishing’.
Arabic speakers also had much greater trouble in identifying when vowels had been deleted from words than when consonants had been deleted. Their reaction time and errors in this experiment were significantly higher than that of Japanese, Thai and Romance speakers. In short, they have a kind of ‘vowel blindness’. As Ann Ryan says:
The problem seems to take the form of ignoring the presence of vowels when storing vocabulary and an almost indiscriminate choice as to which vowel to use when one is needed.
I would recommend reading the full chapter to follow up on my brief paraphrasing and check I haven’t missed anything!
The implications of this for teaching Arabic students are quite serious. If students aren’t seeing the vowels, or aren’t remembering them, this could inhibit their learning greatly. What can we do to help them notice and pay attention to vowels? In short, to help them completely change a cognitive process which is carried over from L1?
As a visual learner, my only current idea would be to give each vowel a colour, e.g. ‘a’ is red, ‘e’ is blue…and encourage learners to use this in class for words which they struggle to discriminate. What do you think? How would you tackle this?
I am currently preparing for my third Delta observed lesson, which will be on the topic of writing. One of the things that has been mentioned again and again in my reading is the importance of writing for an audience, preferably a real one.
Yesterday I took my students to St James Park, the home of Newcastle United football club. We had a fantastic tour, taking us all over the stadium, including into the dressing rooms:
This afternoon I worked on formal and informal emails with my upper intermediate class. They had the choice of three tasks to consolidate our language work:
3 students chose to write the thank you email, 1 the reply to the invite, 1 a completely different email (confirming that he would be attending the Nobel Prize award ceremony!) and the other 6 wrote to the language school.
I find it interesting that, given the chance to write to a real person, most of the class chose not to. I wonder why?
Welcome to our class! And if you’ve just arrived in Newcastle, welcome to this beautiful city! Why did you decide to come here? I went to university in Durham, and the north-east is my favourite part of England, although I’m not from here originally. I moved to Newcastle a year and a half ago, in July 2011. I’m staying here for at least another 18 months. What about you? When did you come? How long are you staying?
I love learning languages. I studied languages at uni, and I’ve lived in many different countries so I know how you feel. Is it your first trip to the UK? What do you think so far? If you have any problems, please let me know. I’m happy to help 🙂
What are your hobbies? I enjoy going to the cinema, and I’ll watch anything except horror – the people in horror films annoy me! I also read a lot, and I love travelling. I don’t have a lot of free time at the moment though, because I’m studying for my Delta, which is a teaching diploma. When I’ve finished it I will be allowed to train other teachers or run my own school, which is my dream. What do you do? What do you want to do in the future? Do you think English will help you with this?
I hope you enjoy your time in Newcastle and at IH. Remember, this is your class. you should always feel free to tell me if you want me to change anything or if there is something specific you want to study. I look forward to working with you!
Sandy
PS (extra special for the blog!) This idea was stolen from Philip Harmer, one of the best teachers and kindest people I have ever had the privilege to work with. Thanks Philip!
I used this activity with pre-intermediate learners, but you could adapt it for pretty much any level.
Choose a short text, maximum 100 words, suitable for the level of your students. Our text was:
Hi Marek,
Italy are playing Germany in the World Cup tonight. If you’re free, we could watch it together. It’s on Sky Sports. I haven’t got satellite TV, but we could watch the match in The Castle. It starts at 8.00. What do you think?
Niko
Taken from ‘English Result Pre-Intermediate Student’s Book page 34
We had been practising phrases for making invitations the day before, so the learners were already familiar with the concept, but we hadn’t looked at a written invitation.
Read the text to your students at normal speed. Before you do this, tell them they need to write down key words – don’t try to write every word! These will probably be nouns and verbs. They compare their key words to a partner. If they don’t have much at all, read it one more time, but no more.
Learners now work in pairs or small groups to construct a text which is a complete piece of logical English. You can decide how similar you want them to make it to the original text. My students don’t focus on accuracy, and aren’t very good at ‘stealing’ good English from other places to use in their own texts, so I wanted them to produce a text which was as similar as possible to the original. This prompts learners to discuss/consider language a lot more than is usual in class, and they are generally very engaged.
(I gave my students the first line ‘Hi Marek’ and the last ‘Niko’ so that they weren’t too confused about the names.)
Finally, ask them to compare their text to the original and note any differences. At this point students will often ask questions about why a particular form is used in the original – be prepared to answer these questions.
Now that learners have had time to thoroughly process the text, ask them to turn over all of their paper. They then work together to reconstruct the complete text on the board as a class (or in fairly large groups if you have a big class – 5-6 students).
Students compare their text with the original again. Ask them about any differences. For example, my students put ‘It’s starts’ not ‘It starts’ and ‘watch in The Castle’ instead of ‘watch the match in The Castle’. By asking them to explain why the original was different, they noticed the difference.
Clean the board, and repeat. The second time they worked together, my students produced the text almost perfectly, with only one capital letter and one article missing.
I tried it a third time, but here it went downhill, with quite a few more mistakes – it’s up to you how many times you do it!
To finish off the process I asked my students to write an invitation to another student in the class, using some of the phrases from the example. I suggested they try to remember the phrases first, then compare their invitation to the original. One student wrote something completely different which didn’t make a lot of sense (there’s always one!) but most of them produced very well-written invitations. Completely by chance, each of my 6 students wrote to a different other student, so they then had a written ‘messaging’ conversation to arrange their meeting or offer excuses if they had refused.
At the end of the lesson, I asked how easy it was to write their own invitation, and pointed out to the students that this process of remember/write/check is something they could do at home. They were engaged throughout the lesson, and really annoyed with themselves when they made mistakes the second time they wrote on the board.
While at IATEFL Glasgow 2012, I was lucky enough to see Khulood Al-balushi’s presentation, in which she shared various ideas for using movies with your students, as well as offering advice on how to choose suitable movies, especially important in the Kingdom of Bahrain, where she works as a Curriculum Specialist at the Ministry of Education. I asked her to share her ideas via my blog, and she agreed. Over to Khulood:
Since movies are a rich source for language learning and they are considered to be fun and enjoyable, here are some practical ideas that you can implement to make use of movies in the English Classroom:
This will help you motivate your students to watch and respond to the movie and can tell you if the movie is favored by the students. Otherwise you can look for a different movie.
You can make your students watch movie clips if the length of your lesson is short or if you intend to present a specific language skill such as reading, speaking, grammar or writing. The following are a few examples:
Of course, all of these activities can be modified based on your needs and your students.
By: Khulood Al-balushi
My intermediate class were really struggling with spellings, so I decided to play a game to make them a little more fun. I have lots of different word games at home, including Scrabble, which include tiles with different letters on them. I also have cut-up letters making up three complete alphabets.
We put two small tables in the middle of the room with the letters spread out on them, and all of the other tables around the edge of the room. Each pair of students was allocated one table.
I called out a word from pre-prepared list. The pairs had to work together to take letters and spell out the word on their table. When they had finished they stood by their table. There were five pairs, so the first team to finish with a correct spelling got five points, the next four and so on down to one point for the last team to get the spelling correct.
As you can see from this photo, the students were all involved, and the most common words we spelt during the game were much more accurate after the class 🙂
In a recent class my students did some writing starting with the (elicited) sentence:
Tom was teaching English at IH in England two years ago.
This was to finish off a week during which we had studied relative clauses, and I hoped that students would include at least one or two of these in their own writing. It has to be said that my introduction to the writing was probably not the best ever seen in a language classroom, and this may have had something to do with the final result. However, since the students are in an Intermediate class, the general standard of their writing needed to be improved anyway.
I took the writing home at the weekend and came up with a set of questions, reproduced below.
Before the class, I cut them up so that each question was on one slip of paper. I turned them over and numbered them, so that the students could see which ones they had already responded to.
In class, I first asked the students to break down their writing onto small pieces of paper, so that one piece of paper had one clause (though I used the term ‘idea’ here). The examples here are from the end of the lesson, after they had worked on the text:
This made it easier for them to move the ideas around in the story – more like a puzzle than a piece of writing!
Students then worked through the questions in the same groups which they wrote the original stories in. Once they had a final version, they rewrote it on a new piece of paper. For the fast finishers, I marked a few errors for them to look at.
As the students themselves agreed, the new piece of writing was much richer. They still remember some of the questions I asked them when producing writing now (2 weeks later), although obviously not everything!
With the permission of my students, here are the before and after versions of their stories (click to make images larger):
Hope that all makes sense! I’d be interested to here if you’ve tried anything similar with your students.
This activity came to me when I was trying to think of something for a stand-alone lesson on a Monday morning before new students joined our B1 Intermediate class. For a sudden idea, it worked surprisingly well, so I thought I would share it with you.
It’s based on the game ‘Consequences’. Each person writes one or two sentences, folds the paper and passes it to the next person. Nobody can see what has been written before.
Each student needs a piece of paper and a pen, and the teacher needs a list of questions. This was my list:
Students answered the questions one at a time, folded the paper and passed it on, then answered the next question. In the end, we had over one page of writing for each student, something which they are often reluctant to produce otherwise.
Here are some examples (click to enlarge):
Students then worked in small groups to read the texts and correct them. Because each piece of paper had writing from all of them, it didn’t feel like they were being targeted. They could also see that everyone in the class makes mistakes, not just them. I monitored and helped them with any questions, but generally they managed to correct most things without my help.
Once they had all looked at every piece of paper, I highlighted the remaining few problems (there were never more than six on any piece of paper) and they looked at them together. You can see these in pink on the examples above.
The whole activity prompted a lot of discussion about the grammar, spellings and meanings, and students were really motivated.
I wrote this worksheet based on problems my students have been having with the FCE Writing Part 2 essay-writing task. Feel free to download it, use it with your own students and let me know what I need to change / improve. It fit onto five pages on my computer, but has expanded to six on slideshare. If you adjust the margins once you’ve downloaded, you’ll save a bit of paper! 🙂
[To download, click ‘view on slideshare’. You may have to log in (not sure), but it’s completely free. You should then be able to click on ‘download’ above the document.]
Here are the answers:
Essay writing checklist answers
Enjoy!
This is a summary from the 9p.m. BST #eltchat from Wednesday 31st August 2011. To find out more about what #eltchat is and how to join in please go to the bottom of the post.
