We all want our teaching to be interesting and effective. I regularly reflect on my teaching practice, and try to consider each of the following aspects of lesson planning*, particularly for grammar and pronunciation lessons. Let me share some tips that help me improve my lessons, and perhaps you will find an idea you could use.
Presenting the point
First, remind yourself of the scope of the lesson; know the needs and abilities of your students, and the time frame and focus of your class session. Aim not to overwhelm your class with too much information, but also not to under-interest your students with too little challenge. Continue reading →
While working on ESP books for a technical program, I found that QR codes were a great solution to add quick links to additional resources. These resources included interactive activities, worksheets, images, videos, animations, graphs and further readings. I am not the first person to think of using QR codes for educational purposes. Links to fantastic resources providing a myriad of uses of QR codes for educators can be found in the additional resources section below. I am offering a few simple practices that you might consider to improve access to resources in your classroom, on your class website, or in your instructional documents.
During my TESL practicum, I was privileged to work with a wonderful instructor in an EAP class. My practicum supervisor* was great at scaffolding and layering; as the course progressed, each language skill was incorporated into subsequent lesson activities until it all culminated in a final project. The class was in oral skills with the final project being a presentation. Along with using the targeted language from the semester, the presentations also included a focus on appropriate body language, strategies to engage the audience, and the use of technology.
While presentations are common in English language classes, they can be very stressful and time consuming. In order to add variety to the assessments during the course, another activity that was required of the students, and that could easily be adapted for any type of ESL classroom, was leading a discussion group. Not only did we use this in the EAP context, I used the same activity in an EFL class that I taught in Ecuador in which the students were preparing to take the First Cambridge Exam. Here is how I did it!
I had the privilege of attending and presenting at the ACPI-TESOL National Conference in Costa Rica earlier this month. Although it was a relatively small conference (under 60 participants), the organizers were able to attract presenters from the U.S., Panama, Chile, Colombia, Mexico, and UAE (and me from Canada).
I believe as teachers, we can always learn something new no matter how many years we have been teaching. This conference was no exception in that there were many take-aways from the presentations. However, before I provide some of the conference highlights, I wanted to talk about my experience trying to navigate in a Spanish-speaking country as a non-speaker of Spanish. (I did take some lessons a few years ago, but I didn’t even have enough language skills to function.) I forgot how it feels to be unable to communicate – even a simple request! The last time I experienced this kind of powerlessness and vulnerability (not to mention feeling dumb) was when I got lost in Hong Kong; I actually got lost 3 times in 3 different taxis in Costa Rica! There is certainly nothing more meaningful for a language teacher than experiential learning and appreciating the daily challenges for many of our students!
The way we deliver our message has a big effect on how it is received.Not only do we receive the message, but we receive the way it is presented or “wrapped”. It’s the whole package.How we say things adds another layer of meaning to the message.Teaching about the delivery of a message in ESL classes adds a lot of value for students.Continue reading →