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…)
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 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:
Shout out to Jen Dobson, who has written the course ‘Getting Started with Early Childhood English Teaching’ on Language Fuel.
The new global product for teens from the British Council, Secondary Plus, will be rolled out here in Thailand in May. Project-based approach, academic/exam skills add-ons. Looks pretty polished for a first version. It’s already being used in Europe. I’ve had a sneaky peak. Thumbs up. Info here. Disclaimer – had a bit part to play in these, that’s it. (more…)
The Learning Power Approach (LPA) proposes that teachers encourage learners to cultivate an array of traits which are seen as beneficial for lifelong learning. These traits, or learning dispositions, include various cognitive, metacognitive and behavioural strategies/processes/habits – summarised on the first page of the book:
Claxton concedes that cultivating these dispositions may be nothing new and may just be considered good practice by some teachers. (Note, Claxton is clearly not referring to us EFL teachers! Or am I speaking for myself? Probably…). However, the fundamental difference between the LPA as opposed to other approaches, when it comes to developing these dispositions, is purpose. Referring to the work of John Hattie, Dylan Wiliam and others, Claxton stresses that the reason teachers encourage the development of learning dispositions is often because they facilitate academic achievement. He explains that… (more…)
I wrote an overview of Wordwall last year. Here’s a more practical example of how I actually use Wordwall, rather than just as a load of games… Well, still as a load of games actually, just in a more purposeful way!
I’m teaching a PP1 class at the moment (aged 6/7). This week we were reviewing/learning vocabulary for fruit as the task was creating your own fruit juice (bit random…). So, I started planning by making a Find the Match… (more…)
The resource catalogue for Ready to Run is generally easy to navigate, although better tagging might make searching for relevant resources more efficient. There are currently about 10 videos available at each CEFR-aligned level (A1-B2). The digital content itself is certainly varied, and likely to be engaging for a wide range of learners. Videos are high quality, a suitable length (most around three minutes) and have been well-edited. The videos are initially sourced from vlogs, TV programmes, and other authentic broadcasts, and then are adapted for classroom use. The selection of topics is inclusive and relevant – it is good to see that the platform offers resources that address issues such as immigration, refugee crises, climate change, and minority groups. Topics are dealt with sensitively, and follow-up project-based tasks on the video content encourage learners to explore these topics in greater detail. The willingness of Ready to Run to deal with some topics that tend to be avoided in global coursebooks is certainly a strength. (more…)