One thing my CELTA course skimmed over was how to develop learners’ conversation strategies.
There seems to be a good amount of focus on conversation strategies in recent coursebooks. However, at times I find these can be problematic. Models of effective convo strategies/techniques can be naff sometimes. Where there are no models, and instead there are tip boxes for maybe using a convo strategy during a task, these can lack detail. They require the teacher to elaborate quite a bit. While the teacher notes can help, you might find (as I do on occasions) that there’s a bit of a mismatch. I.e. the language that is anticipated to come up during the task isn’t actually needed/is needed but is already known/needs to be built on. (more…)
The NILE Membership area is a new section on the Norwich Institute of Language Education site. It includes various resources created for language educators by the NILE trainers. There’s new content added each month and (best of all) it is completely FREE to become a NILE member. So, with that in mind, sign up!
Let’s take a look at what’s on offer…
The platform is very easy to navigate. There are nine sections on the site which are all displayed on the member’s area homepage. These are: (more…)
We did this activity a few weeks ago as an intro to our module on environmental problems/issues. It’s a context builder more than anything, and introduced some of the language that the learners needed for their final task (produce a leaflet describing an environmental problem and listing solutions). So, basically…
(Oh, sorry, learners were 10 years old, A2).
Step 1: Learners list all the natural features of a beach they can think of: sand, sea, birds, cliff, etc.
Step 2: A4 paper, fold into quarters so there are four boxes.
In the top left-hand box (landscape) instruct learners to draw a beach. BUT they can only include natural features, nothing manmade.
Give them a time limit, like 3 minutes or something. I did a quick 30-second sketch on the IWB as an example. So… um… don’t laugh…
This is a completely imaginary conversation. No characters in the convo are based on real people – I’m just bored and imagining conversations I might have with editors…
Editor: Thanks so much for this work. You’ve clearly put a lot of effort into it.
Editor: There are just a few amendments. The activity where we asked for a Cambridge PET style speaking task… actually, we meant KET. The client has decided that odd number lessons should be KET, not PET, so sorry for telling you that so late…
Editor: And there are the dialogues… Although they previously said that the dialogues could be 300 words, the client has now decided they should be 200 words.
I did a digital reset of my Twitter account recently. I now see a much wider range of content than before, and have found loads of awesome EAL/ELL/ESL teachers to follow.
One really useful thing about the reset is that I now see loads more tweets from organised ELT chats. The only chat I used to get involved in was #ELTchat. I say involved… I’d normally dip into the 24-hour slowburn. I probably joined the actual hour-long chat no more than five times, as it was always after midnight here in Thailand. Also, I found it a bit difficult to get involved in sometimes – they’d discussed so much stuff already that I wasn’t really sure what to add without going over old ground.
#ELTchat may be on hiatus at present, but there seem to be loads more organized chats around for EL teachers. Here are some of those I’ve come across since the new year… (more…)
This is a discussion task to introduce a sequence of lessons on fame and celebrities. One of the set reading texts in the sequence included some comments on celebrity ethics. I thought this was a good springboard, so after a brief chat/some questions about what learners consider to be ‘ethical’ behaviour in the context of celebrities, I gave them these three scenarios to discuss:
This was a context builder for a sequence of lessons on viral videos, viral ad campaigns, viral marketing, etc. It’s similar to the idea I shared for introducing recipes. Anyway, used this with B1+ teens, worked well.
Find loads of links to (good) viral videos. Our focus was on viral marketing, so I chose lots of ads. Create a QR code for each vid and add these onto a handout in a table like this one: