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May
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Tprofessional
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Contents MAIN FEATURE TEACHER DEVELOPMENT
DIPLOMA VERSUS MA 48
FEATURES Amy Lightfoot weighs up the benefits of professional
development options
MAKING THE MOST OF IT 8
Peter Watkins exploits reading texts for their full potential YOUR MASTERS CHOICE 50
Fiona Copland gives advice on researching the best
ADAPT AND REACT 12 MA course
Richard Hamilton explains his flexible teaching strategy
WHAT? HOW? 52
EAP: AN ALL-ROUND CHALLENGE 6 16 Briony Beaven believes we should preach what
Elisabeth Wilding insists that her students strike the we practise
right note
IT WORKS IN PRACTICE 34
TEACHING YOUNG LEARNERS
SCRAPBOOK 42
DOING DRAMA
23
Betka Pislars students play out an ancient myth REVIEWS 44
COMPETITIONS 14, 64
BUSINESS ENGLISH PROFESSIONAL
Tprofessional
EACHING Tel: +44 (0)1243 576444
Fax: +44 (0)1243 576456
Email: info@etprofessional.com
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Pages 17, 25, 4243, and 53 54 include materials which are designed to photocopy. All other rights are reserved and no part of this publication
may be reproduced, stored in a retrieval system or transmitted without prior permission in writing from the publishers.
Getting
Worse, there is a larger majority who just
dont think about what comes next. They
tend to become disillusioned and drift
around and eventually out of teaching.
A good manager or mentor will give
teachers advice and a sense of direction,
but a lot of ELT organisations lack
ahead
both the personnel and systems for
maximising their most valuable
resource you. So, what is available?
!
The careers chart on page 5
summarises the options. Check
this before you read further.
in ELT
Planning for success
To get where you want to go, you need
a plan. In other words, you need to do
something about it. No one is going to
ring you up out of the blue and ask you to
write the successor to Headway. Here are
three important considerations in making
your professional dream come true.
Wayne Rimmer concentrates on career enhancement.
1 Upgrade your qualifications
H
ave you ever wondered why are very low. For example, for native A glance at the table on page 5 will show
the final word in the name speakers of English, a four-week crash that very few career moves are dependent
of this magazine is in lower- course is often enough to secure a job. on a particular qualification. For example,
case letters? It is tempting to Michael Berman draws parallels between many Directors of Studies of language
see the under-emphasis of professional as ELT preparation and the short training schools have only an initial teaching
symptomatic of a field which is often courses for shamanic counselling, which qualification, and yet cope with the job
very cynical about its aspirations to be similarly promote practitioners as perfectly adequately. However, extra
considered a profession. The credibility of experts, able to charge high fees despite qualifications will definitely make you
ELT has been attacked on many fronts: rudimentary training. With an initial more attractive to potential employers. In
commercialism, lack of regulation, qualification and a bit of experience, it an industry where almost everybody has
negative public perceptions, poorly- is certainly possible to see the world on to pay for their professional development,
qualified teachers, low industry terms and the back of ELT. For many teachers, qualifications demonstrate commitment
conditions This depressing list could again predominantly native speakers, and dedication. Aside from enhancing
be continued, but it sounds very much that may provide a very desirable your CV, qualifications will also give you
like the staffroom grumbling which lifestyle plus no small job satisfaction. In real skills and a deeper knowledge base.
Lindsay Clandfield targets in his most societies, a teacher still commands For example, when I did my Trinity
memorable article Stop complaining! a good deal of respect and it is difficult Diploma course by correspondence (well
back in Issue 34 of ETp. Of course, many to see how people could attain a similar before the internet arrived!), the modules
of these concerns cannot be dismissed status and independence without included a component on lesson
lightly. There are too many disappointed undergoing an extensive education and observation, which proved of great benefit
teachers and frustrated learners to allow training programme, probably lasting when I started teacher training. Yes, it
that to happen. However, any occupation years rather than weeks. would be possible to get that knowledge
has its detractors and there needs to be This is not a smear on itinerant without doing a formal course, but the
a sense of proportion. This article aims teachers with a limited pedagogical process of obtaining a qualification
to redress the balance somewhat by background. There is definitely a role puts you into a cycle of reflection,
presenting ELT in a positive light as a for them in ELT and they often do a experimentation and feedback which is
field of activity with genuine career good job in demanding circumstances. difficult to replicate by yourself.
opportunities for serious-minded teachers. However, teachers who want to move Now youre convinced, think about
their careers on may feel thwarted. There which qualification. There is a confusing
is just not the clear career structure in array of course types available, varying
Avoiding frustration ELT which characterises full on two main dimensions: content (the
Getting into ELT is hardly difficult. professions such as accountancy and syllabus) and delivery (how your learning
Scott Thornbury calls it a permeable even mainstream teaching. Hang around is organised). In terms of content, you
profession in that the entrance barriers any staffroom long enough and you will name it, you can probably study it from
Management A responsibility post may A varied job Paperwork Depending on the size of the school, at
cover inter alia academic description Stress least two years experience would
management (curriculum Power to make probably be necessary. The Cambridge
design and content); human changes ESOL International Diploma in Language
resources (hiring, training and Teaching Management can be taken as a
firing); physical resources pre-service qualification.
(materials and equipment);
financial management
(budgeting and allocation of
funds); customer relations
(marketing and promotion).
The scope of the role will
depend on the size of the
school and the number of
students and teachers.
Teacher Running workshops and Trainees usually As above For formal training courses such as
training courses as part of in-house or receptive and CELTA, there is an application process
external teacher development. appreciative and training period.
