tefl

How to get a DipTESOL Distinction

Oh, come on! There’s no secret formula to getting a Distinction in the DipTESOL. You know that. I know that. But people are still gonna google ‘get a DipTESOL distinction’, and someone’s gonna top the search list. It might as well be me. After all, I’m not selling anything. And somehow, who knows, I keep fluking these good marks in courses despite being a bang average teacher…

CELTA – A

DipTESOL – Distinction

MA – Distinction

So look, here are a few things I did on the way to that Distinction. Note, not to get a Distinction. They might help, they might not. Are they generic? Meh, not all of them… (more…)

Hirameki with young learners (via Emily Bryson)

A very quick post to say thanks to Emily Bryson! She recently shared this interesting post on using the Japanese art of Hirameki as way to teach life skills and encourage creativity.

This worked a treat with my 6-year-olds! We are currently doing a module on animals and have just covered animal body parts. Emily’s activity was a great way to review/use this language. The learners turned their colourful splodges into animals and then labelled the various body parts. Simple, engaging, effective… and they were speaking in full sentences: ‘I think it looks like…’, ‘What can you see?’ Great to hear!

I can’t really share the learners’ own drawings on my blog, so the feature image is my own example (using one of Emily’s images).

Hey, that’s the great thing about reading other blogs! So much inspiration. Cheers Emily. Buying your book as a thank you, hopefully more inspiration in there!

12 conversation strategies worth teaching

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…)

Review: NILE Membership

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…)

Lesson idea: environmental issues

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…

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ELT Twitter chats

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…)