467953 teaching language in chunks. What Makes A Good Speaking Class? Posted at 13:00h in Skills by Adriano Zanetti Whatever needs analyses one carries out with their groups, there is every likelihood that 9 out 10 will record that they will want to improve their speaking skills best. At this point I do not believe that anyone involved in ELT would be surprised at this, yet we can witness the fact that developing speaking skills might still be a challenge that either provokes or haunts teachers, especially if they are confronted with high demands. Speaking of provocation, here we have some questions to which you might want to give some thoughts: a) What are some differences between speaking L1 outside class and L2 inside class? B) How can a teacher create opportunities for Speaking English inside class?
English in class? IMHO, a good speaking class will depend and rely on five basic foundations: a) the teacher; b) the students; c) the tasks; d) learning environment; e) the feedback. Adriano Zanetti. The role of Rigor in the English classroom. Carolyn Nason, a recent guest on the Oxford Adult ESL Conversations podcast, discusses the role of rigor in the Adult ESL classroom. Recently I signed up for a professional development project focused on infusing rigor into ESL instruction. Knowing the 21st century challenges that my beginning adult English language learners (ELLs) face and their language proficiency level, I was quite skeptical about the idea. However, I was delighted to discover that adding rigor doesn’t have to be difficult for the student or for the teacher. It also doesn’t require a lot of extra work, and the payoffs are spectacular. Bloom’s Revised Taxonomy as modeled by Jessica Loose What is rigor?
Rigor is all about ensuring that learners are prepared to succeed in academic and workplace settings. How do I add rigor to my class? Once I got used to the overall idea of rigor, I thought, “Okay, it’s certainly for higher levels, but not MY level. Categorisation – Carolyn Nason First, we began with brainstorming. Advice and tips if you’re thinking of teaching English abroad. On the over-use of concept-checking questions: part 1 | Lexical Lab. There aren’t many things that I think should be comprehensively banned from EFL classrooms, but the use of closed CCQs (Concept-Checking Questions) for items of vocabulary is one!
For those of you unfamiliar with CCQs, they seem to have come into the ELT mainstream via International House and the very early teacher training courses offered there, and have gone on to become part of what is now widely considered to be CELTA orthodoxy. The basic idea is that simply explaining what something means is insufficient and therefore teachers need to ask their students questions to check whether or not they’ve actually grasped the ‘concepts’ that have been laid out for them. CCQs tend to be closed yes / no questions and just to be clear, I’m not opposed to their use in all circumstances. I used to have really long hair. I used to smoke a lot more. I used to drink a lot more. I used to go out five nights a week.
I used to play in a band. Activities for correcting writing in the language classroom. How can teachers encourage learners to correct their own writing? Second-time winner of TeachingEnglish blog award, Cristina Cabal, offers a few tried and tested error-correction activities.
Does every single writing error need to be corrected? In the learning of a second language, this is a question that stirs up great controversy. While it is true that most spelling errors will disappear as learner proficiency increases, there are some persistent errors – mainly grammatical – which remain despite repeated efforts to correct them. In the following collection of error-correction activities for writing, the main aim is to get students to identify and correct writing errors taken from their own essays. The activities are fun and highly motivating, and because they are fast-paced, I would suggest going through the errors with the whole class a second time at the end to reinforce learning.
Use 'grass skirts' This activity is a lot of fun. Use sticky notes Use slips of paper Correct or incorrect? Responding to students’ writing | elt-resourceful. I have called this post responding to writing, rather than error correction on writing, as I believe that there is a lot more to responding to written work than simply correcting errors. To begin with, it is very important to respond to the content of the writing as well as the form. Otherwise we risk being like this teacher: By Jon Marks, as featured in ETp When we assess a piece of writing there are various questions we could ask: Is the content interesting and/or appropriate to the task? Is there a clear sense of audience (who the writer is writing to or for) and is this reflected in the language chosen?
It is, I think, important that we look at the questions further up the list, as well as picking out discrete errors with word choice, agreement, spelling and so on. Yet most feedback from teachers still tends to focus on error correction. Personally, I don’t think there is anything wrong with using a correction code to mark work from time to time. To these I would add: Like this: Our Favourite Online Course Providers - Active English. We all know that a good quality teacher development course is a worthwhile investment to give your teaching practice and career a boost. However, what happens when the city you live in or your busy timetable makes attending face-to-face classes impossible?
