April saw over 45,000 people from over 200 countries reading the blog posts written by you, which is hugely impressive!
Our four new topics for May and June look at the theme of Managing resources. Choosing engaging resources that go beyond the coursebook (if you use one), that meet the students' needs and help them to personalise their learning experience is sometimes a difficult process. We'd love to read your ideas about how you select the resources you use.
They are an excellent way to work on your, or your students’, listening skills, as you can listen to them as many times as you want to. If you’re feeling adventurous, you can also manipulate files so that they are faster or slower, or so that you are only listening to an excerpt of the whole programme.
If you are not currently a TeachingEnglish blogger but would like to become one, please click here to find out how you can do this. It is a great opportunity to have your thoughts and ideas published and read by an audience of over 500,000 teachers worldwide!
The blog topics for March/April are below:
But deeper understanding can only occur with the ability to reflect: to review, to notice, and to think carefully about what had taken place.
This is true for our students and is certainly true for us teachers looking to improve our practice.
But how can we become more reflective teachers?
1. Formal Observations
Many schools have a Director of Studies observing a teacher when they are newly employed, and subsequently, once every 6 months or more. Such observations often have an evaluative function.
I recently started to brush up my German. I last studied German many years ago at school and I can’t say that it was a great success. In fact, I failed the exam and had to retake it. Hardly surprising, as I seem to remember spending a good portion of the exam time writing out David Bowie lyrics!
Apologies for the late posting of this month's blog topics! Here they are.
Promoting 21st Century Skills is one of the professional practices in the British Council’s new Continuing Professional Development (CPD) framework. But what exactly are 21st Century skills and are they the same as digital literacies?
In two recent articles written by Gavin Dudeney, he explores the four key digital literacies: focus on connections, on language, on information and on (re)design. He also looks at the distinction between these and 21st century skills.
To apply this approach there are 5 main steps that you will need to follow but not always in the same order.
1-Ask the right question: this should start lots of brainstorming among students. For example, “How can you guys use these flip charts for learning all through this term?"
2- Show them samples of a previous class work: this should help them borrow, modify, or generate other ideas
3-Divide into groups: let students choose their own team, they know their own dynamics.
Brexit, the Tree, the River and the Five Circles
Great! – no materials! – no photocopying! – no wasted paper! – no boring worksheets!
But if we have no materials, we usually need something to give the lesson some appearance of structure to fill the place of the book or handouts.
a) Brexit and the Tree:
Uttering this innocuous-looking sentence is all it takes to turn a class of highly active and enthusiastic students to a group of yawning, mind-wandering kids.There are very few students who get super excited when grammar-teaching time comes along and even fewer who see any reason in doing grammar at all. Grammar is often associated with lists of rules, countless abstract examples and lots of written practice. I truly believe though that there are some very easy and practical steps we can all take to make the presentation and practice of grammar more tangible and fun!