Keeps you well
informed
Examining Marking oral or written papers Flexible: fits around A supplement to your The major exam boards tend to require
for public examination bodies your schedule income rather than a three years experience (not necessarily
such as IELTS. Opens up full-time job of exam groups) and a recognised initial
opportunities in pre-service qualification. The training
assessment, such as usually lasts a weekend.
item writing
Materials Contributing to teaching Increases your profile As its usually in The big publishers will not commission
writing resources as printed or online Creative addition to the day job, major new material from people with no
material. Flexible very time demanding track record. Getting into publishing
Dont expect it to make usually consists of a series of steps from
you rich! writing in-house material, to articles for
magazines (like ETp), to free online
material, to teachers resources and,
eventually, if youre lucky, coursebooks.
Related These include publishing, Many skills acquired Some extra Depends on the area, but the ELT
careers editing, translation and as a teacher are qualifications/training departments of publishers, for example,
interpreting, language travel transferable often needed usually ask for two years experience and
and tourism programmes, Can be difficult to start an initial qualification.
mainstream teaching. again from the bottom
Teaching Expanding your repertoire of Teaching is a very Lesson preparation None, but there are specialist
classes or specialising. varied profession time qualifications around, for example LCCI
Makes you more and Trinity offer business certificates.
marketable to the
school
a certificate in teaching one-to-one (eg be conversant with work in applied For example, the Cambridge DELTA is
Trinity) to an MA in teaching young linguistics. The practical/theoretical available full-time, part-time and by
learners (eg Warwick University in the distinction is no longer so real. The major distance. The internet also impacts on
UK). In terms of vertical progression, the difference is that most MAs include a content as there is now the technology
choice is typically between a Diploma (eg larger element of syllabus choice with for providing trainees with video and
DELTA) and an MA. While an MA is relatively few obligatory modules. They audio material. For example, going back
generally considered more theoretical, for are also more expensive. to teacher training, trainees can now
example it usually involves a dissertation As for delivery, the internet has watch segments of lessons and evaluate
of circa 20,000 words, there are actually opened up a host of possibilities I could them. In addition, the opportunity for
many MAs with a practical element, even only dream of when I was trudging with peer support and communication has
including teaching practice. Conversely, my study packs to and from the post made distance learning a much more
Diploma courses do expect candidates to office. This affects the intensity of study. interactive and warm experience. There
in ELT
are financial advantages to distance
most countries second-language
instruction is starting earlier. Second,
the standard pre-service qualifications,
such as CELTA, only prepare trainees
equally accommodating if the
management is committed to the needs
of teachers. Almost all native speakers
choose an organisation based on
location: John wants to work in Milan,
courses, too. Although they are rarely for teaching adults. In many parts of the
so John looks for work there. Career-
cheaper than full-time equivalents, they world it is now difficult to be employed
wise, you would be advised to reverse
do allow trainees to continue working if you cannot show evidence of young
this so that you target the right place to
and the payment schedule is spaced out. learner experience or at least a
work rather than the right place to live.
[Editors note: more detailed analyses of willingness to get involved. I dont do
A pleasant location and a strong
these qualifications are to be found kids is an immediate turn-off for most
organisation may happily coincide but,
elsewhere in this issue of ETp.] employers. If you genuinely dont feel
if you favour the former too much over
To sum up, someone somewhere comfortable teaching children, pick an
the latter, your professional prospects
(maybe in cyberspace) has a course for area or location where there is a
could be damaged.
you, and there are increasing options to different emphasis. For example, higher
help you fit your studies into your
schedule. Qualifications remain a major
education in the UK focuses on ESOL;
private language schools in Germany
investment in terms of time and money, mainly do business English, as the state
To conclude, it is true that ELT is very
but my advice is to get them as soon as school system provides very effective
disparate and disorganised, but this
you can. First, you can then get the pay teaching to children.
fluidity can actually be an advantage
off as early as possible. Second, as you to your career. Very little is rigid or
3 Choose the right
get older your professional and personal prescribed, so much can be achieved if
life becomes more, not less, complicated environment
you have the will and energy to realise
and time for educational projects gets An organisation which cares about its
it. An example given was the fact that
squeezed. It is a mistake to fall into the teachers and provides opportunities for
entry into management is not restricted
when things have quietened down or professional growth will provide the best
by qualifications. What teachers do
maybe next year syndrome because springboard for launching your career.
need is a clear vision of where they
that idyllic period of calm and relative Unfortunately, such learning schools, to
want to be in the future. It is too easy
freedom will never materialise. There is use Adrian Underhills expression, are
to get bogged down in everyday
always an excuse to put off doing a not the norm. Admittedly, depending on
concerns and lose the bigger picture.
qualification, but at some stage you an individuals initiative and access to
Unfortunately, there is probably no one
need to bite the bullet. external sources of support, such as
who can drag you out of this trough
professional literature, it is perfectly
2 except yourself. Ultimately, you have to
Build up your skills possible to develop in a very poor
take responsibility for your own
Qualifications are laudable but they do environment. Indeed, for some teachers
development and career options. ETp
not equate to or necessarily transfer to this lack of support might be a stimulus.
hands-on experience. There are great However, if you are newly-qualified and
teachers without any pieces of paper; inexperienced, the likelihood is that the Berman, M What is shamanic
teaching environment you choose will counselling and how much is it worth?
similarly, very well-qualified teachers Humanising Language Teaching 8(2) 2007
may fail to apply their knowledge. have a major impact on the quality and
Clandfield, L Stop complaining! English
Furthermore, experience is not just extent of your professional development.