Many teachers these days are turning to online education as a viable option that allows them to access quality training from anywhere at almost any time. The options are seemingly endless with everything from MOOCs, webinars, short courses, online conferences, and even university qualifications. If you are ready to give online learning a go, check out some of our favorite course providers. International iTDi’s courses give teachers from anywhere the chance to learn online with classes led by renowned experts in ELT. NILE is a world-leading centre of excellence, offering training and development from initial qualifications to an MA, both face-to-face and online.
In Brazil Active English (that’s us!) AND! Index. P is for Practised Control. Practising control A Swiss student who I was teaching on-line produced the following short text, in response to an invitation to introduce himself: “I like to play piano very much. I enjoy to watch TV. I love really to eat pizza. I don’t like to drink tea at all. I like to read newpapers and magazins a lot”. This is how I responded: Thanks H***. – nice to hear from you, and to get an idea of your interests. The next day I received the following (Task 2: Describe your computer and what you use it for): My computer is 2 years old.
It appears that the student only then received my feedback on his first task, because he immediately re-sent the above work, self-corrected, thus: Thanks for your e-mail! Notice how the student has picked up on the -ing errors, and self-corrected them. Central to the notion of this transfer of control is the idea that aspects of the skill are appropriated. This is a very different process to what is often called controlled practice. References: Lantolf, J. Catenation | elt-resourceful. There is a huge difference between what our students see printed on a page and what we actually say in everyday speech. In a recording of a TESOL Spain Presentation on Youtube (well worth watching), Mark Hancock makes the following joke: Patient: Doctor, Doctor, I’ve got two theik, a near rake, sore rise, bruise darms a stummer cake and I far tall the time.
Doctor: I see, perhaps you’d like to way tin the corridor? (Try reading it aloud) The joke [apologies for the vulgarity ] showcases a good number of examples of features of connected speech. Features of connected speech As a brief overview, there is a strong tendency in English to simplify and link words together in the stream of speech, in order to help the language flow rhythmically. Assimilation This is when the sound at the end of one word changes to make it easier to say the next word.
‘ten boys’ sounds like ‘ tem boys’ (the /n/ sound changes to the bilabial /m/ to make it easier to transition to the also bilabial /b/) Catenation Elision. The 'Bi-literate' Brain: The Key to Reading in a Sea of Screens. Paper or screen? There's a battle in your brain. The more you read on screens, the more your brain adapts to the "non-linear" kind of reading we do on computers and phones. Your eyes dart around, you stop half way through a paragraph to check a link or a read a text message.
Then, when you go back to good old fashioned paper, it can be harder to concentrate. "The human brain is almost adapting too well to the particular attributes or characteristics of internet reading," says Maryanne Wolf of Tufts University. She says we have to develop a 'bi-literate' brain if we want to be able to switch from the scattered skimming typical of screen reading to the deeper, slow reading that we associate with books on paper. One person who has done it well is Maria Popova, founder of Brainpickings.org. Quotes from this episode: Resources mentioned in the audio: Mike Rosenwald's excellent Washington Post article on how serious reading is harmed by online reading.
How to create content for private ESL lessons - Off2Class. Dear Teachers! The following is an excerpt from a guest post we did a couple months back for the mighty ELT Jam covering the building of content for private ESL lessons. The original article can be found here. Over the past seven years, we (founders of Off2Class) have been teaching private ESL lessons in several locations overseas (most recently in Istanbul). Like many teachers working abroad, private English tutoring has often been more lucrative than our monthly salaries. Like us, many of our teacher friends and colleagues also received requests for private tuition; however, they often would refuse the work due to time constraints in preparing for the lessons. Where do private EFL teachers currently find content for their lessons?
Many teachers will often “wing it” and take a purely conversational approach with their student by discussing topics that interest them. You can find lesson content online. What are the unique needs of a private EFL lesson plan? Form and function Delivery. Lingoda. Lingoda. 70 useful sentences for academic writing. Back in the late 90s, in the process of reading for my MA dissertation, I put together a collection of hundreds of sentence frames that I felt could help me with my academic writing later on. And they did. Immensely. After the course was over, I stacked my sentences away, but kept wondering if I could ever put them to good use and perhaps help other MA / PhD students. So here are 70 sentences extracted and adapted for from the original compilation, which ran for almost 10 pages.
Before you start: 1. Argue a. Claim a. Data a. Debate a. Discussion a. Evidence a. Ground a. Issue a. Premise a. Research a.This study draws on research conducted by ___. b. If you found this list useful, check out The Only Academic Phrasebook You’ll Ever Need, which contains 600 sentences, as well as grammar and vocabulary tips. 70 useful sentences for academic writing. 12 tiny tips for writing lesson plans | ELT planning. I recently took a CELTA extension course for teaching young learners. The course went well and I quite enjoyed writing formal lesson plans again. Tutors said that planning was my strength, which probably meant my teaching wasn’t that good!
