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Советы преподавателямУважаемые учителя! Методисты Агентства «Асыл Асет» рады сообщить Вам, что каждую неделю мы будем размещать на нашем сайте полезные советы по преподаванию английского языка в школах и в ВУЗах. Это будут различные советы по проведению языковых разминок, «открытых» уроков, презентаций; по развитию практических навыков чтения, письма, аудирования и разговорной речи; по работе с «трудными» и ленивыми детьми; по работе в парах, мини-группах, группах, и многое другое. Методические советы будут давать признанные лидеры преподавания английского языка, а также авторы наших учебников – Джим Скривенер, Линдсей Клендфилд, Пит Шарма, Эндрю Теннант и многие другие. Если у вас возникнут какие-либо вопросы, просьбы, пожелания или комментарии, то мы будем рады помочь Вам! Обращайтесь к нам на сайт и получите квалифицированную помощь! Удачи вам и творческих достижений!
30.08.2014 Teaching listening in English – Week commencing 1-7 September 2014. Why Should You Use It in Your ESL Classroom? So gamification involves a whole lot more than choosing a game to play and playing it; you have to actually design one and that will take a whole lot of effort and work on your part.Why bother? We have to face the facts. An overwhelming number of kids and adults play video, mobile or even Facebook games. They are addicted! What’s so appealing about games these days is not just the game itself, but also the social interaction and the competition. Players post their high scores and get to beat their friends. Leaderboards show who’s first. Badges display all of your accomplishments. More importantly, a game does not simply start and finish. There’s a progression as players move from one level to the next, the ultimate goal being to reach the highest tier. It’s motivating. It’s engaging. There’s no denying that. And just because it’s a “game”, it does not mean it can’t be an educational experience.
23.08.2014 Teaching listening in English – Week commencing 25-31 August 2014. ESL Teachers Ask: How Can I Gamify My ESL Classroom “I’ve read about this recent trend called gamification, which seems to involve a lot more than simply “playing games” in the classroom. Can you explain what gamification is and how I can gamify my ESL classroom?” * Bingo… Tic-Tac-Toe… Hangman… We’ve been playing games in the ESL classroom for ages. But as stated in the question above, “gamification” is more than simply “playing games”. So, what is gamification? Why should you use it in your ESL classroom? How can you use it? Let’s address each of these questions. What is Gamification? Gamification involves the design of a personalized game, a game you’re creating to engage your students by appealing to their natural interest in gaming. Gamification is the use of game elements and game design techniques in non-game contexts. Typical game elements include the use of leaderboards, avatars, points, levels, rewards and badges, just to name a few. If you were to gamify your ESL classroom, you’d first have to define a goal you hope your students will accomplish, then use game techniques to design a game that will help your class achieve this goal, while including the use of the previously mentioned game elements. Simply put, if you’re playing games in your classroom, you’re not really gamifying. Gamification involves the design of a personalized game, a game you’re creating to engage your students by appealing to their natural interest in gaming.
16.08.2014 Teaching listening in English – Week commencing 18-24 August 2014. 5. Put Their Knowledge to Good Use In this final step, have your students use the grammar structure they have just discovered. You might have them do an oral response by having students participate in a role play or give small groups discussion questions that will elicit the target structure. You can also have students do a written response that uses the target structure. For my past tense lesson, I might have students tell a partner about a vacation that they took. Or I might have them write a letter describing their vacation to a friend.
09.08.2014 Teaching listening in English – Week commencing 11-17 August 2014. 4. Do an Error Check Now that your students have listened to the target structure and discovered the rule for themselves, give them another passage that uses the target structure. This time, though, have students check for errors in the targets structure. In my past tense lesson, I might choose to give my students independent sentences or another passage which uses the past tense. In either case, the sentences would have errors throughout which my students would need to correct.
02.08.2014 Teaching listening in English – Week commencing 4-10 August 2014. 3. Students Discover the Rule Once your students have done the first two steps, give them several examples which use the target structure correctly. Have your class work to “discover” the rule for themselves, and offer then direction and guidance if it’s needed. When teaching my past tense lesson, I might give my students several sentences written in the past tense which use – ed verbs.
26.07.2014 Teaching listening in English – Week commencing 28 July - 3 August 2014. 2. Listen with an Information Gap Give your students a transcript of the passage you read, this time with the target grammatical structure replaced by blanks. Students listen and try to determine what they are hearing while making a best guess at filling in the blanks with what they hear. For my past tense lesson, I would give my students a transcript of my vacation story to read along with me. On that transcript, however, I would replace every past tense verb with a blank. As I read the passage to my students again, they would fill in the missing verbs.