Teaching professional 34 2004
measured by length of service. Employers Your choice of organisation is
Thornbury, S The unbearable lightness of
are looking for teachers who are as crucial, so do some research. The EFL English Language Teaching Journal
versatile as possible. You may be an expert following features, which you should 55(4) 2001
in teaching advanced business English, check out on the organisations website
but if this is all you can or will do, you are and confirm independently, should give Wayne Rimmer has
restricted to very niche positions. The you positive vibes: taught English in
greater the range of age groups, levels and an orientation on arrival Russia, Germany,
Thailand, Moldova
course types you can teach, the more a mentor system and the UK. He is
attractive you are on the job market. This an experienced academic management co-author of Active
Grammar, published
flexibility does not just apply to teaching team by CUP.
posts: schools would be loath to appoint a in-house training
Director of Studies for a young learner a lesson observation system
camp who has limited personal experience clear policies and procedures
of teaching children. What advice could an appraisal system
this person give to teachers? opportunity to do external courses wrimmer@bkc.ru
Making the
most of it
R
Peter Watkins says eading and writing are this can help distinguish the differences
fascinating. The idea that between helping learners to develop the
there is a lot more to spoken language can be ability to understand written messages (a
represented by a series of process) and testing the understanding
teaching reading than arbitrary squiggles so that the message of one particular text (a product).
can be understood at some future point
just testing reading. in time is one of pure genius. Reading is Dealing with the unknown
also mysterious. You can watch There are lots of ways in which teachers
someone else read and have no idea can support comprehension, and many
what images, thoughts and judgements of these will be familiar to teachers
are passing through their minds. And throughout the world. For example,
reading gives independence once we pre-teaching vocabulary is a widely-used
have learnt to read, we can find out strategy which allows the teacher to
about almost anything we want to. adjust the difficulty of a text. In theory,
In terms of language learning, the more words that are pre-taught, the
reading is a way of providing engagement easier comprehension becomes. As a
with the language. It is a rich and varied result of the teaching, words can be
source of language input, and the recognised and understood easily when
benefits of extensive reading programmes
are well-documented (for example by
Patricia Carrell and William Grabe). It You can watch
seems that to a very large extent we
learn to read by reading. Of course,
someone else read
reading takes place in classroom-based and have no idea what
learning contexts, too, and by using
texts inside the classroom teachers send images, thoughts and
the message that reading is important judgements are passing
and encourage engagement with
extensive reading outside the classroom. through their minds
But do we always exploit reading texts
to the best possible effect? This article
will look at some of the things teachers they are encountered in the text and
do with reading texts in a classroom therefore reading speeds can be
situation and why they do them. maintained. In this way, learners can
retain the thread of what they have read
in working memory, without the
Process not product distraction of looking up a lot of words
It seems axiomatic that a communicative in a dictionary. But of course, there are
approach to language teaching would downsides to pre-teaching words, too.
emphasise understanding the message(s) Firstly, it takes away from the
of a text. However, thinking through the authenticity of the task. In real life,
strategies that teachers use to support texts do not come preceded by
Adapt
and
E
react
Richard Hamilton
introduces three elements
leven years ago, as a newly-
qualified teacher, I was given
an advanced class that was not
really advanced and a
Of course, expertise helps, but, as my
personal experience shows, it is not
essential. If you want to be adaptable
without losing control of your lesson,
that give him the flexibility coursebook that was too difficult for how can you do it?
them. The first lesson was a disaster, What I propose is a practical
he needs. and I decided to rethink my approach. framework to enable us to be as
I began subsequent lessons by drawing adaptable as possible, both during and
circles on the board and writing a word between lessons, whatever our level of
or short phrase in each to denote an expertise or experience. This framework
option for the forthcoming lesson, comprises three mutually dependent
such as a reading activity or a grammar elements: an adaptable mindset, a
word like modals, talking a little about toolkit and a skill-set.
each option as I did so. Then we
discussed what we wanted to do. An adaptable mindset
There are certain elements that go to
I believe there are make up an adaptable mindset:
COMPETITION RESULTS
20 13 15 15 6 3 24 1 15 6 12 13 1 18 Congratulations to all those readers who successfully completed our
S U M M E R T I M E Q U I D
1 1 6 24 17 13 22
Prize Crossword 41. The winners, who will each receive a copy of the
I I E T A U L Macmillan English Dictionary for Advanced Learners, are:
5 1 17 20 4 24 17 5 22 6
B I A S C T A B L E
22 20 24 3 17 1 7 10 24 19 26 17
Elise Billon, Lignires, France
L S T R A I G H T N O A Barbara Chaminade, St Avertin, France
1 18 17 16 20 26 22 18 1 6 3
I D A P S O L D I E R Thomas Clavelloux, Paris, France
19 23 1 17 17 22 22 Helen Crossland, Cavaion Veronese, Italy
N K I A A L L
7 17 9 6 24 26 16 21 17 3 17 19 Thierry Hernandez, Gensac, France
G A Z E T O P J A R A N Carolina Porta Medina, Montblanc, Spain
6 17 2 6 6 14 17 16
E A X E E Y A P Azmal Mougamadou, Gonesse, France
11 17 8 8 22 6 6 20 26
W A F F L E E S O
Wiktoria Obszarny, Staszow, Poland
16 17 22 1 19 4 17 16 17 5 22 6 Vanda Meneses Santos, Portela, Portugal
P A L I N C A P A B L E
25 16 9 4 19 26 13
Francesca Senatore, Castrolibero, Italy
V P Z C N O U
6 25 17 19 6 20 4 6 19 24 24 1 16 1 10 17 25 6 19 6 25 6 3 22 6 24 15
E V A N E S C E N T T I P I H A V E N E V E R L E T M
14 20 4 10 26 26 22 1 19 7 1 19 24 6 3 8
Y S C H O O L I N G I N T E R F
1 2 3 4 5 6 7 8 9 10 11 12 13 6 3 6 11 1 24 10 15 14 6 18 13 4 17 24
I X R C B E G F Z H W Q U E R E W I T H M Y E D U C A T
14 15 16 17 18 19 20 21 22 23 24 25 26 1 26 19
Y M P A D N S J L K T V O I O N Mark Twain
IT WORKS IN PRACTICE
ENGLISH Do you have ideas youd like to share TALKBACK!
Tprofessional
EACHING with colleagues around the world?
Tips, techniques and activities;
simple or sophisticated; well-tried or
Do you have something
to say about an article in the
current issue of ETp?
innovative; something that has worked This is your magazine and we would
This is your magazine. well for you? All published contributions really like to hear from you.