I’ve looked back at the positive comments from my tutors and shared some tips below for anyone who needs to write a formal lesson plan. These are a little random, and most are specifically aimed at those teaching young learners. Class profiles A few standard things to write in the class profile are: number of students in the class, genders, ages, learners’ first languages, reasons for learning English, notes on stronger/weaker students etc. For a more comprehensive class profile, which you can expand as you get to know your class, consider including things like: Class dynamic – do the class get on well?
Behaviour management – any troublesome pairings? Routines – how are instructions delivered (e.g. with students at their tables, on the floor, etc)? Ooops… Grammar Police: 30 of the Most Common Grammatical Errors We All Need to Stop Making. Even after years of education, there are some things that some people still mess up. For me, it's algebra. For others, it's the laws of physics. And for many, it's grammar. It's not easy. But how do you prevent grammatical errors if you're not even aware you're making them? Well, you can start by reading through this post to see which common grammar mistakes resonate with you the most. 30 Common Grammar Mistakes to Check For in Your Writing 1) They're vs.
One's a contraction for "they are" (they're), one refers to something owned by a group (their), and one refers to a place (there). Correct Usage: They're going to love going there -- I heard their food is the best! 2) Your vs. The difference between these two is owning something versus actually being something: You made it around the track in under a minute -- you're fast! How's your fast going? See the difference? 3) Its vs. This one tends to confuse even the best of writers. Do a control + F to find this mistake in your writing. Hold up. 30 Skills Every Online Teacher Should Have - Teach ESL Online. The freelance language teacher. A fellow teacher told me about a well-known language institute that started selling a new, faster course. He asked me how I thought he could compete with them. I told them he shouldn’t, they are not his competition. What many teachers do not understand is that when they decide to work as freelance language teachers, they should be offering something different.
Perhaps as an independent teacher you do not have access to many resources that schools do. What you have, however, is yourself and believe me, that is your greatest asset. For starters, you can choose your own materials. Recently, regular schools, especially private ones, have been investing in language programs. As a freelance teacher, you decide how to assess your students and you may even negotiate that with them. I am not saying that everyone should go solo, though. Thiago Veigga T. 12 Tools That Made The Biggest Difference In My Teaching - 12 Tools That Made The Biggest Difference In My Teaching This Year Rachelle Dene Poth There are so many digital tools available today to promote student learning in the classroom.
The task is in figuring out what you need for your classroom. What could benefit your students the most? Over the past year, I took as many opportunities to learn as I could, spending time gathering information from reading books and blogs, staying active through social media in Twitter chats, Voxer groups, and by attending many conferences, both physically and virtually. I created long lists of new ideas, new tools, and created new accounts for many digital tools and tried as many as I could. I am still a learner, and even though I rely on my PLN and these other professional development experiences, sometimes I find it more beneficial to take a risk and just try something new in class, and see what happens. Communication, Collaboration 1. 2. 3. 4. 5. Nearpod Formative Quizizz Buncee Blendspace TES Teach BloomzApp. Challenges in ELT: Teaching online. Conheça 6 ferramentas digitais para facilitar o dia a dia dos professores.
24 resources for bringing AR and VR to the classroom. How to create lesson content for online ESL lessons « Cecilia Nobre ELT Blog. 40 Things to Do with a Text. 9 mistakes you need to stop making with your teaching | TESOL. Teaching English in Spain: “The traditional method of teaching English isn’t working” | In English | EL PAÍS. The 6 Stages Of A Teaching Career - Training the Brain to Listen: A Practical Strategy for Student Learning and Classroom Management. Applied linguistics for the language classroom. 'Th' sound to vanish from English language by 2066 because of multiculturalism, say linguists
Viviane Talks Weekends – Teach Pronunciation. I Want To Get Better At... Classroom Management. The Atlantic - Americans greet each other with huge... Wait … is that a rule? Ten everyday grammar mistakes you might be making | Books. How to get freelance work from ELT publishers | Uncharted Tesol. Whiteboards: The Force Awakens. Boardwork Tips for Teachers. - InnovateELT 2017. Pronúncia: o que os professores brasileiros precisam (mesmo) saber.
CELTA Anticipated Problems: How to find problem words quickly and easily. A different side of EFL: 7+1 tips to make CLIL work with your class. Metro - Listen up, it's pronounced scone. Help! My students think their course book is too easy - Oxford University Press. Natalia Guerreiro on Braz-TESOL. Webinário Higor Cavalcante. When We Listen to Students. 25 maps that explain the English language.