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ELT PLANNING
TEFL tips and ideas from a developing teacher. There’s a Mercury Music Prize-winning band name if ever I heard one. This post is actually a long one about Anderson, CAP/TATE, British Council and Project-based learning – that didn’t have quite the same ring toit.
12 CONVERSATION STRATEGIES WORTH TEACHING One thing my CELTA course skimmed over was how to develop learners’ conversation strategies. There seems to be a good amount of focus on conversation strategies in recent coursebooks. However, at times I find these can be problematic. Models of effective convo strategies/techniques can be naff sometimes. Where there are no models, and instead there IELTS: IDENTIFYING ATTITUDES AND OPINIONS Another ‘making things up as I go along’. This time in my IELTS Teens class. Topic: Environment and the natural world Context: We’d just done some vocabulary review / building activities. We’d also dipped into the book for some listening practice – a few activities on ‘identifying attitudes/opinions’. So, we had tonnes of newvocab,
DIPTESOL OBSERVED PRACTICE Avoid my ramblings and skip to the end of this post for an example lesson plan for the DipTESOL observed practice. Ramblings The more you know about preparing the DipTESOL lessons before you start the observed practice, the better. You can find a great example of a lesson plan for Unit 4 on Gemma Lunn’s CELTA LESSON FRAMEWORKS Using a sample text is a good way to model output and language for a writing task. I guess this is similar to a text based presentation really. Below is the framework for a writing lesson that was suggested on my CELTA: Lead-in – generate interest, set topic. Reading (optional) – provide a LESSON IDEA: ACTIVITIES FOR SHORT VIDEOS 2.25 – 3.01. Students watch the next part of the video where the skeletons get a parrot. Go back to their ideas on the board and see if anyone has guessed the right pets so far. Then give students this list of words, cut up: They watch the video and put theSELF-REFLECTION
Coursebooks. Arrgh. I write and read so many rants about them. Global coursebooks are too ‘catch-all’, they’re not aligned with what we know about second language acquisition, they’re a straightjacket, the images promote certain ideals, the content is too diluted, etc.. Like them or not, many teachers are bound to using a coursebook. CELTA TIP: GUIDED DISCOVERY Here’s a quote from the British Council website: ‘Guided discovery, also known as an inductive approach, is a technique where a teacher provides examples of a language item and helps the learners to find the rules themselves’. This approach is the CELTA through and through really. The way we are taught to clarify vocabulary andgrammar is
30 ACTIVITIES INSPIRED BY GAME SHOWS 30 activities inspired by game shows. Game shows and TV quizzes are a great source of inspiration for classroom activities. Believe it or not, I keep a notepad on the coffee table so I can jot down any teaching ideas I get from watching TV! It’s always good to have a range of different games up your sleeve to mix things up a bit. TEFL GAMES: ANSWER SMASH! That meant all my clues were good listening practice and involved quick vocabulary recall. I admit they were random (!) but that was part of the fun! Here are some example answers I used: sh op, op tion = shoption. Harry Pot ter, ter mites = Harry Pottermites. paELT PLANNING
TEFL tips and ideas from a developing teacher. There’s a Mercury Music Prize-winning band name if ever I heard one. This post is actually a long one about Anderson, CAP/TATE, British Council and Project-based learning – that didn’t have quite the same ring toit.