19.07.2014 Teaching listening in English – Week commencing 21-27 July 2014. 1. Listen for Comprehension Read your students a passage which contains the target structure. This first read through is to familiarize them with the passage information as well as the grammatical structure. For example, if I were teaching a lesson on the past tense, I might tell my students about a vacation I took last summer.
12.07.2014 Teaching listening in English – Week commencing 14-20 July 2014. Try Teaching Grammar Using The Discovery Technique The discovery technique, though perhaps not very common among ESL classrooms, is really quite simple to use. Here are the 5 basic steps for teaching a lesson with this method. It may seem strange to those of us who were trained to stand up front and present information to our students, but the discovery technique can be a memorable and effective technique for teaching grammar in the ESL classroom. If you have never tried this technique with your students, you may want to. You just might find that the best way to teach is to let students discover the information for themselves.
05.07.2014 Teaching listening in English – Week commencing 7-13 July 2014. What Are the Benefits of the Discovery Technique? For those who choose to use it, the discovery technique has three primary benefits. First of all, since students are solving a grammar mystery, they tend to pay more attention and stay more engaged. They are not simply receiving information from someone else. They are discovering it for themselves, and they cannot discover it if they do not first look. Secondly, students who learn with the discovery technique tend to remember the rules of grammar better because they have played a part in discovering them. The final benefit might be the greatest of all. Because they have learned grammar by figuring out the rules from context, students familiar with this technique have an easier time figuring out unfamiliar grammar structures they encounter in the future. This makes them better able to cope when they are faced with some grammar point they did not already learn in class.
28.06.2014 Teaching listening in English – Week commencing 30 June - 6 July 2014. Implicit vs. Explicit With the discovery technique, there is a greater emphasis on implicit knowledge, and that knowledge is attained through implicit instruction. But what does any of that mean? Explicit knowledge is what we often see with ESL students. They are able to explain a particular grammar rule and can complete exercises correctly when those exercises are in isolation (or listed in a grammar book). But when it comes to using language fluently, students with explicit knowledge do not necessarily use that same grammar point correctly in their speech or writing. Students with implicit knowledge, however, do use that particular grammar structure correctly in fluent speech. What they may not be able to do is explain why they are doing what they are doing, that is, explain a grammatical rule. Explicit knowledge often results from explicit instruction, which presents a structure to students and then proceeds to use that structure in specifically designed exercises. Implicit instruction, on the other hand, gives students language in context and then challenges them to figure out the grammar on their own. The teacher’s job is to create the conditions that will elicit the grammar rule from their students. This type of instruction often leads to implicit knowledge.
21.06.2014 Teaching listening in English – Week commencing 23-29 June 2014. Is It the Same Thing as Task Based Learning? The teacher’s role is to guide students to their own discovery, not to give students the information on the grammar rule. The discovery technique may seem a lot like task based learning, and sometimes they may look similar since neither presents a grammar lesson upfront and or includes “traditional” grammar exercises, but in fact there are several differences between the two. Task based learning puts a communication exercise before students and does not stress the grammar necessary for this task. The discovery technique, on the other hand, does focus on a particular grammar point, and the goal of the lesson is to learn that point. The point of the lesson is to elicit a grammar rule from the students and not complete a communication task. So although there is no direct lecture on a grammar point, the discovery technique still stresses a target structure to be learned.
14.06.2014 Teaching listening in English – Week commencing 16-22 June 2014. The Discovery Technique For Teaching Grammar: Just Get Out Of The Way And See How Much Your Students Can Learn Have you heard of the discovery technique for teaching grammar? Have you tried it? If your answer to either of these questions is no, read on to learn everything you need to know about this simple but effective instruction method. What Is the Discovery Technique? If you have heard the name of the technique, you can probably get a good understanding of what this not so common teaching method is like. The discovery technique is a method of teaching in which students are not directly presented with a target grammatical structure or rule. Instead, students are given content in which the target structure is used. Students then discover the grammatical rule or figure out the pattern for themselves. The teacher’s role is to guide students to their own discovery, not to give students the information on the grammar rule.
07.06.2014 Teaching listening in English – Week commencing 9-15 June 2014. Keep It Real Just because students are absolute beginners, it doesn’t mean they can’t handle real life situations. You should still teach in context, and provide as many examples of real life situations and real props as you can. Even though real maps, brochures or catalogues are filled with vocabulary they won’t understand, it is important to help your absolute beginners deal with, precisely, these types of things. Show them how to pinpoint the information they may need like a phone number, address or website. Make sure they understand that it doesn’t matter that they can’t read the entire brochure, the important thing is that they learn to obtain what they need from it.
