Using students work

using students work

Using students work is a great use of students work for further consolidation of target language. Making assessment fun I work in a school and system which loves to assess students. Unfortunately, I think this seems to be the same in many countries. So our students don’t have to do too many tests one way we assess them is through […]

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Checking Understanding

checking understanding to avoid confusion

Checking understanding is an essential ingredient to a smooth running class and successfully completed activities We’ve all done it – told a class explicitly how to do an activity or complete a task, they all go away to do it, and low and behold they’re doing it wrong or don’t understand. Hopefully your instructions were clear, particularly if you’ve read our […]

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Giving Instructions

giving instructions

Giving instructions must be kept simple and concise Giving instructions to English language learners can be difficult. You have to find the correct balance between making sure students understand whilst still modelling good language. It’s always good to have introduced some useful classroom language at the beginning of your course. This language will be a common necessary part of your […]

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Arts & Crafts

Arts & Crafts

Arts & Crafts are a great way to consolidate new vocabulary with young learners. Young learners can develop a multitude of skills when doing Arts & Crafts (and as Napoleon Dynamite says “Everybody needs skills man”) – speaking skills, motor skills, new process language. In a recent lesson teaching ‘clothes’ to a class of young learners, we made a clothesline using […]

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Drilling Language Learners

drilling language learners

Drilling language learners is a tough teaching strategy to get right. I always find it a little strange. How do you approach drilling language learners? All the input sessions/insets I’ve ever been too have always ‘banged on about’ how great drilling is. However, I still find it difficult to drill my students as much as I’ve been told I should, without beginning […]

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