Students can work alone, in pairs or in groups: Whole-class teaching helps to build class spirit, the feeling that everyone is involved together. It is highly suitable for lecturing, explaining things and controlling what is going on, However, it is less appropriate for communicative speaking activities, and many students don’t like performing in the front [...]
It helps if we give the students the chance to think about what they are going to read. That’s why we give them prediction activities so that they are thinking about the topic and getting their brains ready for reading with the knowledge they have about the genre or the topic. We can tell the [...]
We use a full stop (.) when we finish an idea. We use a question mark (?) to show that we are asking a question. We use an exclamation mark (!) to show surprise, humour and other emotions. We use commas (.) to separate clauses and as breathing spaces between ideas. We use colons (:) [...]
• Find out what interests different students individuals in order to plan the most appropriate lessons. • Be prepared to explain things (such as grammar rules). But remember that many adults learn by doing thing, too. • Discuss the best way of learning with your students so that everyone is happy with your lessons. • [...]
• Encourage teenagers to have opinions and to think critically and questioningly about what they are learning. • Use the students’ own knowledge and experience as much as possible. • Treat the students like adults but remember they are still children. • Encourage the students to take responsibility for their own learning. • Be super-organised! [...]
• Change activities frequently. • Combine learning and play. • Use appropriate activities (including songs, puzzles, games, art, physical movement). • Make the classroom an attractive, light and conveninent learning environment. • Pay special attention to your own English pronunciation.
We need to be aware of what kind of mistake is being made so that we can correct it appropriately. Students make several different kind of mistakes: • They make SLIPS – the result of tiredness or because the students are speaking quickly and and are careless. In other words, they know how to use [...]
Teachers often think about how to give their student ‘medals' when they do something well. But what should we give them? Gold stars or praise (Well done! Fantastic!)? Praising students to much and for no reason probably doesn’t work. It may even have a negative effect. But not praising them isn’t the answer. Young learners want [...]
Many teachers introduce modals of obligation and permission by talking about rules and regulations in different countries. Some teachers invent stories about children talking to their parents (e.g. Must I tidy my room now?), about people in galleries and libraries, or about work regulations. The situation will depend on the age of the students? Note: [...]
• We can tell stories with the past simple. E.g.: we can ask students to describe their last week. • We can give students a story which uses past simple and past perfect with verb forms. They have to circle the verbs and then say which action happened first.