31.05.2014 Teaching listening in English – Week commencing 2-8 June 2014. Build on What They’ve Learned Before It is essential for absolute beginners to review what they’ve previously learned, and it’s a great idea to start each lesson with a brief review. But you can also re-use previously taught language points and introduce them into a new context. Say you are now teaching your students how to ask for directions. Student A is walking down the street with a friend, Student B, when they run into Student C. A introduces B to C (they review how to introduce someone), and then C asks A for directions.
24.05.2014 Teaching listening in English – Week commencing 26 May - 1 June 2014. Show, Don’tTell Because they haven’t been exposed to the English language enough, try to minimize their reading of dialogues and conversations, and act out the situations, instead. Consider this: when you teach students to reply to a “How are you?” do you have them read this short exchange first or just act it out directly? Of course, it’s a lot better to simply show them how to reply. This goes for most of the expressions and functions they will have to learn.
17.05.2014 Teaching listening in English – Week commencing 19-25 May 2014. Use Their Senses Absolute beginners may not have enough knowledge to understand explanations, synonyms, definitions, i.e. anything you describe with words. Instead, use their senses to maximize learning. The easiest to use with beginners are visual aids like flashcards, but don’t’ forget to include plenty of gestures, as well as real life objects. The use of realia will allow you to utilize several senses at the same time, and it’s often more engaging than two-dimensional pictures. Don’t forget to use things they can smell and taste, too!
10.05.2014 Teaching listening in English – Week commencing 12-18 May 2014. Celebrate Small Achievements Absolute beginners will tell you they don’t speak English – till the very end of the course. What they’re thinking is that they don’t speak English fluently, or like you, for example. But make sure they’re aware of what they can do. If on the first day of class they’ve learned to greet each in English, end your lesson by celebrating this, “Congratulations! You can now introduce yourself and greet each other in English”.Take the focus away from what they can’t do and focus on what they can do instead.This proves to be tremendously encouraging! 03.05.2014 Teaching listening in English – Week commencing 5-11 May 2014. Don’t Assume Anything Don’t make assumptions about what your students know. Assume they know nothing. For example, to practice the verb to be, you ask them what nationalities they are, only to find out they don’t know how to say nationalities in English. Countries and nationalities should be taught first, and then practiced with the verb “to be”. And this goes for a multitude of vocabulary and expressions. Don’t assume a student will be able to answer you if you ask, “How are you?” Absolute beginners won’t know how to reply, unless you’ve specifically taught them.
26.04.2014 Teaching listening in English – Week commencing 28 April - 4 May 2014. Prioritize Learning Goals Absolute beginners have had so little exposure to the English language, they have absolutely nothing to build on. Naturally, you’ll start with the basics, but consider what they’ll need to know first. Does it make sense to start with a list of foods in English? Or colors or numbers?Probably not. What they need to know first is how to introduce themselves and greet others. The natural progression from there is the use of the verb “to be” (I am from…; He is from…, etc…). Then you’ll progress on to possessives (my country, your name, his family) and so on…Give priority to the language they will need first and foremost.
19.04.2014 Teaching listening in English – Week commencing 21-27 April 2014. Chill, Relax, be Calm. Don’t Stress! Even though sometimes you may feel like you’re not helping, or that the work you are doing is in vain, give it a few weeks. Things will begin to pan out nicely after a few weeks as you begin to find your feet and build a strong rapport with your students. They will also begin to understand your teaching methodology and begin to pick up on all visual clues, hand signals, body language, and everything else that you employ in helping them learn the target language. If you put in the time with them, they will always look back on you as being their first English teacher who really made the effort to help and assist them.
12.04.2014 Teaching listening in English – Week commencing 14-20 April 2014. Repeat, Repeat, Repeat When teaching absolute beginners, it is important to repeat all commands in order to give them a chance to listen to the individual words. By repeating your commands, the students are more likely to understand what you are saying, as they may be able to understand specific words, and then contextually put the action and word together. For more advanced students at about a level 0-1, one ideal way of improving the student’s vocab is to repeat the instruction using different words. If the student is unfamiliar with the vocabulary, they can generally use their brain to connect the dots while learning through the context.
05.04.2014 Teaching listening in English – Week commencing 7-13 April 2014
Teach All Four Skills For early learners of English, it is a good idea to give them a broad range of activities. This ensures that they can make an improvement in all areas. Learning a variety of skills will also help with other areas of English too. By practicing reading, the students will get a very good understanding of grammar and vocabulary, as they can see the words correctly used and in context. Listening is also a good way to learn new words while helping their speaking. By listening to a recording, students should try to copy the manner in which a native speaker says the words. This will help significantly later down the track in accent reduction.
29.03.2014 Teaching listening in English – Week commencing 31 March - 6 April 2014
Speak...... Slowly..... This is one of the more obvious tips to make the list, but teachers should be reminded to speak slow. With vast number of coffee addicts who rely on their fix to get through six-straight hours of teaching, sometimes we can tend to get a little ahead of ourselves. Always keep this somewhere close to the forefront of your mind, or write it at the top of your lesson plan in big writing. This is a great way for remembering to keep the pace down throughout your class.
