F004_ELT_Creativity_FINAL_v2 WEB. Learning languages more effectively. I prepared a ppt presentation for this lesson, which you can download here.
Level: Intermediate and above, but could be adopted to lower levels too. Time: Between 1.5 and 2 hours Aims: students will learn and discuss tips about learning languages more effectively Activity #1: Lead-in What are your language learning habits like? I watch films and TV in English.I’m worried that people don’t understand me when I speak English, so I prefer to stay quiet.I read a lot in English.
Which of the above are good and which are bad learning habits? Activity #2: Speaking What qualities do good language learners have in common? Now look at the 4 letters below. Activity #3: Speaking Below are the 4 qualities of MORE effective language learners. Motivated Opportunistic Reflective Experimental Activity #4 Reading for gist: Read this article and check whether your ideas about the MORE qualities were correct. What is Mystery Skype? 7 steps to get started!
Mystery Skype is an education game, invented by teachers, played by two classrooms on Skype.
The aim of the game is to guess the location of the other classroom by asking each other questions. It has totally transformed the way students learn about the world in my school. Not only does it engage students, but it excites teachers to teach a topic that has long been a short sharp look through an atlas and a glossed over part of the curriculum. It is also an excellent way to integrate technology into your classroom programme and Google Maps is the perfect tool for the job! Translation activities in the language classroom. It does not consider the role of the L1 as a teaching tool, for example for classroom management, setting up activities, or for explaining new vocabulary.
This question has been discussed elsewhere on the Teaching English site. The article starts by looking at what we mean by translation as an activity in the language classroom, and then briefly reviews the history of translation in language learning within the framework of various methodologies. Teaching teens. Teach them English. The Wrong Way to Teach Grammar. A century of research shows that traditional grammar lessons—those hours spent diagramming sentences and memorizing parts of speech—don’t help and may even hinder students’ efforts to become better writers.
Yes, they need to learn grammar, but the old-fashioned way does not work. There is a real cost to ignoring such findings. In my work with adults who dropped out of school before earning a college degree, I have found over and over again that they over-edit themselves from the moment they sit down to write. They report thoughts like “Is this right? Is that right?” These students are victims of the mistaken belief that grammar lessons must come before writing, rather than grammar being something that is best learned through writing. Happily, there are solutions.
Life Beyond Gap-fill? In the 70s and early 80s, when functional syllabuses and communicative language teaching gained prominence in ELT, our profession was a relatively gap-fill-free zone.
For controlled and semi-controlled practice, students were usually asked to engage in A-B exchanges, role-plays or any other activity types that included some degree of choice, information / context gap, personalization and unpredictability. Even certain types of contextualized oral drills were considered more mainstream than “Fill in the blanks with…” way back then. If you’ve been teaching for more than twenty years you probably know what I’m talking about.
Organization 101. Working, fast and furious, I am to further organize my class Wikispace.
I have not felt this driven to be this organized since before I had my daughter…then that year I had to miss several weeks of school due to her heart/lung defect. Hummmm…BUT let’s think positive! I am sure this drive is due to my having a student intern this year and just wanting to impress her! The drive years ago resulted in a literal filing cabinet with a file created for each day of class that contained all and any resources on that particular topic. Teaching Students to Embrace Mistakes. For the last ten years, we've worked one-on-one with students from elementary school through graduate school.
No matter their age, no matter the material, when you ask what they're struggling with, students almost universally name a subject: "math," "English" or, in some instances, "school. " Doubting that all of school is the issue, we then ask to see their last test. After some grumbling, the student digs down, deep into the dark, dank recesses of his or her backpack, and pulls out a balled-up, lunch-stained paper that, once smoothed out, turns out to be the latest exam.
To a teacher, this should be incredibly frustrating. You spend a huge part of your life grading tests, commenting on essays, and providing thoughtful feedback on homework assignments . . . only to have them wadded up and ignored. The Science Behind Mistakes Telling students they need to take advantage of the feedback they get isn't just good advice -- it's established science.