12 CONVERSATION STRATEGIES WORTH TEACHING One thing my CELTA course skimmed over was how to develop learners’ conversation strategies. There seems to be a good amount of focus on conversation strategies in recent coursebooks. However, at times I find these can be problematic. Models of effective convo strategies/techniques can be naff sometimes. Where there are no models, and instead there IELTS: IDENTIFYING ATTITUDES AND OPINIONS Another ‘making things up as I go along’. This time in my IELTS Teens class. Topic: Environment and the natural world Context: We’d just done some vocabulary review / building activities. We’d also dipped into the book for some listening practice – a few activities on ‘identifying attitudes/opinions’. So, we had tonnes of newvocab,
DIPTESOL OBSERVED PRACTICE Avoid my ramblings and skip to the end of this post for an example lesson plan for the DipTESOL observed practice. Ramblings The more you know about preparing the DipTESOL lessons before you start the observed practice, the better. You can find a great example of a lesson plan for Unit 4 on Gemma Lunn’s CELTA LESSON FRAMEWORKS Using a sample text is a good way to model output and language for a writing task. I guess this is similar to a text based presentation really. Below is the framework for a writing lesson that was suggested on my CELTA: Lead-in – generate interest, set topic. Reading (optional) – provide a LESSON IDEA: ACTIVITIES FOR SHORT VIDEOS 2.25 – 3.01. Students watch the next part of the video where the skeletons get a parrot. Go back to their ideas on the board and see if anyone has guessed the right pets so far. Then give students this list of words, cut up: They watch the video and put theSELF-REFLECTION
Coursebooks. Arrgh. I write and read so many rants about them. Global coursebooks are too ‘catch-all’, they’re not aligned with what we know about second language acquisition, they’re a straightjacket, the images promote certain ideals, the content is too diluted, etc.. Like them or not, many teachers are bound to using a coursebook. CELTA TIP: GUIDED DISCOVERY Here’s a quote from the British Council website: ‘Guided discovery, also known as an inductive approach, is a technique where a teacher provides examples of a language item and helps the learners to find the rules themselves’. This approach is the CELTA through and through really. The way we are taught to clarify vocabulary andgrammar is
30 ACTIVITIES INSPIRED BY GAME SHOWS 30 activities inspired by game shows. Game shows and TV quizzes are a great source of inspiration for classroom activities. Believe it or not, I keep a notepad on the coffee table so I can jot down any teaching ideas I get from watching TV! It’s always good to have a range of different games up your sleeve to mix things up a bit. TEFL GAMES: ANSWER SMASH! That meant all my clues were good listening practice and involved quick vocabulary recall. I admit they were random (!) but that was part of the fun! Here are some example answers I used: sh op, op tion = shoption. Harry Pot ter, ter mites = Harry Pottermites. paELT PLANNING
TEFL tips and ideas from a developing teacher. There’s a Mercury Music Prize-winning band name if ever I heard one. This post is actually a long one about Anderson, CAP/TATE, British Council and Project-based learning – that didn’t have quite the same ring toit.
EAL PRESENTATION TASKS I’ve been teaching an intensive English course this term. It works out (online) at about 8 hours per week, would have been a lot more had we not been back in lockdown. Seven students, Japanese, between 12 and 14 years old. All were supposed to be LESSON IDEA: THE IDEAL CLASSROOM My secondary class (age 14+, B1) are exploring education in our latest module. We are building up to a ‘design your ideal school’ task. The first step was to consider what makes a good classroom/learning environment. Step 1: General discussion questions as a lead-in, about what they think of their education system, their schools and 35 WAYS TO INTRODUCE YOUR LESSON TOPIC Five possible answers for the above: queuing, drinking tea, talking about the weather, eating fish and chips, having bad teeth. Make some extreme close-up pictures of animals. Pass them around and get the students to guess what they are and hence the topic of 30 ACTIVITIES INSPIRED BY GAME SHOWS 30 activities inspired by game shows. Game shows and TV quizzes are a great source of inspiration for classroom activities. Believe it or not, I keep a notepad on the coffee table so I can jot down any teaching ideas I get from watching TV! It’s always good to have a range of different games up your sleeve to mix things up a bit. TEXT-BASED PRESENTATION Gist task – set a short task based on general understanding of the text as a whole. For reading texts, the gist task is often timed. Students compare their answers together (pairs/groups) first before class feedback. Detailed task – set a task based on detailed comprehension (formats might include gap fills, ordering events,true/false, etc).
