LearnEnglish Teens - British Council How to help learners of English understand prepositions Why are words like 'on', 'at', 'for' and 'about' so tricky for learners of English and how can teachers help? Adam Simpson, winner of the British Council’s Teaching English blog award, explains. Prepositions and their importance in English Prepositions are tricky little beasts. The relative shortness of the words (most are six letters or under) and their often misplaced role in the overall scheme of things (why should prepositions be less important than nouns, adjectives or verbs?) mean that we should treat them carefully and perhaps give them more time in the classroom than is usually the case. What exactly are prepositions and how are they used in English? In a list of English prepositions you will find very common words such as 'in', 'up', 'behind', 'from', and 'with'. While prepositions are limited in number, they are important because they act as vital markers to the structure of a sentence; they mark special relationships between persons, objects, and locations. Use visual stimuli
Who needs resources? What type of lessons would this include The following types of lessons would use minimal or no resources, and the students would have to produce most of it using their creative minds and using the teacher as a go-between. The only problem is whether or not you can maximise their potential. • Role plays – you can set the topic and area, but they write and perform them. Why use minimal or no resources in class? Students tend to get tired of the same book, day after day, class after class. Advice for these types of lessons Lessons where you don’t have the course book to fall back on will tend to be more exhausting as students need more support, and you will almost certainly be asked a lot of vocabulary questions, so your quick translating skills will be called upon. • Have a system – if you are doing story writing or role plays in class, then students will want to express themselves and will ask you a lot of ‘How do you say…?’
Teaching without a coursebook What's wrong with using a coursebook? A topic-based syllabus Structuring the course Needs analysis Set short-term objectives Remedial grammar Error correction Variety Conclusion What's wrong with using a coursebook? A topic-based syllabus What might sound like fun for the students can seem a bit daunting for the teacher. Using a topic-based syllabus as a framework, however, provides a natural stimulus for language learning in a realistic context. Structuring the course What might at first sight seem like quite an unstructured course can in fact be deceptively well organised. Keep a note of what comes up as the list of potential topics can be long and every student will be different. Whether or not you get a long list from students, you can always use course books "behind the scenes" to help you. Set short-term objectives The list resulting from the needs analysis may be long with a variety of topics and areas of interest. Variety Students have all agreed they are interested in cinema.
Nuffield Primary History Directors: Jon Nichol, John Fines, Jacqui Dean and Ray Verrier The Nuffield Primary History principle is that everything published has been taught by teachers or the team. Lessons take the form of a narrative based on work with children. Many lessons were produced by teachers on professional development courses. Resources include notes on teaching approaches exemplified by over a hundred lessons and short lessons. Pupils study a few well-chosen authentic materials in depth. Questions challenge pupils to tackle real issues and important questions – to speculate, debate, and make connections. Gunpowder plot – year 2 discussion about how to deal with King James. Teaching Primary History published by a commercial publisher was very influential, especially in initial teacher training. However the project was better served by non-commercial publishing through the Nuffield Primary History website, with over 150,000 unique visitors a year most of them from Britain.
Three ways to help English language learners 'notice' grammar We'am Hamdan, who teaches English at the British Council in the Occupied Palestinian Territories, describes practical ways to build 'noticing' in your next grammar lesson. What is 'noticing' grammar and what is its role in the English classroom? When I was learning English, my teachers spent a lot of time in class focusing on the form of the target language, but with no context. As a consequence, my natural and varied use of English suffered. Later, I experienced ‘natural’ English through movies, music and novels. In his 'noticing' hypothesis, Richard Schmidt says that paying close attention to both the form and meaning of language items will contribute to one's learning. So, how can teachers help learners develop language proficiency using the noticing hypothesis? Help learners notice gaps in their language knowledge 'Noticing the gap’ happens when learners focus on the gaps in their own linguistic knowledge. I checked learners’ general understanding of the text, then I re-read it.
Self-access course for professionals Improve your ability to find and apply for the right jobs, develop your interview skills and learn how to perform in the workplace with confidence. At each level, tutor videos and workplace scenarios guide you through the materials, explain key language and grammar points and give you vocabulary that you can use in everyday business life. Subscription overview Subscription cost: Monthly subscription plan - only £5.99 per month Payment method: Online using Mastercard or Visa (credit or debit card) Duration: Each level is made up of eight modules with a total of 48 self-study and review lessons and requires 20-25 hours of study. Course type: Online self-access What will I learn? To communicate effectively in a range of business situations, including meetings, talks and presentations To apply for a job and prepare yourself for the interview To develop your grammar and vocabulary with a focus on the world of work To network with other professionals from diverse fields. What levels are available?
Classroom Management: Consistency is Key Chelonnda Seroyer, a high school English teacher in Atlanta, says, “My students enjoy having a predictable classroom. They feel safe because they know what to expect each day. They like consistency in a world that can be very inconsistent.” The most important principle you should establish at the start of school is consistency. Students do not welcome surprises or embrace disorganization, especially those who come from a disorganized home life. A Teacher’s First Priority When class begins, getting students to work should take precedence. To do this, post a daily agenda that’s visible to everyone. Students become responsible for starting the class or period when an agenda is posted. Students thrive in organized environments with routines and consistency. A well-managed classroom is perhaps even more important to students than to teachers because it gives them a sense of security. What Is Classroom Management? For instance, J. Successful Classrooms Question for our columnists? Harry K.