22.03.2014 Teaching listening in English – Week commencing 24-30 March 2014 Know a Few Basic Words and Phrases in the Student’s Language While many language schools discourage any usage of the teacher using the L1 of the student, we find that using a few words and phrases here and there prove to be extremely helpful. This helps with getting your point across in the class, and teaching some of the simpler vocabulary. While many ESLers have been converted to the theory that students will learn by being constantly exposed to the language, they should think back to their own time at school when they were learning a different language. Surely if native English speaker with a level 0 in Japanese walked into a class where the teacher spoke only Japanese, then the level 0 English-speaker would probably have gained very little. Same rule applies for students learning English.
15.03.2014 Teaching listening in English – Week commencing 17-23 March 2014 Use Realia, Flashcards and Other Visuals Use what, I hear you ask? Realia is ESL jargon for anything that is ‘real’. Realia is great method when it comes to teaching vocabulary, as students can are able to simply put the vocabulary with a real life object. This can be done with practically anything, from the whiteboard marker in your hand, or even flowers from the garden. Another common form of realia is photos. Photos make a great to show the students an object or person that is real. One activity that works well with absolute beginners is learning about families. Both you and the students can take your family photos into the class and share them while describing the relative in the photo. Flashcards and other visuals, such as PowerPoint presentations are an ideal way to learning new vocabulary.
08.03.2014 Teaching listening in English – Week commencing 10-16 March 2014
Findan Assistant When you’re teaching a group of absolute beginners, it is more than likely that you will have one of the students in the class who would be a little bit above the others. You should use this student to your advantage and make them your class assistant. This class assistant can help communicate the task, vocabulary and other useful things that the other students may not yet have an understanding. By finding an assistant in the class, this makes things easier and creates a great atmosphere in the class where the students can help each other in the learning process.
01.03.2014 Teaching listening in English – Week commencing 3-9 March 2014 Smiling Helps Ah yes, number one on the list, a smile is something that can be understood on a universal level. When building a rapport with your absolute beginner, smiling will build trust and show him or her that you are there in a supportive capacity. Body language is also a useful tool when teaching English, as it is often said that about 70% of our communication is done through body language. Body language is great when trying to get answers from student, showing if the student is incorrect, or even if you want toelicit an answer from a student.
22.02.2014 Teaching listening in English – Week commencing 24 February - 2 March 2014 Provide an Outline After Each Lesson Give your students an outline of everything that you expected them to get from your lesson during the last five minutes of the lesson. Go over the outline with the students and ask them if there are any questions that they may have. Leave a line for them to write in a question that they may have or ask the teacher assistant to help where needed. Collect the questions and tell the students that you will address the questions the next day or when you return to that lesson.
15.02.2014 Teaching listening in English – Week commencing 17-23 February 2014 "All Tied Up!" This activity requires a large ball of string. Have the students sit in a circle and emphasize that they must remain in their seats (for safety reasons). The game starts by a child or the teacher saying the name of someone else in the circle and holding on to the end of the string, while throwing the ball to the person they named. The receiver calls out the name of another child, and keeps hold of his or her end of the string while throwing the ball of string on to the named child. As this continues a tangled web begins to be formed by the crossing of strings. When the web is completed the group has to undo the web by calling names and throwing the ball of string which is rewound by the receiver before sending it on.
08.02.2014 Teaching listening in English – Week commencing 9-16 February 2014 Make a List to Reinforce Learning Use the last five minutes of a lesson to get your students to tell you what they learned as a result of the lesson. A large chart in front of the room is a great way to poll students' responses so that all can benefit. Students can copy what you write on the chart during free time or while you are recording the responses. You can leave the chart up for the remainder of the day, or tear off the sheet and tape it somewhere in the classroom for students to access during the day. It also serves as a great reminder. You can then save it and refer to it during review. This is also can be done with a PowerPoint presentation if you have technology available.
01.02.2014 Teaching listening in English – Week commencing 3-9 February 2014 JournalWriting Journal writing is a great way to close a lesson. It keeps the students focused and provides an opportunity for them to express their thoughts in a constructive way. You should always give them a focus question or something you want them to reflect on and write about in their journal related to what you expected them to learn. In this case, you should also check their journals to see if they are on track with what you wanted them to learn.
25.01.2014 Teaching listening in English – Week commencing 27 January - 02 February 2014
‘How Was Your Weekend?’ Boring when it’s asked every Monday, but give students the identity of a famous person on a slip of paper (or let them think of their own). In pairs students ask questions and try to guess the other’s identity based on what they did over the weekend. Alternatively, brainstorm what they think the King of Spain did, or Madonna, Harrison Ford, Mickey Mouse, Brad Pitt etc.