MATERIALS DEVELOPMENT TASK 1: ABSENCE AND PRESENCE Materials Development Task 1: absence and presence. This is a new series of blog posts for teachers looking to become materials writers. It aims to help future writers explore topics and issues in writing, encourage deeper insight into the content of published materials, and promote a principled approach to materials development. EXPLORING LEARNER STYLES: WHICH BIRD ARE YOU TEACHING I took up birdwatching about 2 years ago. It’s a really relaxing hobby which, believe it or not, has helped me as a teacher. Obviously, finding a way to relieve stress is important in any job. Taking country walks and making a few new sightings of local wildlife helps me to chill out. But more CELTA TIP: THE LANGUAGE SKILLS ASSIGNMENT I think the language skills topic on the CELTA is incredibly useful. As someone who rarely uses textbooks, I’m always searching for authentic reading and listening materials to use in class. Topic 3 on the CELTA gave me a solid overview of how to plan a BRITISH HISTORY LESSON: BOUDICA British History Lesson: Boudica. I recently taught a great group of upper-intermediate Italian college students. They were from a humanities college, they requested lessons in history, psychology, sociology and so on. It was International Women’s Day the weekend before, so I thought it was fitting that we looked at one of the mostfamous, or
12 CONVERSATION STRATEGIES WORTH TEACHING One thing my CELTA course skimmed over was how to develop learners’ conversation strategies. There seems to be a good amount of focus on conversation strategies in recent coursebooks. However, at times I find these can be problematic. Models of effective convo strategies/techniques can be naff sometimes. Where there are no models, and instead there IELTS: IDENTIFYING ATTITUDES AND OPINIONS Another ‘making things up as I go along’. This time in my IELTS Teens class. Topic: Environment and the natural world Context: We’d just done some vocabulary review / building activities. We’d also dipped into the book for some listening practice – a few activities on ‘identifying attitudes/opinions’. So, we had tonnes of newvocab,
SHOULD I DO A PGCEI? I’m currently doing a PGCEi through the University of Nottingham. The course is specifically designed for international educators with a focus on improving professional practice. It is an 11-month course which is mostly distance learning, although there is a short face-to-face component. The course seems popular with teachers who are working at ‘lower-tier’ international schools DIPTESOL OBSERVED PRACTICE Avoid my ramblings and skip to the end of this post for an example lesson plan for the DipTESOL observed practice. Ramblings The more you know about preparing the DipTESOL lessons before you start the observed practice, the better. You can find a great example of a lesson plan for Unit 4 on Gemma Lunn’s USEFUL LINKS: PROJECT-BASED LEARNING Nik Peachey’s ‘ Focus on Project-based learning ’ overview for OUP is a nice intro, listing some of the benefits/challenges related to this approach. In particular, Nik mentions how skills coverage may be an issue with this approach in an ELT context. In my context I find our in-house PjBL highly prescriptive and aimed more at skills LESSON IDEA: ACTIVITIES FOR SHORT VIDEOS 2.25 – 3.01. Students watch the next part of the video where the skeletons get a parrot. Go back to their ideas on the board and see if anyone has guessed the right pets so far. Then give students this list of words, cut up: They watch the video and put the CELTA LESSON FRAMEWORKS Using a sample text is a good way to model output and language for a writing task. I guess this is similar to a text based presentation really. Below is the framework for a writing lesson that was suggested on my CELTA: Lead-in – generate interest, set topic. Reading (optional) – provide aSELF-REFLECTION
A very important part of any pre- or in-service teacher training course, is REFLECTION. On a CELTA or Trinity TESOL course this will mostly be reflecting ON your practice, which means you will look back at the lesson you have just taught to reflect on. -what you can use again or change for next time. Your ability to reflect on yourplanning and
LESSON IDEA: MUST, MUSTN’T, DON’T HAVE TO… First, tell the students to work alone. For each place they think of one thing you MUST do there, one thing you MUSTN’T do, etc. Have a list of your own answers prepared. I had these on a flipchart but covered the answers at first. Students speak with their partner and decide who has the better idea. They then decide the best idea intheir group.