We want to hear receive a prize! Write to us or email: Write to us or email:
from you! editor@etprofessional.com editor@etprofessional.com
ENGLISH TEACHING professional, Pavilion Publishing (Brighton) Ltd, PO Box 100, Chichester, West Sussex, PO18 8HD, UK
Fax: +44 (0)1243 576456 Email: info@etprofessional.com
key issue that will usually arise Reviewing common email conventions
Warm-up
Ask the students to brainstorm the
differences between an email sent to a
From:
To:
Cc:
b.j.student@uni.ac.uk
Jteacher@school.ac.uk
adapt their normal writing style to suit friend and one sent to a teacher or tutor. Subject: Re: Summer term
academic conventions. Academic writing They may be aware that a more formal registration
textbooks will highlight the different style is needed for the latter, or that
genres of academic writing, such as phone-text abbreviations are not Hiya,
essays, reports, case studies, etc, and appropriate, for example. I am so vry sorry i missed class
the different functions, including today. Ive got loads of problems. I
describing, arguing, classifying, 2 Features of formal emails was up all night feeling really ill and
comparing, and so forth. These same Put the students in pairs and ask them to then i had a headache this morning
books will also draw attention to the answer the questions in the worksheet on and the asprin didnt really work well
array of features that the students must page 17. The activity can act as a and then i threw up Could you let me
now consider, such as formal vocabulary springboard for class discussion of the know what homework I need to do
(Latinate verbs as opposed to phrasal aims of the activity, as listed above. For for tomorrows class? I hope Ill feel
verbs), impersonal/objective voice, more example, considering the subject line can better by then.
formal grammar (use of the passive lead students to think about the purpose Respectfully yours,
instead of the active voice), and the of an email message and how to express Bill
avoidance of contractions, slang or that purpose in a succinct manner so
colloquialisms. Underlying all of these that the recipient understands the main (Problems include the fact that the subject
aspects is the fact that academic writing point of the message. doesnt match the content of the email; the
is what Andy Gillett refers to as a social salutation hiya is too informal; vry and
practice: in other words, it is writing that 3 Evaluating an email are text abbreviations; loads of and threw
has a specific purpose and a specific Ask the students to evaluate an email up are informal vocabulary; there is too
audience, with rules that are clearly that is too informal and poorly written. much unnecessary chatty detail to explain
defined by the community within which it They should identify the problem areas the idea that the writer was unwell.)
takes place. and provide a corrected version, focusing
on style, purpose, tone and formality, in 4 Writing an email
An exercise in email addition to the mechanics of spelling and Finally, get the students to write an email to
grammar. The emails below contain a teacher, both explaining something and
The following activity should be viewed
features from messages I have received asking for some information. For example:
as a very general introduction to the idea
from my students over the years. Write an email to your tutor in which you:
of adapting ones writing style to the
task, situation and/or audience, and as explain why you missed an English class;
From: cutekitten@hotmail.com
such it would make a good lead-in to the ask about the grading criteria for the next
general concept of register. It has the To: Jteacher@school.ac.uk essay that is due at the end of the term.
added bonus of addressing head-on Include a subject and pay attention to
another challenge facing students how Cc: using language that is formal enough. ETp
to send an email to a teacher or tutor
that achieves the right level of formality. Subject:
Gillett, A Using English for Academic
I receive a variety of emails at the
Purposes: A Guide for Students in Higher
beginning of each academic year that Education www.uefap.com 2009
i need to know what was my mark in
can vary from inappropriate to
the test on Thurs?
bewildering to incomprehensible. This Elisabeth Wilding is
activity aims to get the students to Senior Academic Tutor
for the International
consider the importance of the purpose, Foundation Programme
situation and communicative effect of (Problems include the fact that the at the University of
Reading, UK, where she
their writing. subject is missing; there is no salutation; teaches EAP and
the tone of i need to know is too abrupt Academic Skills. She
Aims has experience teaching
and the i is lower case; there is no EAP and EFL in England,
Tailoring writing style to a particular signature at the end so the tutor wont France, Switzerland and
the USA.
situation know who this is from and the email
e.a.wilding@reading.ac.uk
Effectively communicating a message address doesnt help.)
Grammar/spelling Does grammar matter in an email? How can you check your spelling?
Suggested answers
Subject line The purpose is to sum up the main idea of the message in the email so the reader knows what it will
be about.
Beginning It is most appropriate to address someone by their name if you know it; either Dear + first name or
Dear Mr/Mrs/Ms X.
Style/formality It is usually safer to be formal. You should certainly avoid text abbreviations and slang.
Grammar/spelling These really do matter in an email, as good grammar can make your message clear. You should use
full sentences and check your spelling with either a spell-checker or a dictionary.
he subject of death and dying is bloodsucking son, Eric, a very nasty observations. Essentially, this is a series
fabric of family ties, former liaisons and introduction or comments from Blythe.
love affairs, money and marriage, going
The View in Winter There is also an astute 35-page
back to the early years of the 20th On returning to Ronald Blythes The View introduction, which is well worth reading
century. Among the decaying gentry we in Winter, I was surprised at just how for its own sake. In it, Blythe reminds us
meet, in addition to Lettie, Charmain, the modern it still was. Published over 40 that old people are not a race apart; they
once-famous novelist, now losing her years ago, when the grey generation continue to have the same feelings
memory, and Godfrey, her husband was much less in evidence, it is uncannily (including sexual desire) as everyone
both serially unfaithful to each other; their accurate and perceptive in its else. They are simply older than the rest
Engaging
English
I
Deauwand Myers have been teaching English to 1 Make your pitch
non-native speakers, particularly
in Asia, for most of my adult life. This is a project which involves working
reviews activities for
Doing so has been both in teams to create a new product and an
reluctant students. rewarding and challenging. The vast advertisement to promote it. The activity
majority of non-native English speakers encourages creativity, teamwork and
in Asia use English at an elementary or innovation. In total, it will take at least
pre-intermediate level. Vocabulary (for 80 minutes to complete, but it breaks
example, differences between British down into discrete stages so the work
and American usage) and grammar (the can be spread over several lessons.