18.01.2014 Teaching listening in English – Week commencing 20-26 January 2014
Half dictation Teacher dictates half a sentence, students complete by themselves and read out at the end. As soon as she walked into the room….. I’m having a lot of trouble deciding…. One Saturday morning in late summer…. If you want to lose all of your friends…. All through history, people have….. Nobody knows who really…. If you climb to the top of a high mountain….. I believe that everybody should…. They all started laughing because…. Students check spelling with each other, then with teacher. You could also stick the sentence halves on students backs, get them to mingle and copy them down. That should wake them up!
11.01.2014 Teaching listening in English – Week commencing 13-19 January 2014
Guess the picture Hidden picture ( you can use one from any textbook – the only thing is that it must be relevant to the topic to be discussed). Teacher shows students a small part of the picture – students in groups discuss what it might be – you can put some of their ideas on the board if you wish. If you don’t hear any nice ideas, you can try gradually revealing some other parts of the picture. Gives an overview of any reading text with a picture.
04.01.2014 Teaching listening in English – Week commencing 6-12 January 2014 Get the students to bring chairs and make one big circle by moving all the tables to the side of the class. Point to your chair and say “This is the Hot Seat”. Sit down and say “ My name is …………… and I have black hair”. Ask them to stand up if this is true to them. Ask the students who have stood up to exchange their places quickly with others who have stood up but remind them that they are not allowed to sit down on the same chair. You have to leave your Hot Seat so another student can come and say “My name is ………… " and mentions another fact. If the students don’t fully understand what you are doing, you can use sentences that are common to everyone: My name is ……………… and I have two eyes. My name is ……………… and I have a car. My name is ………………… and I had breakfast this morning. My name is ………………… and I come from Asia. My name is ………………… and I learn English in this class. I hope you have fun doing this activity on the first day in class.
28.12.2013 Teaching listening in English – Week commencing 30 December - 05 January 2014
Long distance calls This useful tip is finishing our, I hope, effective cooperation this year. The New Year is very soon and new tips will wait for you in our site! See you next year!
21.12.2013 Teaching listening in English – Week commencing 23-29 December 2013
You've got mail!
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14.12.2013 Teaching listening in English – Week commencing 16-22 December 2013
Tape it (to be continued)
07.12.2013 Teaching listening in English – Week commencing 9-15 December 2013
Be revealing!
30.11.2013 Teaching listening in English – Week commencing 2-8 December 2013
Real role play
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23.11.2013 Teaching listening in English – Week commencing 25 November - 1 December 2013 Long one-to-one lessons can sometimes be exhausting for both teacher and learner. Here are some ideas for keeping them fresh. Thescrappack
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16.11.2013 Teaching listening in English – Week commencing 18-24 November 2013 Reformulating oral production A useful and very powerful variation on the real-play is for the teacher to take the student's role after he/she has seen the student play the role herself. In doing this the teacher can communicate naturally and appropriately for the task. Whether audio or video is recorded or not, at the end students can analyses the differences between the student's and teacher's versions. Encourage students to go beyond specific language chunks to general manner and approach. After this analysis phase ask the student to try the task again herself. It is likely to be much improved.
10.11.2013 Teaching listening in English – Week commencing 11-17 November 2013 Real-play Real-play is essentially role-play in which at least one person is playing either themselves or another person in the room.
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02.11.2013 Teaching listening in English – Week commencing 4-11 November 2013 English for Specific Purposes (ESP) involves more than just working with texts and examples relevant to a particular professional area. Here are some ways of addressing those elusive SPs Purpose-mining
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26.10.2013 Teaching listening in English – Week commencing 28 October - 3 November 2013
Spy Prepare a set of small cards - one for each learner. On three quarters write 'true'; on the others write 'false'.
19.10.2013 Teaching listening in English – Week commencing 21-27 October 2013 Thesmalldifference
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12.10.2013 Teaching listening in English – Week commencing 14-20 October 2013 If it's the first time the class has met, learners will need a chance to learn each other's names. Here are a few unusual games to try People bingo
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05.10.2013 Teaching listening in English – Week commencing 7-13 October 2013 Extension strategies (to help activities take up a little more time)
28.09.2013 Teaching listening in English – Week commencing 30 September - 6 October 2013
This Morning, I... Students can practice the simple past by saying what time they got up, what they ate for breakfast, and how they got to school or work. On the board, write down what time you got up, what you ate for breakfast, and how you got to school. Make sentences with each and ask the students to repeat. Then do a chain activity by having the next student repeat your answers, then supply his or her own, and so on. For example: This morning, I got up at 7:00. I ate cereal. I drove to school. Next Student: The teacher got up at 7:00, s/he ate cereal, and s/he drove to school. I got up at 6:30, I ate scrambled eggs, and I took the bus to school.
