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 →
No matter what language you speak, music has a universal tongue, wouldn’t you agree? Its power in bringing people together, no matter what language they speak, is priceless. So, if music has the ability to unite us, why not use it in the classroom to help your students learn English?
I have my kids to thank for inspiring this post, partly due to their love of watching Daniel Tiger’s Neighbourhood every day. You find inspiration everywhere.
On the show they sing the lesson of the day repeatedly throughout each episode. It sticks in your head and is really catchy, and the nice thing is that the lessons are useful for children in helping to problem solve or deal with certain emotions that may arise out of unpleasant situations. Continue reading →
I’m privileged to have been teaching newcomers for the last few weeks. It’s definitely been an interesting class, more so because of the extreme level differences in learning. Having a multilevel class can be quite challenging because you want to ensure that no one is bored and everyone is engaged.
Forming questions to match answers is a great way to challenge your students at any level. (Although I wouldn’t recommend this to first time English language learners). I’d say it works anywhere from from a high CLB 2 or low CLB 3 and up.
The usual Q & A
I’ve been working on getting my students to think about asking and answering questions, and up until last week, it’s been the usual — I ask and they answer – the same concept applied on their worksheets. They read the questions and answer accordingly.Continue reading →
When we are submitting a cover letter to a perspective employer, we want to showcase our skills and to communicate the fact that we have confidence.In work preparedness classes we promote the idea that confident vocabulary and sentence structure is essential to having our cover letter read.But where is the line between confidence and over confidence, and how do we teach that to our students?
I once received a homework assignment that was a sample cover letter written by a student.The format was good, the sentences well formed, and there were no spelling mistakes. However, a few lines made me wince:“I am brilliant.I am the best person that your company could hire.”This surely was confidence, bordering on hubris, that may in fact have the same effect as grammatical error on the reader of the letter.If I were the hiring manager, I’m not sure I would have read much further. So, where do we draw the line?Continue reading →
Teaching grammar is a challenge. Making grammar fun is the real challenge, especially when deep questions about existence emerge during a lesson.
One of the things I do as an ESL instructor is to try to find a fun application for a grammatical point I am teaching. Recently, I came up with a great idea for teaching punctuation. After I finish teaching a class on punctuation, I ask the students to imagine that they are a punctuation mark and pick which one best defines them. I prompt them to say: “If I were a punctuation mark, I would be…” This exercise is not only fun (there are a lot of giggles when I introduce this), but helps reinforce the students’ knowledge of the role of punctuation and use of the conditional. Students say things like: “I would be a period because I like things to be clear and definite” or “I would be a question mark because I have a hard time just accepting things. I want to know why.” Although I could usually predict what punctuation mark a student would select, there were times when I was completely flummoxed. Usually, it was Continue reading →
I have recently been trying to include more technology-based activities in class in order to ‘modernize’ the feel of the class and appeal to my tech-savvy EAP students.
One activity that has worked well recently is Kahoot! – a free application which allows teachers to create multiple choice quiz questions that students can answer using any mobile device. This application can be adapted for individual or collaborative work, and is equally useful for reviewing content, introducing new concepts, generating discussion or simply energizing the class with a quick ‘warmer’. Anyone who has previously used ‘clickers’ in class for any reason will appreciate the versatility of the program, which requires only internet access, a shared screen and a mobile device (all of my students used their phones). No player accounts are required, so in-class time is used efficiently. Continue reading →
Early in my ESL teaching career when I had a new class, I found myself asking: “Why don’t my students do what I tell them to do?” They rarely followed up on the advice I gave them, didn’t come back from lunch on time, or even take a break when I said it was break time. I pondered this for some time. It wasn’t until after being in my class for a bit of time, that I noticed them beginning to follow my instructions. But initially they didn’t, so I thought this lag in understanding was due to them misinterpreting my particular pronunciation.
While it is probably true that simple language structures are the easiest thing to teach and learn, we should look very carefully at what we consider to be simple.
Take for example English articles. There are only two of them: definite and indefinite — maybe three, if we count the allophonic variant of the indefinite article ‘an’. Unlike other languages, in English we don’t have to take into account gender or case when deciding which one to use. So, why are these items so difficult for English language learners? The answer to this question relates to the rules that govern articles, which are very complex, thus making their application somewhat difficult.
You can count apples, but you can’t count water, so you say how many apples and how much water. You can count people, but you can’t count sand, so you say fewer people and less sand.
I’d go over and over the lists of nouns that were count and non-count. I could often see the confusion in their eyes. Yet, a simple question from a student changed the way I teach this concept and got rid of most of the puzzled looks.
I have been teaching English for Academic Purposes (EAP) for a little over five years now. Compared to my previous jobs teaching general ESL and Business English, I find it incredibly satisfying; I think this is partly due to the course having a clear objective: preparing students for college and university.
But an important question that arose early on in the course, was
What does it mean to prepare students for college and university?
Are we talking about having their English at an equivalent level to their peers? Or is it more about mentally preparing them with academic skills needed for success? Continue reading →