ubiquitous use of definite and indefinite Objective: to create a product and an
articles, for example) present a long- advertisement for it and to make a
term challenge even to those who presentation to the rest of the class
achieve a high degree of fluency. Materials: large pieces of paper (A3 or
Textbooks, workbooks and larger), pens, pencils, coloured pencils
combinations of these are merely a and/or crayons
basis from which teachers can begin to
Time: 2030 minutes for idea generation;
unpack these challenges for the
2030 minutes for sketching and
students. Learning English, or any
drawing the product; 2030 minutes for
foreign language, need not be hard
each team to present their product
work. In fact, effective teaching employs
advertisement to the entire class
pedagogical schemata which
incorporate a variety of strategies to get Procedure
the learner to speak and write more Put the students into groups of three
cogently and organically. or four. Give each group a large piece
As a university professor, I am often of paper.
confronted with the task of trying to Give the students the following
get my students more motivated to learn instructions (translated into their own
English and less intimidated by the language, if necessary):
process: compulsory English courses for In your group, imagine you are a
college students come with the burden company (make up a name) which is
that some students just dont want to be creating a new product. It should be
in an English class. To try to overcome something fun and unrealistic (eg a
their reluctance, I have devised some mobile phone that can microwave food).
useful and engaging activities for the Make a colour picture of your new
last 30 minutes of my two-hour lessons. product on the piece of paper provided.
My classes meet once a week. Some of Write at least three English sentences
these activities can actually be extended describing your product, including its
to become a lesson in themselves. name, what it can do and its price.
English
topic or use the same one for all the
native language. However, if a word teams but, if you use the same topic,
from the sentence is guessed correctly, the teams cannot repeat words
they write it on the appropriate line. previously written by other teams.
When the students have finished their
If the team guess the sentence This gets progressively harder, of
drawings and written their sentences,
correctly in the three minutes, give course, so you may have to pick team
ask them to prepare a presentation
them a point. If they dont, move on names out of a hat to decide which
for the rest of the class, using their
to a new team and a new sentence. team goes first.
picture and sentences to advertise
their new product. Count the words at the end. The
After the presentations have been
3 The Shhhhh! winners are the team with the most
challenge points.
made, you could get the class to vote
on the new product they would most Go over difficult topics and get the
Objective: to guess a word from clues
like to buy. students to brainstorm any useful
given by the rest of the team
words which were missed.
Materials: a number of words on
separate slips of paper in an envelope
The following four activities are all games (they can be used again and again if
5 Trivia
involving an element of competition. The laminated) Objective: to answer general knowledge
students work in teams (they should questions
Time: one or two minutes per team for
think up names for their teams). The
each word Materials: a list of general knowledge
teams do the activities in turn, with the
rest of the class watching (it is a good Procedure: questions, eg Who was the first president
idea to change the order each lesson so Invite one person from the first team of the USA? What year did World War II
the teams never know who is going to to come to the front of the class, close end? What country has the largest land
have to perform first). The times given their eyes and take a word at random area?
here are flexible and each team can be from the envelope. Time: flexible
given as many turns as you like. Show the word to the rest of the class Procedure:
but not to the student who chose it. Ask the teams questions in turn.
2 The secret sentence Ask the student at the front to face Allow them to confer but only give
Objective: to guess a secret sentence away from the rest of the class for one them five seconds to answer.
from clues given by one team member minute. Award one point for each correct
Materials: a secret sentence for each During that time, the rest of the team answer. The winners are the team
team; board and markers or chalk shout out clues to the word. They with the most points.
cant say the actual word, or any part
Time: three or four minutes per team
for each sentence
of it, and they cant use their native
language, only English. For example,
Procedure: if the word is delicious, the team These activities are a highly flexible way
Write the following in a vertical list could say tasty, chocolate, pizza, good, of complementing your core curriculum.
on the board: taste, and so on. Not only can they be adjusted to take as
Statement: much or as little time as you wish, but
Keep to the time limit of one minute
Question: the complexity and difficulty of the
per word, per team.
Past: challenges can be modified to suit the
Present: level of the class and age of the students.
Future:
4 Write it! More often than not, the students
Ask one member of the first team to Objective: to think of as many words will appreciate the effort you have put
come to the board. Show them a secret as possible on a given topic (a great into making their lessons more fun and,
sentence. They begin by putting ticks vocabulary builder) most importantly, will learn English in a
against the appropriate items in the list Materials: board and markers or chalk slightly new and engaging way. ETp
to indicate to their team whether it is a Time: one minute per team for each topic Deauwand Myers holds
statement or a question and whether it a Masters degree in
is in the past, present or future. They Procedure: English literature and
should then put a line on the board One person from the first team comes literary critical theory
from the University of
for each word in the sentence. to the board. Vermont, USA. He is
currently an English
The student at the board then has three Give the team a topic, such as things professor at a university
minutes to draw a picture or pictures that can fly, things babies do or things near Seoul, Korea, and a
that are red. frequent contributor to
representing the secret sentence (they The Korea Times.
can use maths symbols such as +, and For 30 seconds, the student at the
Deauwand@gmail.com
=). The rest of the team try to guess as board writes as many words as possible
Doing drama
Betka Pisslars students enjoy a theatrical experience.
A
s a primary school English
teacher, I find that lack of
interest, discipline issues,
short attention spans and
poor concentration are major
problems. In an attempt to overcome
these, I decided to do some drama with
my students. I felt this would be
motivational and would give them more
opportunities to practise speaking in
class. My class consisted of 25 children
in their final year at primary school.