If you have never participated in an #ELTchat discussion, these take place twice a day every Wednesday on Twitter at 12pm GMT and 9pm GMT. Over 400 ELT educators participate in this discussion by just adding #eltchat to their tweets. For tips on participating in the discussion, please take a look at this video, Using Tweetdeck for Hashtag Discussions.
Marisa’s first question on Wednesday’s chat was “What time is where you are?” The answers came in from all over the world:
It’s 11:03 P.M. in Athens Greece (@Marisa_C)
Same time in Israel! except we say 23:03! (@naomishema)
It’s 5:03 PM here in Buenos Aires, Argentina (@herreraVeronica)
It’s 3:04pm in Texas (@shellterrell)
In Italy it’s 10 pm (@hartle)
I’m in the UK, so it’s 21:03 (@sandymillin)
It’s 10pm in Brussels. (@theteacherjames)
It’s 3:08 pm in Ecuador. (@analuisalozano)
10:02 PM Brno, the Czech Republic (@katekidney)
Same time as @Raquel_EFL … 5pm in Recife. (@lu_bodeman)
It is 8.10am here in Dunedin, New Zealand (@mrkempnz)
It’s 6:20am Sydney, Australia (@LiamDunphy)
We look forward to seeing you there next time!
On Wednesday 8th June at 21.00 BST teachers from around the world met on Twitter for #eltchat to discuss “Creative and effective ways of bringing literature into the EFL/ESL classroom”. I wasn’t able to join in, but I did get to write the summary [and add my own ideas]!
If you want to read the whole conversation, click here.
And to end with, here’s one of my favourite poets of all time, performing one of my favourite kid’s books:
If you have a few minutes between now and Wednesday 25th May 2011, I’d be really grateful if you could contribute to a collection of book/film reviews I’d like to use with my Advanced level students. I’m looking for your own opinions, rather than links online (as I could find them myself) 🙂
I’m trying to encourage them to use a larger range of adjectives than just good/bad/interesting/boring, so anything you could add would be great! They can be as long or as short as you like, and I would really appreciate some negative reviews too, as these are often neglected I think.
How to join in
Here is a set of worksheets I made last year. I used them over a series of lessons with various groups at Intermediate and Upper Intermediate level. (They may take a while to load on this page)
Some of the activities are taken from other sources, in which case they should always be credited. If you believe I have used something which is uncredited, please let me know.
Feel free to use and adapt the worksheets however you see fit. They can be used in whatever order you see fit. I have tried to arrange them here with the more specific items at the beginning and the general summaries at the end. If you think any of the answers are missing or any of the information is incorrect, please let me know too.
Enjoy!
In April 2010 I attended a talk by Laura Patsko at the IH Prague Conference about storytelling in an adult classroom. This week I finally got round to adapting it to make use of some #eltpics (pictures for teachers by teachers which can be used under a Creative Commons licence) and thought I would share the presentation and the lesson plan with you. Feel free to use it however you like. (My context was an Advanced group, but it could be used with other levels)
I showed them the first slide of the presentation and told them we were going to look at six pictures and talk about the ideas in the word cloud. I copied the cloud onto each picture so that they would have some ideas.
Once they had talked about each picture and I had given them any extra vocabulary they needed, they voted on the most interesting picture. I copied and pasted it onto the final slide, right-clicked on it and chose ‘send to back’. We were revising narrative tenses, used to and would, hence the orange box, but you could change it or delete it entirely.
I told the class to imagine that this picture was an image taken from the midpoint of a film. They were going to create the story of the film. Half of the class worked on the story leading up to the picture, the rest worked on the story after the picture. They were allowed to take a few notes, but could not write out the whole story.
After about fifteen minutes I then reorganised the groups. Each new group had one ‘beginning’ student and one ‘ending’ student. They then had to put their halves together to create one logical complete story.
The final step in the process was for each pair to tell their story to the group. I recorded it using Audacity and emailed it to the students after class. Next week we will focus on their use of narrative tenses, used to and would based on the recordings.
One-to-one variation
I also (unintentionally) taught the same lesson 1-2-1 when only one student turned up from a class of five! We followed the same process, but got through it much faster, finishing all of these steps in about 30 minutes. Once we’d recorded the story, the student then typed out what she had said. We then went through a series of drafts, each time focussing on one or two changes, for example tenses, punctuation and choice of vocabulary. This is the document we produced based on the picture of the two girls at the castle door:
What worked
If you choose to use this lesson (and even if you don’t!) please let me know what you think and if you have any suggestions to improve it.
Enjoy!
This is my take on the tools presented by Niall Creaney during the closing plenary at the PARK Conference in Brno on 2nd April 2011. If you have a problem with any of the links, please let me know in the comments. The tools are:
I have also added a bonus tool:
11b. Google Docs
1. Twitter (@sandymillin)
Twitter has opened so many doors since I started using it in October 2010. It’s a micro-blogging site, where you send messages 140-characters long out into the world. For teachers, this means an international community full of support, inspiration and ideas. To find out more about what it’s about and how to get started, take a look at this conference presentation I did about blogs and Twitter for teachers. (Update: I also have a complete introduction to Twitter for Professional Development)
It seems scary at first, but if you keep going back and try to spend an hour or so playing with it at some point, you’ll get the hang of it. For the first couple of months I lurked, which is completed normal (find out more by taking a look at the post on the Online Professional Development survey I did in January 2011, through Twitter of course!) Now I spend a few minutes every day having a quick look at the links, and I always find something to make it worth it: useful, thought-provoking and/or fun.