FREELANCING
I haven’t shared any tips for new writers for a while, not since my post on how to find commissioning editors.So, here it goes. There’s nothing wrong with building connections at big publishers like Pearson, Macmillan, CUP, OUP, NGL (Cengage, whatever). 12 CONVERSATION STRATEGIES WORTH TEACHING One thing my CELTA course skimmed over was how to develop learners’ conversation strategies. There seems to be a good amount of focus on conversation strategies in recent coursebooks. However, at times I find these can be problematic. Models of effective convo strategies/techniques can be naff sometimes. Where there are no models, and instead there IELTS: IDENTIFYING ATTITUDES AND OPINIONS Another ‘making things up as I go along’. This time in my IELTS Teens class. Topic: Environment and the natural world Context: We’d just done some vocabulary review / building activities. We’d also dipped into the book for some listening practice – a few activities on ‘identifying attitudes/opinions’. So, we had tonnes of newvocab,
SHOULD I DO A PGCEI? I’m currently doing a PGCEi through the University of Nottingham. The course is specifically designed for international educators with a focus on improving professional practice. It is an 11-month course which is mostly distance learning, although there is a short face-to-face component. The course seems popular with teachers who are working at ‘lower-tier’ international schools DIPTESOL OBSERVED PRACTICE Avoid my ramblings and skip to the end of this post for an example lesson plan for the DipTESOL observed practice. Ramblings The more you know about preparing the DipTESOL lessons before you start the observed practice, the better. You can find a great example of a lesson plan for Unit 4 on Gemma Lunn’s USEFUL LINKS: PROJECT-BASED LEARNING Nik Peachey’s ‘ Focus on Project-based learning ’ overview for OUP is a nice intro, listing some of the benefits/challenges related to this approach. In particular, Nik mentions how skills coverage may be an issue with this approach in an ELT context. In my context I find our in-house PjBL highly prescriptive and aimed more at skills LESSON IDEA: ACTIVITIES FOR SHORT VIDEOS 2.25 – 3.01. Students watch the next part of the video where the skeletons get a parrot. Go back to their ideas on the board and see if anyone has guessed the right pets so far. Then give students this list of words, cut up: They watch the video and put the CELTA LESSON FRAMEWORKS Using a sample text is a good way to model output and language for a writing task. I guess this is similar to a text based presentation really. Below is the framework for a writing lesson that was suggested on my CELTA: Lead-in – generate interest, set topic. Reading (optional) – provide aSELF-REFLECTION
A very important part of any pre- or in-service teacher training course, is REFLECTION. On a CELTA or Trinity TESOL course this will mostly be reflecting ON your practice, which means you will look back at the lesson you have just taught to reflect on. -what you can use again or change for next time. Your ability to reflect on yourplanning and
LESSON IDEA: MUST, MUSTN’T, DON’T HAVE TO… First, tell the students to work alone. For each place they think of one thing you MUST do there, one thing you MUSTN’T do, etc. Have a list of your own answers prepared. I had these on a flipchart but covered the answers at first. Students speak with their partner and decide who has the better idea. They then decide the best idea intheir group.
FREELANCING
I haven’t shared any tips for new writers for a while, not since my post on how to find commissioning editors.So, here it goes. There’s nothing wrong with building connections at big publishers like Pearson, Macmillan, CUP, OUP, NGL (Cengage, whatever).ELT PLANNING
TEFL tips and ideas from a developing teacher. There’s a Mercury Music Prize-winning band name if ever I heard one. This post is actually a long one about Anderson, CAP/TATE, British Council and Project-based learning – that didn’t have quite the same ring toit.