21.09.2013 Teaching listening in English – Week commencing 23-29 September 2013
Translation role-plays
14.09.2013 Teaching listening in English – Week commencing 16-22 September 2013 Diplomatic affairs
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07.09.2013 Teaching listening in English – Week commencing 9-15 September 2013 Many teachers feel their training has discouraged them from using translation in class. There is however a great deal of useful awareness-raising when learners compare English with their own tongue. Here are three great translation games - and they don’t even require you to speak the other language! Englishwhispers
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31.08.2013 Teaching listening in English – Week commencing 2-8 September 2013 Telephone [Grammar Introductions] Everyone knows grammar charts are dull. But you can liven them up with the old game of telephone. To introduce a new grammatical structure, whisper a sample sentence in a student’s ear. Have the student repeat what s/he heard to the next student, and then s/he repeats what s/he heard to the next student, and so on. The last student writes what s/he heard on the board, and then you write the correct sentence below it. Have fun comparing the telephone version to the correct one, and then introduce the key grammatical structures.
24.08.2013 Teaching listening in English – Week commencing 26 August - 1 September 2013 Corrections Spotting and correcting writing errors is always a challenge for students. Here’s an engaging game for practicing this important skill. Divide the class into three groups, and then writing a sentence on the board, but misspell words, leave out or put in incorrect punctuation, use incorrect tenses and capitalization. Have group A make fixes on the board for 30 seconds. Give them one point for each correct fix. Now let groups B and C raise their hand to point out any missed or incorrect fixes. They get two points for each correct answer. Repeat with the next group, and so on. Sample sentence: did the Quik brown fox jump over Lasy red dog.
17.08.2013 Teaching listening in English – Week commencing 19-25 August 2013 Heal Me Giving advice is always fun. Pretend to cough and ask students what you should do. Elicit answers such as, “Drink a glass of water,” or “Use a cough drop.” Write various ailments on pieces of paper and give them to students—and tell them not to show the paper to anyone else. The student will act out the problem and the rest of the students will guess what’s wrong, and then offer solutions. Possible ailments:
10.08.2013 Teaching listening in English – Week commencing 12-18 August 2013 Bankrupt This a great warmer you can use to recycle any vocabulary or grammar structures. The game is called Bankrupt. Collect the vocabulary flashcards you aim to revise, and stick behind them cards showing an amount of money, like Us$500, Us$ 100 and so on. One or two of them should say BANKRUPT and another DONATION. Stick the flashcards on the board. Be careful students don't see money cards. Divide the class into two groups. Students take turns to choose one of the flashcards, say the item on them, or a sentence using that word, as you prefer. If they say it right they gain the amount of money at the back. If it says Bankrupt, you erase the money they had won, and if it says Donation, that team donates all their money to the other group.
03.08.2013 Teaching listening in English – Week commencing 5-11 August 2013 Who am I? A warmer for practicing “yes/no” questions and short responses. In groups, each student takes turns to imagine he or she is a famous person and the other students ask questions (Are you American? Do you play a sport? etc.) to find out who he/she is. You may want to give the students a maximum of, say, ten questions.
27.07.2013 Teaching listening in English – Week commencing 29 July - 4 August 2013 Shapes A great activity for increasing vocabulary. Allocate a shape (circle, oval, sphere, square, cube, triangle, pyramid, diamond, etc.) to each student, pair or small group. Ask the students to think of and write down as many things as they can that are that shape. Compare the students’ ideas with the class. Instead of shapes, you could use different categories, such as things that are different colors, made of different materials (wood, metal, plastic…), etc.
20.07.2013 Teaching listening in English – Week commencing 22-28 July 2013 I like coffee, but I don’t like tea The students take turns to complete the following “I like…, but I don’t like”. However, the thing they “like” must begin with the first letter of their name and the thing they “don’t like” must not begin with the first letter of their name. for example, Anton might say “I like apples, but I don’t like oranges”. The teacher says whether or not the sentence is acceptable. Continue going round the class until all the students have worked out the “rule”. There are many alternatives, here are just a couple:
13.07.2013 Teaching listening in English – Week commencing 15-21 July 2013 Truth or lie Great for fluency. Students work in small groups and talk for, say, 30 seconds or a minute about a topic such as what they did last night/at the weekend, their plans for next week, their hobbies, places they have visited, etc. However, they must include one lie. If one or more of the students correctly identify the lie, they get a point. If not, the speaker gets a point. The winner is the student with the most points when everyone has spoken.