As well as using it for professional development, many teachers use it with their students. I haven’t tried it myself, but here are some links to people who have:
2. Blogs
I started this blog in October 2010, but nothing much happened on it until I started posting regularly in January 2011. Partly through promoting my blog on Twitter and partly through presenting at conferences and promoting it, my stats look like this:
Apart from giving you a great positive feeling every time you see your stats :), writing a blog is an excellent way to reflect on your teaching. You can use it to share ideas, connect with other teachers, get inspiration and so much more! As with Twitter above, you can find out more about what teachers use it for on my Online Professional Development Survey post, and see how to get started with it in the Whole New World of ELT one.
As well as writing your own blog, there are hundreds of other teachers in the blogosphere sharing their ideas. To get you started, take a look at the sites in my blogroll (on the right of this page).
The best way to keep track of the blogs you read is to use a reader, such as Google Reader. Once you’ve signed up (free), you add the links to the blogs you want to follow and the reader does the rest. This is what my page looks like:
This is the first page I see when I go onto the site. In the centre are all the posts that have been added to blogs since I last went on the site. As I read them they automatically disappear from the main page, but I can access them again by clicking on the name of the blog in the bottom left-hand corner. Of course, you can also go back to the original blog address too!
Here are some links to help you get started:
4. Social Bookmarking
So now you’ve had a look at Twitter and blogs and you’ve found loads of great new ideas. How do you keep track of them? The answer is Social Bookmarking. Rather than keeping your links on your computer, where you could easily lose them if anything went wrong, you can use a site like Delicious or Diigo. You can access your bookmarks from any computer, without having to worry about being on the same machine. You can also tag them with as many words as you like, making them easier for you to find again.
This is my page on Diigo:
As you can see, each link is tagged with various key words which I have chosen myself. To find a page again, I have various options:
This is the little bar which appears in my browser (Safari) whenever I want to add a site to my bookmarks:
You simply click ‘Bookmark’ when on the page you want to share, change any of the options you choose, and hey, presto! it’s added to your bookmarks. You can also upload the bookmarks from your computer straight onto the social bookmarking site to keep them all together.
As for the ‘social’ part of social bookmarking, you can subscribe to other people’s links and be updated whenever they add to them. My Diigo page is here if you’re interested.
Here are some pages to get you started:
5. Glogster
This is the first of the tools which is mainly for students to use. The slogan is ‘Poster Yourself’, and it does what it says on the tin. Here are some examples of work created by 14-year-old boys in the UK: they created glogs about Spanish-speaking celebrities as part of their Spanish studies at secondary school. It is an easy tool for students to use, and the results look impressive quickly. You can include pictures, videos and text, then embed your glog in other sites, such as on a class blog or a school webpage. This one was embedded into a wiki (via @tperran). Students could use it as an alternative to traditional paper-based homework, then email you the link. There is even an option to create a Glogster for Education account, where you can create accounts for your students for free.
Here are some tutorials to start you off:
6. Prezi
Prezi is a web-based alternative to Powerpoint, used to create striking presentations which you can either present online or download to your computer. If you’ve seen my Whole New World of ELT presentation, then you’ve already seen your first prezi. As with Twitter, it looks a little scary at first glance, but once you’ve had a look at some other examples of presentations, followed the tutorial you are given when you first log in to Prezi and played around a little, you’ll soon get the hang of it. One tip: zoom out as far as you can before you start making your presentation if you intend to have a lot of ‘layers’ – the default setting is slightly zoomed in.
You can use it in the classroom too. Here is an example of a presentation made with American primary school students (via @surrealyno). And here are more ideas:
These are the Prezi Learn pages – an excellent guide to get you started.
7. Dropbox
Dropbox is a free online file-sharing site. First download their desktop application, then drag the file you want to share into the folder on your computer. Dropbox will automatically ‘sync’, making your online Dropbox look exactly like the Dropbox folder on your computer and vice-versa (if somebody updates the file online, it will update in your Dropbox too). You can then invite people to see your files and folders. Here is a video tutorial to show you how it works. This is my homepage:
The free account comes with 2GB of space, with an extra 0.25GB added for every person you refer to the site. I have now referred 3 people so I have 2.75GB.
It’s a great way for students to submit work to you as they don’t have to worry about space limits. It’s a lot easier than traditional file-sharing sites in my opinion. I haven’t used it with my students as yet, but it’s been useful for sharing materials with colleagues en masse.
One teacher (lucky enough to have computers for every student!) used Dropbox to synchronise student presentations. To see an excellent summary of everything you ever needed to know about Dropbox, including links to a few lesson plans (mostly primary and secondary), click here.
