Do you want to bring some drama and creativity into class? Are you looking for new ways to motivate and engage your teen/adult learners? Are you on the lookout for a good value TEFL resource written by real teachers, for real teachers?
If you answered YES to any of the above…. Here’s 30 Role-plays for TEFL! Woohoo! (more…)
This is a post aimed at candidates about to take a diploma course, but is still relevant to all. It also loosely connects to Sandy’s recent post about mistakes you’ve made in class (click here). (more…)
I’m currently studying a module in Materials Development through NILE online. It’s a really worthwhile course so far!
Unit two talked about evaluating materials, specifically course books. We were introduced to a range of checklists that could be used for evaluating a course book, and discussed the pros and cons of each. I can’t imagine everyone would find this topic interesting, but it was really topical for me – in the same week I was given a checklist to evaluate our new course book for teen classes. It gave me the opportunity to reflect on our own evaluation process and suggest some changes if necessary…
What makes a good checklist?
We looked at about six different checklists that were listed in McGrath (2002). In some of my jobs I’ve completed evaluations like this one from Harmer (1991:281) (more…)
Dobble is a great card game for quick thinking and bit of new vocabulary. I trialled it during a ‘fun and games’ social club last week and it went down well. Actually, the students enjoyed it so much that they invented their own variation of the rules!
The game looks like this:
It’s just a load of cards. However, each card always shares a matching symbol with any other card. Here’s one way to set the game up (for 4 players). See if you can notice the matching symbol on each card:
There are plenty of ways to play the game, but all involve either trying to get the most cards or losing all of your cards. You must call out the matching symbol before you win (or give away) a card. Of course, a flaw in the game is that you could easily lie as it’s fast-paced, but who would do that…?!
Our social club is quite relaxed. The students just looked through the cards and identified symbols they couldn’t explain. I taught what was needed…
We played 3 or 4 variations of the game which were lots of fun, although the students kept ganging up on me! Then the group decided that they could think of some more interesting rules. These slowed the game down, but led to plenty more language use as first they had to explain the rules to me, then we needed some process language rather than just the name of each object:
A: Have you got a clover?
B: No, I haven’t…
A: I think you’ve got….
Etc
(pronunciation of weak forms and contractions was a good point to come from this)
Overall this was a fun game for the classroom, the students definitely got something out of it. There are 55 cards so you could easily break things up into smaller games between teams in a young learner class. It would be a good reward or break time game (if your students aren’t still glued to Pokemon Go).
I’m writing a series of short posts in response to Martin Sketchley’s blog challenge. You can view his new blog here.
Oh look, Se at TalkTEFL has been taking the Mickey out of our ‘Quality Circle’…
Sarah Smith and I will be chatting about our teacher-led development group (‘The Quircle’) at the British Council Teaching for Success online conference. We’re on the action research discussion panel on Wednesday 5th Oct. Come and share your ideas with us!
If you want to know about our group but can’t attend the webinar, check out the latest issue (106) of English Teaching Professional.
This was a good idea I came across Bucksmore summer school. A review for various tenses/structures.
Give students a piece of paper. Get them to split it into 4 squares.
In each of the squares they draw one of the following:
They choose the squares for each drawing at random.
Go over the structures if you need to…
You’ve + V3
This time last year you were + Ving
By 2050 you will have + V3
In 2050 you’ll be + Ving
Students look at each other’s pictures and use the phrases to guess what each drawing shows.
Tweak the above examples to include structures you want to review.
Good fun. The drawing bit doesn’t have to take too long, I mean look how bad mine are!
Level? This activity was used at Upper-Int level. It was actually a warmer just to review these structures. Copyright Bucksmore I guess!
I’m writing a series of short posts in response to Martin Sketchley’s blog challenge. You can view his new blog here.
Some teachers have clear direction when it comes to development. Others, like me, have always been a little bit lost. I found that once I finished my initial teacher training there wasn’t much support or guidance when it came to improving my skills, subject knowledge or knowledge of the industry. There was the odd teacher training session or peer observation, plus the occasional chat with a colleague, but for the most part I just had to get on with things. So, I did.
Taking control of your own development is the best thing you can do. Moreover, it’s easier than you think – it just takes a bit of interest and a bit of drive. Here’s a list of ideas to get you started. They’re mostly aimed at teachers fresh off a CELTA looking for inspiration, but some will be useful whatever your experience.
Note: Sketch (ELTexperiences) wrote a couple of similar posts on this when we were working together, so click here and here to see his ideas.
Documenting your progress
It’s said that for development to be successful it needs to be documented. Try these things to help:
Record your thoughts and reflections on lessons – things that went well, things that didn’t, things to improve on, useful things you’ve read, self-evaluation tasks you’ve tried, etc. It will be a good thing to look back on, and might help you gather your thoughts.
A ‘web log’ – it can be like a journal/diary anyway. The difference is that other people can see it. You can get feedback from others, useful tips and ideas. I started this one on wordpress.com. It only took me 10 minutes to set up and it’s free. I’ve motivated my colleague to do the same so you can see one that’s just starting out here. Please comment and keep him reflecting 🙂
This is a practical tip for lesson evaluation. At the end of a lesson, write down two things that went well, and two you could have improved on. Our CELTA YLX tutor called these ‘Glows and Grows’. Try and work on the points to improve in the next lesson. Writing these down somewhere is a great way to evaluate your progress. If you’re me, it’s also a great way to notice how many times you’ve had to focus on GIVING BETTER INSTRUCTIONS! AAARGH! (note: had a formal obs yesterday – guess what came up?!).
A framework of reference
It’s useful to have a bit of guidance when it comes to professional development. Download this free document from the British Council. It’s a CPD framework highlighting various stages of development and key professional practices. It might help you recognise the areas you need to focus on. (more…)
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environment themed-lessons for each month: a resource for language teachers
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Reading list summaries to help people prepare for the Cambridge Delta exam
“The mind is like a sponge, soaking up endless drops of knowledge." - Robert M. Hensel
Reflective notes, practical tips, and sample lesson plans
A teacher's journey away from safe harbor
is currently emerging
A Community of Practice: Teaching English and Other Languages, CALL, Educational Technology, Advocacy, Immigrant Issues, Professional Organizations, Culture, Teacher Training, Assessment, Family Outreach, Assessment, Standards, Legal Issues, and Professional Development
A Place for Language Teachers
Teach. Travel. Learn.
A critique of ELT teacher trainers
travel and teach abroad: a community for wandering educators.
Sarah's backpacking diaries, stories about overcoming depression & anxiety and (vegan) travel guides to destinations around the world 🌏