The text
The first step was to choose an
appropriate text. I looked through
many literary texts in libraries and on
the internet; I wanted to find one
which would be appropriate for my
students in terms of language level and Preparation and till the end of the lesson. They regarded
it as a kind of reward for good work,
knowledge. Although there were many planning
and this not only kept the brighter
stories available, it proved difficult to To introduce the idea of doing a play in ones focused and stimulated, but also
find one which was completely suitable. class, I asked the children questions about encouraged those who were sometimes
In the end, I produced a simplified films, plays and actors that they knew and left behind to work harder.
version of the section from Homers liked. I asked them whether they would
Iliad where a golden apple is to be like to become actors themselves, and I
awarded to the most beautiful goddess, explained what we were going to do. I Starting the play
and Paris has to judge who should win was encouraged by their enthusiasm I began by giving the children copies of
it his choice leading ultimately to the we had already done some short the play (see page 25) to read at home.
Trojan War. This offered an opportunity roleplays and sketches in the classroom, In the next lesson I asked them whether
to revise some of the grammar and but a play in English was something new. they were already familiar with the story.
vocabulary which we were doing in our I planned to work on the play for Some of them had seen the film Troy,
English lessons at that time. This ten minutes in each lesson, which meant which was being shown on TV at the
included the simple and continuous at least 30 minutes per week. Initially, time, and some of them had read some
past tense, irregular verbs, the present I intended that this drama slot would legends from Greek mythology. We
perfect and the use of adjectives and take place at the beginning of each made a wordmap about the legend and
their comparative and superlative lesson, and that we would then continue the writer on the board. By introducing
forms. The text also provided cross- with our coursebook work. However, some historical and geographical facts
curricular links with the students after two or three lessons I noticed that about the Iliad and Homer, I made sure
geography, history and sociology the children were more motivated to that any children who hadnt heard of
lessons. do their regular work if I left the drama them before learnt enough about them
Doing drama
to enable them to enjoy and appreciate
the story.
Assigning the roles was one of the
most difficult tasks. All the boys in the
class wanted to be Paris, as he is the
bravest character and, according to the
film Troy, the most handsome, but
nobody wanted to be Zeus possibly
because he had more lines to say! I
decided that the fairest way to assign
roles was to throw a dice.
Next I read the lines of the play to
the class, emphasising the important
words. I then explained new vocabulary
and taught them the key phrases. Then it some of the music himself. Those who When it finished, there was enthusiastic
was the childrens turn to do the reading. were artistically talented made the applause from the audience.
They each read out their lines and I scenery and the posters with water
corrected their pronunciation. There was colours and cardboard.
a lot of movement and dancing in the Although I didnt want the All the children learnt to associate English
play, and this enabled the children to preparation to be too time-consuming, and drama with fun; this was reflected in
memorise the lines more easily. rehearsing and making the props and better discipline in the classroom. The
Although some roles were bigger scenery took more time than I had whole class was involved, from the shyest
than others, my aim was to motivate planned, so I asked the children to to the most outspoken, and they all
and involve all the children in the class, come to extra rehearsals after school. contributed to the play. Not only was it
allowing each to display their own They all enjoyed this, not just because a bonding experience for them, it also
abilities and interests. I encouraged they felt they were spending their time motivated them to use language
them to use their creativity in usefully and creatively, but also because confidently and creatively. While learning
producing scenery and costumes and they liked being part of a team. the play, they listened and repeated their
choosing accompanying music. I brought a video camera to school lines many times; by repeating the words,
and filmed the rehearsals. We watched they became familiar with them and were
Scenery, costumes the video during the next lesson, and I able to say them with increasing fluency.
and rehearsals noticed that some children loved seeing Doing drama in the class also proved to
themselves act while others still felt be an effective method of teaching
There were two scenes in the play, one
inhibited and shy. To help them adjectives: the children learnt many new
set on Mount Olympus in Zeuss palace
overcome their shyness, I introduced ones and they were able to use
and the other in Troy. To make the
some games and jokes, which seemed comparative forms.
scenery for Troy, the children painted a
to put them at their ease. Performing on stage to their friends
huge horse and produced a poster with
Finally, I suggested that they put on and parents gave them a strong sense
the name Troy in big capital letters. Zeuss
a performance for a real audience. of achievement, which boosted their
throne was a chair on top of a desk.
Since there was to be a special show self-confidence and gave personal
The children who were playing gods
for the parents at Christmas, I decided satisfaction. ETp
and goddesses wore white tablecloths
to include our English play in it.
wrapped around them; the boy who Betka Pislar is a teacher
played Paris wore a helmet and carried a of English at Ziri Primary
wooden sword which he made himself. The performance School, Slovenia.
The apple was a small ball wrapped and After a final rehearsal, the day of the
sewn into gold-coloured cloth. performance arrived. The hall was
Some girls who attended dance packed with parents, grandparents,
classes did the choreography, and a boy friends and teachers. The children
who had been playing the piano for five waited nervously behind the curtain for
years volunteered to choose and play the play to be announced. Then the
betka_pislar@t-2.net
some piano music. He even composed piano music began and the play started.
The narrator enters. Athena Its a golden apple. Look, something He looks at the apple and at the goddesses again
Narrator Ladies and gentlemen, welcome to is written on it. and pauses, frowning and thinking hard.
our play, The Golden Apple. Let me Aphrodite takes the apple and reads. Zeus I really cant tell you which of you
introduce to you our actors and Aphrodite To the prettiest. These are the is the loveliest or the prettiest.
actresses; they play the gods and words written on the golden I simply think that Hera is as
goddesses on Mount Olympus. This apple. beautiful as Aphrodite, and Athena
is Hera, mother of all the gods. is as beautiful as Hera ... However,
All three goddesses start to quarrel. Hera takes the
Hera enters, bows to the audience and steps to the I will give you some advice: go to
apple.
back of the stage. Each entrance is announced by a Troy in Asia Minor, to Paris, the son
Hera The apple belongs to me. I am the of the Trojan king. He will tell you
few bars of piano music.
mother of all the gods and I am who among you is the prettiest.