8. Evernote
This is the first of these tools which I’ve not used myself, so I’ll let them explain themselves to you:
It seems it’s an easy way to take notes on anything and in any way you could possibly imagine: use it to type notes, take screenshots, store photos and much-more – it’s like an online, searchable filing cabinet. It can be accessed from computers and mobile devices. Here is their guide to find out how to get started. I reckon the best thing to do is just go and play, then come back here and let others know what you’ve been doing with it… (Thanks in advance!)
9. Quizlet
This is a customisable flashcard site purposely designed for language learners to use for self-study. It is incredibly easy to use, and you don’t even need to create an account if you already have a facebook one. Once you’ve signed in, there are three big blue buttons to greet you:
You can search for flashcards that have already been created or make your own quickly and easily. Quizlet’s own guide is here. Once you’ve created the set, your students can then look at the flashcards and play two fun games to help them practise the words. This set about vegetables (created by @NikkiFortova) is a good example that you can play with. You can also create groups so that all of your students can see the flashcards you create for them. It’s principally designed for self-study, and the makers recommend allowing students to choose when / if they want to use it.
Update: I have created a complete beginner’s guide to Quizlet.
10. Wallwisher
Wallwisher is one of a variety of online bulletin boards. Others include Primary Wall and Lino-It. All of these tools allow you to post notes, pictures, videos and links on a ‘wall’ which looks similar to a real-world noticeboard. This is the demo screenshot they have on their homepage:
Here is a wall I created for students to post suggestions on how to practise English outside class (unfortunately students didn’t get into it in this class, but I know others who have!) Apart from the example just mentioned, I’ve only added to walls other people have made to send birthday wishes, but there are many other uses for it!
11. TitanPad
This is the only other tool on the list which I have not used myself. TitanPad is designed for online collaboration when creating documents. This is the example they show on their homepage:
As you can see, each collaborator has their own colour, clearly marking who has edited what in the file. You can save versions of the file and export it in various formats. Up to 8 people are allowed to collaborate on each document. The main attraction is that no sign-up is required – you can create a pad directly from the homepage. Unfortunately, it also has some disadvantages, as the pad is public to anyone who has the url. This post explains how it can be useful.
11b. Google Docs (update: now called Google Drive, but still does the same thing!)
If you’ve ever used Microsoft packages, you can use Google Docs without any more effort than simply logging in. You can create documents, spreadsheets and presentations online, as well as professional-looking forms. It looks similar to other offline software, making it very quick to learn if you are already familiar with document etc. software. Here is Google’s tour of their docs function.
As with TitanPad, you can view changes made by other collaborators and the documents are updated in real-time. You can also find out who else is viewing the document at the same time as you. You need to sign in, but don’t have to have a Google account to do this.
Google Docs have myriad uses in the classroom. My students used a document to give me definitions of words and a form to answer reading comprehension questions of an online article during a webquest. Here are some suggestions from other teachers:
12. Skype
Skype is a piece of software which you can download to your computer, then use to make phonecalls to people anywhere in the world. Watch the visual explanation to find out more (they explain it better than I can!):
In March 2011, Skype created an Education section of their website. This enables teachers to set up projects with other schools around the world, as well as finding inspiration for Skype-related projects. Here are 50 suggestions for using Skype, based on real projects which teachers have done. It’s a great way to bring the real world into your classroom.
13. Word clouds
As you can see, word clouds look visually stunning, and encourage students to read and think about what is there. The online software processes the text, making each word appear once in the cloud sized according to how often it appeared in the original text (i.e. the more a word appears in the original text, the bigger it is in the cloud) I won’t go into too much detail here, as I have already blogged and created presentations about word clouds. The posts can be found here, and include links to tutorials for both Wordle and Tagxedo, as well as many ideas on how to use them:
So, that’s it: thirteen (plus one!) tools presented at the PARK Conference, explained in my own words. If you have any more suggestions on how to use the tools, or think I need to make any corrections, feel free to comment on the post. I look forward to hearing what you think!
Enjoy!
25th March 2011: I’ve just discovered that the original plenary session on which I based my list of tools was taken from this page: http://issuu.com/mzimmer557/docs/tools_for_the_21st_century_teacher. You will find more tools and more information there.
A few weeks ago, I was reading a post on Ceri’s blog and stumbled across a picture of some Cuisenaire rods. I made a quick comment on the post, and Ceri asked me if I would like to write a joint post on how we use them. Ceri is a respected ELT writer and inspirational teacher and it’s an honour to be able to blog with her for a newbie like me. It’s the first attempt at cross-posting and blogging together for either of us: hope you like the results!
I bought my box of cuisenaire rods in 1989 when I was doing my induction to the Dip TEFLA (as it was known then) at IH Hastings. I was inspired by a silent way influenced lesson I observed at the school and bought my rods on the way out. I was fascinated by the atmosphere of engagement and focused attention, of the calm, controlling presence of the teacher and the concentration on the part of the students. I’ve carried the rods around with me ever since. They’re looking pretty good, despite their age, I think it’s something of the aura of care and respect from that first class I saw that’s rubbed off on them.
