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:
I gave students this instruction: (more…)
I’ll hopefully keep this update going this year. Bit busy at the moment so here are a few very quick updates and some useful links.
Express Publishing are promoting a new book English for 21st Century Skills (Mavridi and Xerri), which comes out Spring 2020. Lots of different contributors, looks good. No link on site yet.
All levels of Language Hub (Macmillan) are out and promo in full swing by the look of things on social media.
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…)
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…)
This review was first published in the Winter 2019 edition of the ETAS Journal. Many thanks to ETAS for allowing the review to appear on this blog.
Ready to Run, from Digital Learning Associates (DLA), is a platform providing video-based lesson resources for ELT classrooms. Its resources are marketed as ‘engaging and authentic video experiences’ which cover a range of real-world topics. Ready to Run is a subscription-based service – each video lesson includes printable materials for students, teacher notes and video transcripts. The platform recently won a British Council ELTon for Innovation in Learner Resources.
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…)
Late last year I read the Jordan and Gray/Hughes exchange on ELT coursebooks, which appeared in ELT Journal. It’s an interesting discussion if you haven’t read it yet. I generally agreed more with Hughes, but that’s to be expected; I write coursebook materials for publishers, I use coursebooks and generally value them as a classroom resource. I also tend to find more radical stances against coursebooks polarising and distant from classroom practice. A bit repetitive too. I’d like to see more research into learner perceptions of coursebooks, and direct engagement with publishers to explore the theoretical and pedagogical underpinning of these resources in more detail.
Anyhow, the exchange prompted me to consider my views on the use of coursebooks, I’m keen to write a few of these down so I can see how they evolve over time. There have been a few posts I’ve revisited on this blog that I felt were a good snapshot of my thinking at one moment in my career – thoughts that have since changed, developed, etc. There is only one post I’ve come to completely refute over time, my views on multiple intelligences. So much so that I deleted it! Nooooo! Never do that, it misses the point of a learning journey!
So, some of my current (10/01/2019) views on coursebooks. (more…)
This is a lesson based around authentic texts from the eHarmony website. It is aimed at adult pre-intermediate level plus, but these texts are full of rich language so it would ideally suit intermediate level students.
· Share personal experiences and attitudes towards online dating
· Identify key features of an online dating profile
· Create a short online dating profile for yourself or a friend
· Evaluate the effectiveness of other online profiles (more…)