EAL PRESENTATION TASKS I’ve been teaching an intensive English course this term. It works out (online) at about 8 hours per week, would have been a lot more had we not been back in lockdown. Seven students, Japanese, between 12 and 14 years old. All were supposed to be SHOULD I DO A PGCEI? I’m currently doing a PGCEi through the University of Nottingham. The course is specifically designed for international educators with a focus on improving professional practice. It is an 11-month course which is mostly distance learning, although there is a short face-to-face component. The course seems popular with teachers who are working at ‘lower-tier’ international schools LESSON IDEA: THE IDEAL CLASSROOM My secondary class (age 14+, B1) are exploring education in our latest module. We are building up to a ‘design your ideal school’ task. The first step was to consider what makes a good classroom/learning environment. Step 1: General discussion questions as a lead-in, about what they think of their education system, their schools and TEXT-BASED PRESENTATION Gist task – set a short task based on general understanding of the text as a whole. For reading texts, the gist task is often timed. Students compare their answers together (pairs/groups) first before class feedback. Detailed task – set a task based on detailed comprehension (formats might include gap fills, ordering events,true/false, etc).
LESSON IDEA: MUST, MUSTN’T, DON’T HAVE TO… First, tell the students to work alone. For each place they think of one thing you MUST do there, one thing you MUSTN’T do, etc. Have a list of your own answers prepared. I had these on a flipchart but covered the answers at first. Students speak with their partner and decide who has the better idea. They then decide the best idea intheir group.
TEFL GAMES: ANSWER SMASH! That meant all my clues were good listening practice and involved quick vocabulary recall. I admit they were random (!) but that was part of the fun! Here are some example answers I used: sh op, op tion = shoption. Harry Pot ter, ter mites = Harry Pottermites. pa THE ROLE OF RESEARCH IN TEFL The idea of ‘teacher as researcher’ needs to be a ‘bottom up, teacher-led enterprise’ There are practical issues for teachers engaging in research – lack of time, the need for support from schools and society as a whole, etc.; Key point for me Paula rephrased the title of her talk to address a key issue – why would we want research to inform practice? LESSON IDEA: USING SPORTS COMMENTARIES IN CLASS Have you ever heard of the ‘instantaneous present simple’? I hadn’t until a recent diploma module. Apparently it’s used to describe events or occurrences with some level of immediacy. You find it in newspaper headlines (like ‘Brad marries Angelina’), verbs of communication (‘your mother tells me that’), and references to the future (‘the bus leaves BRITISH HISTORY LESSON: BOUDICA British History Lesson: Boudica. I recently taught a great group of upper-intermediate Italian college students. They were from a humanities college, they requested lessons in history, psychology, sociology and so on. It was International Women’s Day the weekend before, so I thought it was fitting that we looked at one of the mostfamous, or
ELT PLANNING
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APP REVIEW: STUDYCAT Studycat is a language learning app for young learners. It aims to ‘revolutionise the way kids learn a foreign language, by making it fun and engaging’. According to the Studycat website , the app has been downloaded by 11 million families, it is multi-award winning, and it provides opportunities to learn more than just English – Chinese, French, Spanish and Germantoo.