Recently I dusted them off and used them in class. But before I did, my kids got their hands on them. My daughter’s been using them at school for maths. She squealed with delight and pounced on them. “They’re made of wood!” (the ones in her school are made of plastic) and proceeded to build a “picture” showing all the number combinations that add up to ten. There’s a real pleasure in touching them and handling them and the colours are really attractive. The way they’re laid out so carefully in the box breeds a sense of respect and discipline. When she’d finished with her maths drawings, she very carefully put them all back in their rightful place (not something that happens very often with her toys!).
Inspired by her enthusiastic response , I took them into my adult class the next day. We’d been using a lot of internet, Web 2.0 and IWB materials in our classes and I’d taken the rods in as a change of focus. I wanted to use them first of all as a kind of show and tell activity. I also wanted to know if they too had used them at school and to see what kind of response I’d get. No-one had used them and they were interested to learn about them. We’d been discussing the power and associations of colours in the class before so we talked about how colours can aid memory and learning. And we conducted an experiment, associating specific rods to idiomatic expressions and explaining why. We put the rods away until the end of the lesson and brought them out to see if we still remembered the associations. No surprises, we did. We brought them out again the next lesson. We still remembered.
In the second lesson I introduced them to the rods for language practice using an activity I’d seen modelled back in that lesson in Hastings. It’s incredibly simple. Incredibly basic. And there’s much, much more that you can do with rods, but it caught their imaginations. This is how our class secretary described the activity in the lesson summary:
Ceri suggested a new game with the blocks.
First , she made a figure with some of them and with the explanations she gave us,we were able to make it without seeing it. It was very funny.
After this, everyone of us made a figure and we explained how to make it and the other classmates tried to find out .”
The students were focused, engaged, concentrated, paying attention to the careful choice of each word, especially the “small words” (prepositions, articles, pronouns). This is a comment one of the students made in her summary after the class:
We noticed our common mistake is when we say “take one block and put it in front of you”. We don´t usually say “it”.We eat “it”.
This seems to be a general pay-off with using rods; the level of attention and the focus on details and precision often help students value small insights, small “noticing” moments that then carry over as a shorthand for correction in less controlled production.
As an extension task I asked the students to write instructions to build a new shape with the rods and to post it on our class blog. Here’s what one of the students wrote (if you have a set of rods you may want to follow the instructions and see what you come up with):
Hi Ceri!
If you follow the instructions, you’ll reproduce a piece of art made with scaled-up Cuisenaire rods I found on the internet.
Take the rods: 1 orange. 1 blue, 1 brown, 1 black, 1 dark green, 1 yellow, 1 lime green, 1 red and 2 white.
Let’s go!
Take the blue rod and put it on the table in front of you, standing up.
Take the purple rod and put it standing up on the right, next to the blue one.
Take the orange rod and put it behind the blue one, standing up.
Take the brown rod and put it standing up behind the purple one and next to the orange one.
Take the black rod and put it carefully on top of the purple one, standing up.
Take one white rod and put it on top of the orange one.
Now take the red rod and put it standing up on top of the last one you have just placed.
Take the yellow rod and put it on top of the blue one in front of the two smaller rods.
Take the dark green rod put it standing up on the top of the brown one, next to the stack of orange, white and red ones.
Take the lime green and put it on top of the black one, standing up.
In the end, take the other white rod and put it on the top of the red one.
If I’ve given you the right instructions and you’ve followed them correctly, you should have got this sculpture: http://www.tetuhi.org.nz/exhibitions/exhibitiondetails.php?id=8
Bye
M
Follow the link, it’s worth it to see the photo!
Sandy’s story
When I was about four, my parents gave me a set of Cuisenaire rods. A couple of years later, I got a book showing how to do sums using the rods. I loved playing with them, and it’s possibly here that my primary school love of maths originated. Until I was about eleven, I used the rods all the time. Then, I grew up and they disappeared into the cupboard. If it weren’t for a CELTA session, I would probably not have thought about them again until I had my own kids. I came out with loads of ideas and the joy that one of my favourite childhood toys could have a role in my classroom. The next time I went home, out they came and into my bag of teaching tricks. Every time I’ve used them, the students have been engaged and enthusiastic, once they’ve got over the initial “What does the crazy teacher want us to do with THEM?” reaction, that is!
Re-enacting stories
After reading a story in a young learner textbook, the kids used the rods to represent the different characters and retell the story. There was a jack-in-the-box at the end of the story, and they really enjoyed throwing it across the room!
Grammar – phrasal verbs
Cuisenaire rods are great for showing sentence structure. This is a downloadable set of worksheets I created for word order in phrasal verbs (based on New English File Pre-Intermediate Unit 8).
Building models
My favourite activity uses the rods for model-building. It’s especially good for the vocabulary of houses and furniture, but I’m sure it could be used for many other things. I’ve used it at Elementary, Pre-Intermediate and Upper Intermediate levels, with groups ranging from 2-12 students, and it’s always gone down well. This is how to do it:
NOTE: If you don’t have enough Cuisenaire rods for the whole class, encourage students to use other small objects like coins, rubbers, pencil sharpeners… I also have a box of laminated shapes that comes in very useful for many things. Every time I have a bit of space in a laminating pouch, I put in a scrap of coloured paper and cut the result into random shapes.
Here are links to two great posts that follow on from this theme.