06.07.2013 Teaching listening in English – Week commencing 8-14 July 2013 Word association and disassociation Students take turns to say a word that is in some way connected with the previous word. If challenged, they must justify their choice. If not they are out of the game. For “Word disassociation” each subsequent word must have no connection whatsoever with the previous word. Encourage the students to challenge each other by pointing out connections, however tenuous.
29.06.2013 Teaching listening in English – Week commencing 1-7 July 2013 Listen out!
Version 1
Version 2
22.06.2013 Teaching listening in English – Week commencing 24-30 June 2013 And the middle is …?
15.06.2013 Teaching listening in English – Week commencing 17-23 June 2013 Punctuate that!
08.06.2013 Teaching listening in English – Week commencing 10-16 June 2013 What are the differences?
01.06.2013 Teaching listening in English – Week commencing 3-9 June 2013 Which is better?
“A sandwich is better than a penknife because you can eat a sandwich but not a penknife” or the not so obvious, such as: “A sandwich is better than a penknife because you can cut yourself with a penknife but you can't with a sandwich” “A bus ticket's better than a sandwich because you can't get food poisoning from a bus ticket” NB 1.At higher levels this is likely to take the character of a fluency activity leading naturally to further discussion, whereas at lower levels it might be an early opportunity for learners to practise combining clauses and using ellipsis to form longer sentences; in this case it might be helpful if the groups produce their sentences in writing, with you helping them to make them accurate.
NB 2.This is an opportunity to practice the weak form 'better than' (orally), and the weak form of 'is' where appropriate (orally and in writing):
25.05.2013 Teaching listening in English – Week commencing 27 May - 2 June 2013 Tools for the job Ask each member of the class to contribute one object they've got with them, and to put all the objects together where everyone can see them easily. Ask them, working in pairs or small groups, to devise a way of using as many of the objects as possible in fulfilling a certain task – and to consider what other resources they would need. For example, the collection of objects might be a pocket dictionary, a cigarette lighter, a calculator, a pencil sharpener, an ear-ring, a bar of chocolate, a photo, a bunch of keys, a CD, a hairbrush, a pair of scissors, a walkman, a piece of chewing gum, a postage stamp, a shop receipt and a watch, and the task might be robbing a bank, repairing a broken window-blind, constructing a model airplane, curing a headache, and so on. You might want to prime them to use certain language, such as:
We could use the ... to ... Variation 1:They could choose which task to work on. Variation 2:Different groups could work on different tasks (but using the same objects).
18.05.2013 Teaching listening in English – Week commencing 20-27 May 2013 Dialogues between objects
11.05.2013. Teaching listening in English – Week commencing 13-19 May 2013 Autobiography of an object
Variation 1:They could work collaboratively rather than individually. Variation 2:Instead of writing, they could tell their autobiographies orally, after some mental preparation time. Variation 3:Diary of an object – the events of one day, or one week.
03.05.2013. Teaching listening in English – Week commencing 6-12 May 2013 Valuables
27.04.2013. Teaching listening in English – Week commencing 29 April - 5 May 2013 Message in a bottle
Hel
20.04.2013. Teaching listening in English – Week commencing 22 - 28 April 2013 Hide the line
13.04.2013. Teaching listening in English – Week commencing 15 - 21 April 2013
Circle writing
Some suggestions: A: I’m sorry darling I didn’t mean to …; A: What did you say?; A: What was that? B: What?; A: What time do you call this?
06.04.2013. Teaching listening in English – Week commencing 8 - 14 April 2013 A question of punctuation
30.03.2013. Teaching listening in English – Week commencing 1 – 7 April 2013 Journal entries
Your favorite day of the week; a good teacher; how to save money...
23.03.2013. Teaching listening in English – Week commencing 25 March – 31 March 2013
Manifestos
They then hand it back to the first group. You can then post the manifestos around the class. Ask the learners to vote for the best one.
17.03.2013. Teaching listening in English – Week commencing 18 March – 24 March 2013
Messenger
09.03.2013. Teaching listening in English – Week commencing 11 March – 17 March 2013 I went to market… This is a well-known children’s memory game, but it can be adapted for grammar practice. In the traditional game, one person starts by saying I went to market and I bought a pineapple (for example). The next person has to repeat what the first person said, and then add one new item: I went to market and I bought a pineapple, and a dozen eggs… and so on, round the class. Players who can’t remember an item are “out” and the game continues until there is one winner. As it stands, the game is good practice of vocabulary, plus two past tense verbs. But you can increase the grammar practice by slightly modifying the formula. For example (to practice past simple): I went to London and I saw the Queen. I went to London and I saw the Queen, and I read The Times. I went to London and I saw the Queen, and I read The Times, and I climbed Big Ben. etc. (You can make it a rule that players are not allowed to use a verb that has already been used). Other structures you can practice like this are: Going to (e.g. making New Year resolutions: This year I’m going to learn drive, and I’m going to grow my hair … etc.); Present perfect My poor uncle has never flown in a plane, and he’s never drunk champagne … etc. Second conditional If I was a millionaire, I’d … and I’d … etc. In fact, any structure can be adapted to this game: use your ingenuity!