The main approach is learning through play. It aims to ‘create gameplay that naturally leads to language acquisition’. This very brief video from the Studycat subscription channel should give you a feel for the app: As with many edtech tools, Studycat is currently free to support home learning (Corona), so it’s a good time to check it out. It comes with a LMS and book resources, although I am reviewing this product based mainly on the app as it appears to be the driving force of theproduct. (more…)
Posted in General ,
reviews and tagged
apps , beginners
, home learning
, language learning
, learn English
, studycat
, young learners
on March 31, 2020
by Peter Pun . 1 Comment PARENTS AND ONLINE LEARNING Soooo much training! In the last 10 days at work I’ve completed five modules of mandatory training on Zoom, had two webinars on using EtonX with YLs, got up to speed quickly with Microsoft Teams (which I had previously neglected a bit, and I’m still a bit naff) and done a whole load of other online webinars. Phew! Anyhow, there seems to be a lot of training around for teachers. Once we get settled with these new modes of delivery, I’m hoping that they’ll be a bigger push towards training for parents. (more…)Posted in General ,
reflections
and tagged coronavirus ,covid-19 , edtech
, online learning
, online teaching
, parents
on March 26, 2020
by
Peter Pun . 2 Comments LEARN THAI DUOLINGO-STYLE Just a quick post for any Thai learners out there. I’ve just subscribed to the Ling app. It’s basically Duolingo for Thai. If you like that format then is well worth getting. There are 50 units to study, 10 units per level (beginner to expert). Each unit has 4 lessons, and then a speaking test, writing test and ‘exam’. Units look like this:(more…)
Posted in General ,
reviews and tagged
apps , duolingo
, learn Thai
, Thai
, Thai learners
, Thai reading
on March 19, 2020
by
Peter Pun . Leave a comment MATERIALS WRITING NEWS AND VIEWS, MARCH 2020 One-year anniversary of these posts. Cool!NEW RELEASES
Congrats to Billie Jago, who has authored these practice tests for Cambridge C1 Advanced: This is the first time I’ve come across the publisher Prosperity Education . Looks like they are mainly exam-focused, and they seem to like having smiley people on the front of their books. Didn’t come across any other releases this month, feel free to add them in the comments. Oh no, wait! I saw Bernardo Morales post on LinkedIn about ‘_Practice and Pass A2 KEY for Schools_’ (via Delta Publishing).Link to book here
.
(more…)
Posted in General ,
materials writing
and
tagged elt , publishing jobs, reviews
, teaching
, writing
on March 11, 2020
by Peter Pun . Leave acomment
HOW TO GET A DIPTESOL DISTINCTION Oh, come on! There’s no secret formula to getting a Distinction in the DipTESOL. You know that. I know that. But people are still gonna google ‘get a DipTESOL distinction’, and someone’s gonna top the search list. It might as well be me. After all, I’m not selling anything. And somehow, who knows, I keep fluking these good marks in courses despite being a bang average teacher…CELTA – A
DipTESOL – DistinctionMA – Distinction
So look, here are a few things I did _on the way_ to that Distinction. Note, not to _get_ a Distinction. They might help, they might not. Are they generic? Meh, not all of them… (more…) Posted in DipTESOL tipsand tagged diploma
, DipTESOL
, distinction
, elt
, pass
, tefl
, trinity
on March 2, 2020
by Peter Pun . 2 Comments HIRAMEKI WITH YOUNG LEARNERS (VIA EMILY BRYSON) A very quick post to say thanks to Emily Bryson! She recently shared this interesting post on using the Japanese art of Hirameki as way to teach life skills and encourage creativity. This worked a treat with my 6-year-olds! We are currently doing a module on animals and have just covered animal body parts. Emily’s activity was a great way to review/use this language. The learners turned their colourful splodges into animals and then labelled the various body parts. Simple, engaging, effective… and they were speaking in full sentences: ‘I think it looks like…’, ‘What can you see?’ Great to hear! I can’t really share the learners’ own drawings on my blog, so the feature image is my own example (using one of Emily’s images). Hey, that’s the great thing about reading other blogs! So much inspiration. Cheers Emily. Buying your book as a thank you, hopefully more inspiration in there! Posted in Lesson Ideas, other
, vocabulary
and tagged
blogging , creativity, drawing
, elt
, PLN
, tefl
, young learners
on March 1, 2020
by Peter Pun . Leave acomment
ELT PUBLISHING PROFESSIONALS – IS IT WORTH SIGNING UP? A question I’ve been asked on LinkedIn by a writer (post for writers/editors, not publishers)… _IS IT WORTH JOINING THE ELT PUBLISHING PROFESSIONALSDATABASE?
__Anonymous_
Bit fiddly to answer on LinkedIn, also the answer might be useful forothers. So…
_ANSWER: OVERALL, YES._(more…)
Posted in General ,
reviews and tagged
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on February 21, 2020 by Peter Pun . 1 CommentPOST NAVIGATION
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