Emma Herrod wrote about using lego blocks on Barbara Sakamoto’s blog Teaching Village in a blog that appeared in two parts.
More Than Five Things to do with LEGO® in the EFL Classroom Part 1 (by Emma Herrod)
Teaching Village Rotating Header Image More Than Five Things to do with LEGO® in the EFL Classroom Part 2 (by Emma Herrod)
Michelle Worgan wrote about the power of colours and associating colours to words and language on her blog So This is English.
Colour Experience
#eltchat takes place at 12pm and 9pm GMT every Wednesday. It’s a Twitter discussion for teachers all over the world. To find out more, read Marisa Constantinides’ excellent post.
If you’ve never followed the chat, they are fascinating, stimulating and full of ideas. If you’ve tried to follow the transcript after the discussion is over, you may have found it a little confusing. For that reason various contributors to #eltchat now write summaries of the discussions to create a reference after they are over. If you’re one of the lucky summary writers, here is a quick guide:
Depending on the chat, it could take a couple of hours to do a summary, but it’s great for your blog traffic! And it’s a good way to fix the ideas in your head – revision and all that.
Good luck!
A couple of weeks ago I was due to revise the grammar of ‘have’ with Advanced students, covered a couple of months previously. Wanting to make it more student-centred but being short of inspiration, I put a call out on Twitter for help. @fionamau came to the rescue with this suggestion:
Give the students five minutes to write as many sentences as they can using the word ‘have’ in any tense.
With this as my starting point, I then created a whole lesson:
With their permission, here is an example of the ‘before’ and ‘after’ transformation of one of the texts:
Before (sorry about the format – it’s easier to read if you click on the image)
After
New Irish restaurant is big disappointment
A new Irish restaurant was opened in the city centre two weeks ago so I decided to visit it and look the menu over. I had a delicious lunch in the afternoon, so I was expecting a tasty meal in the evening as well. I was excited to have a kind of traditional Irishfeast , but it turned out this wasn´t such a good idea. It took the waiter 15 minutes to come with the carte du jour and finally, when I chose my meal, I was told that they didn´t have it that day . I started to be really annoyed. However, I picked something else.
I really didn´t know what my meal was going to be because the name was written in Irish, so it was quite surprising when I got undercooked potatoes with a bloody steak. It made me feel sick so I had to go home. I must say it was disgusting.
I taught the same basic lesson with two different groups and both of them really enjoyed it. They also found it useful to analyse the grammar using their own sentences, as it highlighted the problems THEY had, and not the ones which I ‘guessed’ at.
It would be great to hear your suggestions for variations / improvements on this.
Enjoy!
This week has been all about writing for myself and my students. On Wednesday, I took part in the #eltchat on Writing and Marking (transcript here, summary here) and on Friday we had a CAM (IH Certificate in Advanced Methodology) session on Writing. In the course of both I was thinking about the writing my students have done recently, and realised that we’ve done many different things. Here is a selection of them in no particular order.
Email Workshop
With five students and nine emails, this has already taken one 90-minute class, and could easily take another. The students are really enthusiastic about it and told me it was very useful at the end of the session.
Email conversations
One of the first things I did in my classes at the beginning of the year was to gather the SS’ email addresses. We are constantly in contact with each other, mainly about homework but with other emails related to holidays and issues the students have.
Short summaries
After a discussion in class, I encouraged SS to write a very short summary (3-4 sentences) of what they learnt. I then collected it, marked it quickly while they were doing some listening, and returned it asking them to email it to me for homework. This could have been done without marking, but as these students are training to take the CAE exam and are generally reluctant to write, every little helps!
Discussion questions and answers
The same group did some speaking in class based on a wordle of money questions from New English File Advanced. I gave them the original teacher’s book page for homework, then asked them to choose two questions. For one, they had to record an answer through audioboo or on their mobile phones; for the other, they needed to send me short paragraph by email. I posted the results on my student blog here. Half of the class did their homework, which is a pretty good hit rate for them!
Essay writing
In the CAE exam class, I introduced the group to essay writing. We followed a task-based approach, with the students writing essays in pairs, followed by an examination of linking phrases they could use to improve cohesion. They then had a chance to redraft their essay using the language and tips from the coursebook. I gave them online feedback for the first time (example) using Jing for the recording, along with OmniDazzle to do the mark-up. One student has already replied:
Thank you very much for this feedback. I think it very useful and I really like it. I believe that it will help all of us.
Thanks to all those on #eltchat who suggested feedback like this – it’s a great tool to add my toolbox.
EnglishRaven’s materials
Jason Renshaw is one of my favourite bloggers to follow. He constantly inspires me with all of the materials he posts on his excellent blog. This week I finally got to experiment with two of them – the Wizard English Grid (WEG) for emergent language, based on this post, and the reading and questions template from this post. The former is still a work in progress with the various groups I’ve introduced it into, but the latter was very successful. Having covered advanced family vocabulary with one group last week, I wanted to revise while pushing the students further. I found an article about demographics in the Czech Republic to paste into the empty space in Jason’s template, then gave the students time to create their own questions. We only had half an hour in class, but the way the discussion was going we could easily have continued for an hour. And where was the writing, I hear you cry? Well, the questions the discussion was based on were all written by the students themselves – something which they don’t often practise.