Narrator This is Athena, the goddess of the prettiest, the most respected
wisdom. He returns the apple to Athena.
and the most honourable goddess
Athena enters and bows. on Olympus. Athena Thank you, Zeus.
Narrator This is Aphrodite, the goddess of Athena takes the apple from Hera. Hera Thank you, Zeus.
love. Athena No, I am the cleverest, the bravest, Aphrodite Thank you, Zeus.
Aphrodite enters and bows. the most courageous, the most Narrator All three goddesses ran down from
Narrator And finally, here is the king of the beautiful, the wisest and the most Olympus and went straight to Troy.
gods, Zeus. intelligent goddess. The apple is There they found Paris.
mine. Holding hands, the goddesses run from Olympus to
Zeus enters majestically, nods slightly and sits on his
throne. Aphrodite I protest. I am the goddess of love Troy. They run around the stage twice to show that
and beauty. I am the prettiest, the it is a long way. The scenery changes to Troy.
Narrator This is Paris, the son of the king of
loveliest, the most attractive, the Paris enters, wearing a helmet and holding a sword.
Troy.
most beautiful and the most He sits on a chair.
Paris enters. wonderful goddess. The apple
The three goddesses enter and Athena gives the
Narrator And here are other gods and belongs to me.
apple to Paris.
goddesses who appear in our play. She takes the apple from Athena.
Athena Paris, say that I am the most
They enter, two by two. The goddesses start dancing Hera No, its mine. beautiful goddess on Olympus and
in a circle and the gods gather round Zeus.
Athena No, the apple belongs to me. you will become the wisest, the
Narrator Oh, I almost forgot to introduce cleverest and the best king in the
Aphrodite Wrong! I will have the apple.
Eris, the goddess of discord. world. Please, say that I am more
Athena Why dont we ask Zeus which of
Eris enters. beautiful and prettier than Hera,
us should have the golden apple?
and that Aphrodite is not as
Narrator Once upon a time, when the gods
Hera Thats a good idea. beautiful and as pretty as I am.
lived at the top of Mount Olympus
in Greece, there was a splendid Aphrodite Yes, lets ask Zeus. Hera Say that I am the most beautiful
feast in the palace of Zeus. The Narrator All three goddesses ran to Zeus. goddess and you will be the
gods were all singing, dancing, richest, the most respected and the
They run to Zeus.
eating and drinking and they were most loved king in the world.
Athena Zeus, please, tell us which of us is
having a wonderful time. Aphrodite Paris, if you choose me as the
the most beautiful goddess.
The gods drink, dance and laugh. Eris is at the side, prettiest goddess on Olympus, I
She gives him the golden apple. promise you the most beautiful and
watching the party. She wants to join the dance, but
the other goddesses wont let her break their circle Hera Please, decide which of us is the the most attractive wife in the
and join them. prettiest. world.
Narrator All the goddesses were invited, Aphrodite Please, be the judge and tell us Paris doesnt hesitate. He stands up and shouts
except Eris, the goddess of discord. who is the loveliest goddess. loudly.
She was very angry and hurt, and Narrator Poor old Zeus. It was not an easy Paris Aphrodite is the prettiest goddess.
wanted to do something that situation for him. The golden apple belongs to her.
would stop the party.
Zeus looks at the apple for a long time. He looks He gives Aphrodite the golden apple. Aphrodite
Eris They did not invite me. How can at the goddesses, looks at the apple again, shakes takes it happily and smiles. Hera and Athena look
they dance and laugh without me? his head hesitantly, looks at the goddessses again disappointed.
They will have to pay for this. I and starts to speak slowly. Narrator Aphrodite kept her word. She
know what I will do. I will throw a
Zeus All three of you are beautiful. helped Paris to kidnap and marry
golden apple into the great hall.
I think that Hera is as beautiful as Helen, the Queen of Greece and
They will stop dancing and start to
Aphrodite and that Aphrodite is the most beautiful woman in the
quarrel.
not less attractive than Athena. world. Her husband, Menelaus,
Eris throws the golden apple into the circle of I am sure that Athena is not more gathered a strong army and
goddesses. The goddesses stop dancing and the intelligent than Hera and that marched against Troy, so he could
gods stop laughing. The goddesses pick the apple up Hera is not more attractive than get his wife back. In this way, the
and pass it from one to another. Eris leaves the Aphrodite. I think that Athena is as most famous, the most heroic, the
scene looking happy. lovely as Aphrodite and that she is best-known war in the history of
Hera Whats this? not less courageous than Hera. mankind began.
Hot off
the press!
S
Lucy Palmer makes o far so good Ive caught your should reflect this. In our first glance at
attention but what is it thats the restaurant listings in a newspaper or
the connection between motivated you to read this, and magazine, we dont underline all the
what will keep you reading? interesting adjectives or memorise the
news-based materials And how can we, in turn, motivate our menu; we scan them for specific
students to read more an activity so information about the location, type of
and motivation. important for language learning? In this food and price. This isnt to say that we
article Im going to look at how we can cant then go on to analyse the language
use materials based on the news to do but, again, it should be with the aim of
just that. helping students read that type of text
more successfully in future.
Meaningful reading
The problem, of course, with motivation
is that you cant make someone
As Vallerand
motivated. Even learners who are points out, were
motivated by extrinsic factors, such as
getting a job that needs English, cant be motivated to do things
forced to learn, and the strongest form according to our values,
of motivation intrinsic motivation
by definition comes from within. interests and identity
Robert Vallerand describes several
kinds of motivation, the first of which as an individual
is our intrinsic motivation to learn, our
desire to find out about the world. Here,
then, is one way that news-based materials Motivation and identity
can be motivating for our students: by
focusing on learning about real-world When we read a news story, the way we
events rather than just on learning about read it will depend on our own interests.