23.02.2013. Teaching listening in English – Week commencing 25 February – 03 March 2013 Sentence completions
- Successful students …
- In the old days, people … When the time is up, or when the groups have generated sufficient sentences, ask them to read them out, and invite the class to discuss them, e.g. by saying whether they agree or not. Use the sentences to focus on aspects of the grammar structures you want to target.
16.02.2013. Teaching listening in English – Week commencing 18 February – 03 February 2013 One of us/some of us
- One of us can …
- One of us has … In this case, you will need to tell them that it is the present perfect you want here – not, for example, have got.
09.02.2013. Teaching listening in English – Week commencing 11 February – 17 February 2013 True/false sentences
- Every summer I go somewhere different.
02.02.2013. Teaching listening in English – Week commencing 04 February – 10 February 2013 Sentence star
26.01.2013. Teaching listening in English – Week commencing 28 January – 2 February 2013 Try supplementing your listening classes with this fun activity called ‘Guest Stars’.
19.01.2013. Story Dice – Week commencing 21-26 January 2013 Some of the most useful teaching props are the simplest. Most ELT teachers will have used dice at some time, perhaps when groups are playing a board game. Here is an idea for a more unusual use of dice in class.
12.01.2013. Phoneme Rummy – Week commencing 14-19 January 2013. When learners can recognize and understand phonemic symbols they become more autonomous, able to use dictionaries to find out for themselves how words are pronounced. Many teachers, however, avoid using them in class. Here is an idea that could help teachers as well as learners become more comfortable when working with phonemes.
Unsure which phoneme is which – www.onestopenglish.com provides an interactive chart from Adrian Underhill.
04.01.2013. Bags of ideas – Week commencing 7-12 January 2013 Teachers and learners carry books and equipment to their lessons in a variety of smart or scruffy bags. Here is a way you could make use of these unassuming objects in class.
When ready, students could first tell each other their stories, then perhaps write them up.
29.12.2012. Every week we’ll have a practical tip, activity or game you can take straight into your classroom. These come from Jim Scrivener, author of the Straightforward Teacher’s Books. At the movies – Week commencing 31 December 2012 – 5 January 2013. Most students enjoy watching a good movie – whether at the cinema or on TV. Here is an idea for making use of their interest and knowledge to create an unusual activity:
22.12.2012. Hang ups! – Week commencing 24-29 December 2012. Some props don’t immediately suggest themselves as useful teaching aids. For example what could one possibly do with a bag of clothes pegs and a piece of string?
15.12.2012. In Town – Week commencing 17-23 December 2012. Teachers often make use of maps or real information about the town/district students are studying in when teaching prepositions, giving directions or town vocabulary. Here is an idea that might help add a spark to those lessons.
07.12.2012. Glorious Gaps – Week commencing 10-15 December 2012. There are a lot of gap-fill exercises in course-books nowadays. What we can do with them except for saying “Do exercise two” and then checking it when they finish? Well you could do this…
01.12.2012. Phone call role play – Week commencing 3-8 December 2012 Printed train or bus timetables are often available as free leaflets or can be downloaded and printed from the internet. This simple resource can be used in a number of ways.
Set the students some problem role plays e.g. enquiring about when trains go to Glasgow, booking a ticket for tomorrow, enquiring about cancellations because of a strike etc.
24.11.2012. Speedy Dictation – Week commencing 26th November – 1st December 2012 You can find short dialogues in many course-books. How can you exploit these scripts and get them to come alive?
17.11.2012. Anagrams – Week commencing 19-24 November 2012 When learners can recognize and understand phonemic symbols they become more autonomous and able to use dictionaries to find out for themselves how words are pronounced. Many teachers however avoid using them in class. Here is an idea that could help teachers as well as learners become more comfortable when working with phonemes.
Below there`s an example of Anagrams:
10.11.2012. Revision Cards – Week commencing 12th – 17th November 2012 Learners are often familiar with popular board games such as Monopoly, Trivial Pursuits or Scrabble (probably in their own language). Inventing new games or adapting familiar games) can often produce materials that motivate students to talk and practicelanguage.
03.11.2012. Tip of the Week by Jim Scrivener Story Dice – Week commencing 5th– 10th November 2012 Some of the most useful teaching props are the simplest. Most ELT teachers will have used dice at some time, perhaps when groups are playing a board game. Here is an idea for a more unusual use of dice in class.
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