Transcripts
With two 1-2-1 students I recorded speaking, which they then typed a transcript of for us to work on the language. Neither of them noticed that they were writing, and they commented afterwards that they had never of thought of doing this before.
YLs and Teens
Even my younger learners didn’t escape! In the YL class of pre-intermediate nine- to ten-year-olds we’ve been watching a few minutes of Harry Potter and the Prisoner of Azkaban at the end of each lesson as a reward for all of their hard work. This week, there was a space in the syllabus which was the perfect time to teach them some of the vocabulary they’d been struggling with. As a follow-up they wrote a couple of sentences about the film and draw a picture on this sheet:
The intermediate-level teens started writing a script for a presentation we’re going to make next week on their technology use.
The End
I think that pretty much covers it, and I hope it’s useful to someone! When I started thinking about it, I was very surprised at just how much writing there was in one week’s worth of lessons. What I’m concentrating on at the moment is trying to make all writing I do relevant and to give the students as much of a sense of purpose as possible. I know I was definitely guilty of ‘the next page is writing, so we’ll do it on Monday’ and ‘do the writing for homework’ before, and I hope the things featured in this post are the first steps to changing this!
This is a summary of the 12pm GMT #eltchat on Twitter from Wednesday 9th February 2011. Find the complete transcript here.
Why bother?
How to do it
Challenges and suggested solutions
Don’t forget!
Links shared
I’ll leave you with a quote from the chat:
My strongest English students are often techies.
As a pre-session CAM task, we have been asked to choose one written and one spoken text-type and come up with a plan to develop a (theoretical) one-to-one student’s receptive skills relating to these text types. This is my attempt:
Written: Twitter conversations
Spoken: Screencast tutorials.
Has anyone focussed on these as text-types in the classroom? I’d be interested to know if my strategy reflects your own.
Having just spent the morning marking writing from both Cambridge CAE and non-exam Advanced students, I suddenly remembered that one of the things I highlighted in my CAM action plan as an area to work on was presenting and marking writing. It seems a blog post is therefore in order…
Writing seems to be one of those areas which is quite ephemeral – a kind of ‘practice makes perfect’ for both teachers and students. Here are some of the things I’ve heard (and maybe even said) from each side of the divide:
Students
Teachers
So what can / should we do about it?
At the risk of over-bullet-pointing my own writing, here are some of the solutions I’ve found have worked with my students so far:
As you can see, there aren’t many of them (otherwise there would have been no point highlighting it on my action plan!) I will therefore set you a writing task of you own, so that you can get into the spirit of things.
Choose ONE (or TWO or THREE…) of the following to answer.
- Writing for exams: should we always mark using the criteria for the exam? If not, what should criteria should we mark to?
- How can we encourage students to correct their work and give it back, without creating a lot more marking for ourselves?
- How much marking is appropriate? Where do you stop?!?
- Handwriting: is it an issue? Does it matter if students handwrite or type their texts?
- Spelling: How can we help students to improve it? How important is spelling for non-exam students?
- Grammar: Is it possible for students to improve their grammar through writing?
- Feedback: Do you use a writing code? If not, what do you use? What kind of comments do you give the students?
- Should we give the marking criteria to the students before they do the writing? Or could this be too much for them? (thinking about exam-based criteria especially here)
- How can we teach teachers to mark writing consistently with each other when sharing a class? How can we teach teachers new to an exam to mark writing at an appropriate level? (I was new to CAE this year, and this was particularly difficult for me, although after attending a seminar in December I feel much better about it)
- How can we encourage both teachers and students to make time for writing inside and outside class?
Answers should be 120-150 words long in an informal-neutral tone 😉
Right, I think that about covers it. I look forward to marking your answers!
Enjoy!
PS I have thought of blogging with my students – it’s a work in progress at the moment, as I’m still working out how the blogosphere works myself and computer access is scarce to non-existent at my school!
The first session of the IH Certificate in Advanced Methodology (CAM) was as inspiring and stimulating as I expected it to be. My school, IH Brno, is offering CAM for the first time this year, so I’m studying in a group of 12 teachers as we’re all trying hard to develop professionally as much as possible. I’m by far the least experienced, as I’m only just entering my third professional year of teaching (I taught for a year pre-CELTA in Paraguay too). Everyone else in the group has at least 7 or 8 years! On the plus side, this means I’ve got plenty of other people’s experiences to draw on.
In the session, we looked at the overall structure of the course and at one specific issue from each teacher in the group. We did this through a mingle to gather ideas and get an idea of what each of us was concerned about. I can already see lots of opportunities for my own development, and that was after only one session!
Our homework was to great a personal action plan focussing on the areas we would like to improve in. As part of the course we will be doing research and experimenting with new things in class. The four areas I’m planning to look into are listed below, along with my rationale and the way I plan to follow up on them. I’ve tried to be as exhaustive as possible when listing the sources I’m planning to use. If you have any extra ideas, please put them in the comments.
Don’t forget to come back to the blog to find out how I’m getting on.
Integrating technology into my courses
How?
Making homework an integral part of my courses
How?
Presenting and grading writing
How?
Provide student-driven lessons
How?
Sandy Millin 