English. Indeed, students in Matthew From some well want just the basic
Peacocks 1998 study cited this as the facts; others well want to read in detail.
main advantage of using authentic As Vallerand points out, were
materials: [It] (expands our) view of motivated to do things according to our
society; [I] got useful real information; values, interests and identity as an
it was real had meaning to me. individual. Indeed, Ema Ushioda
suggests that expressing our identity is
the key factor in motivation that
Meaningful tasks there is an intimate connection between
It is also important that the tasks we set our goal-directed behaviours and the
should have an authentic purpose. We identities we pursue and that to the
read different types of texts in different extent that we create opportunities for
ways, and what we ask students to do [students] to express their own
English 4-U
identities through the medium of the (www.english-4u.com)
target language; the more likely that Bright and colourful worksheets with a
students will feel motivated to range of activity types, based on news
engage themselves in the process of items and song lyrics.
learning the target language.
English to go
Relevance and choice (www.english-to-go.com)
Well-structured and varied lessons at
Catching up with news is something five different language levels, based on
that students do in their everyday lives, articles from Reuters News Agency.
whether its seeing what their friends are
up to on Facebook, listening to their Teachitworld
local radio station or reading an (www.teachitworld.com)
international newspaper, so working Weekly lessons on a mix of arts, science
with news-based materials can help and current affairs topics, made by
them bring their lives to the learning teachers for teachers and based on The
process. What they choose to read and Week magazine. See opposite for
listen to is a defining feature of who examples.
they are, so its vital that we offer our
The Listening Business
students news stories that are relevant
(www.thelisteningbusiness.com)
to them. Even better is to let them
BBC Radio 4 News service
choose for themselves.
A lesson a day from Monday to Thursday,
based on the 10am news, with a variety
Challenge and difficulty of activities at three different levels.
The problem then is the level of BBC World Business News service
difficulty. Authentic materials are often A business lesson a week based on the
far from easy the vocabulary may be World Business News from the BBC
unfamiliar and the grammar complex World Service, again with a variety of
but if the texts are relevant and activity types. ETp
informative and the tasks we set are
appropriate, then news-based materials
Peacock, M The effect of authentic
can help students enjoy the challenge materials on the motivation of EFL
and give them a sense of achievement, learners ELT Journal 51(2) 1997
heightened by the knowledge that Schumann, J H cited in Drnyei, Z
theyve read not a simplified text for Motivation in second and foreign
learners, but a piece of real English. language learning Language Teaching 31
1998
Ushioda, E Plenary: Socialising students
Novelty and variety motivation and autonomy in the English-
Finally, as John Schumann points out, language classroom IATEFL 2010
were stimulated by novelty, and news- Harrogate Conference Selections 2011
based materials are, by definition, well Vallerand, R J cited in Drnyei, Z
new! The principle of novelty also Motivation in second and foreign
language learning Language Teaching 31
dictates that we should avoid formulaic 1998
activity types. The same old lead-in and
the same old vocabulary-matching
Lucy Palmer is ELT
activity will be dull if frequently Editor of Teachitworld
repeated, however relevant, novel and (www.teachitworld.com)
and has recently
informative the article. completed her DELTA.
She taught EFL in
France for nine years
News-based material and is currently teaching
ESOL in Bristol, UK.
All this makes preparing a news-based
lesson sound like a lot of work
offering students a choice of up-to-the-
minute articles, preparing tasks adapted lucyp@teachit.co.uk
Stop complaining,
start creating
Tim Thompson created a course to overcome his frustration with his universitys shop.
I
was grumpy. I had just visited a The solution licensing fee to use the universitys name
famous university in Seoul, South and logo. They also didnt have to rent
Korea, and saw students walking The answer to these problems was staring shop space and pay utilities on that space.
around campus with clothing and me in the face, but it took me almost Their payment for the work they put in
bags that proudly displayed their three years at KAIST and two iterations was knowledge and experience. I pointed
schools name and logo. It made me of the BEP course to figure it out. I out that, as students, that is what they
homesick to see these students proudly needed to team up my BEP course with were here to acquire. While their reward
showing their school spirit. I know that KAISTs shop to give my students the was not monetary, they were given the
students at the university where I teach opportunity to experience real business opportunity to leave a legacy at KAIST
(KAIST, widely considered one of the while providing merchandise that was through the products they designed,
top science and technology universities created by the students, for the students, which could be sold in perpetuity.
in Asia) are proud to be studying there, with the goal of increasing KAISTs
school spirit and brand awareness. For me
but the schools shop only sells a few What did I get out of it? I was able to
products with the schools name on I started by contacting the shop
management team. I began with the teach an interesting course and got the
them and almost none of these products opportunity to buy the sort of KAIST
are items of clothing. I wanted a nice manager, who directed me to the owner. I
proposed that my students would design logo merchandise that I had been
T-shirt or hooded sweatshirt with the dreaming of in the first place. I also got
schools name on it to take to my family branded items that would be sold through
a pre-order system. The profits from the satisfaction of knowing that
and friends when I went home on a students, faculty, staff, families and
visit, but they simply werent available. product one would be used to finance
product two. The university shop would supporters of KAIST would have a
be an outlet through which the products better selection of products when
The problem could be sold and would introduce the visiting the campus or the university
I went to KAISTs Development Team students to their manufacturing and shops website all thanks to our class.
and looked into getting permission to use printing contacts. The class would
the KAIST logo to start my own small attempt to advertise and increase traffic The format
business, but the cost was prohibitive. for the shop, and all the profits would go The semester was divided into three
Some students had apparently also to the shop at the end of the semester as main projects. The students were put
looked into the possibility of opening a payment for their cooperation. into teams and each team was expected
student-run business that would design, to design and market two products. The
produce and market KAIST-logo The benefits third project was to work individually to
merchandise, but they were told that design a logo and/or slogan for
their job was to study, not work, and For the school
The school was happy because the KAISTs 40th anniversary in 2011. Over
they were turned down. the course of the semester, the students
Even though I was already teaching students were getting practical experience
and creating clothing and merchandise were also expected to keep a reflective
a Business English Projects (BEP) class journal on what they did and what they
that was using episodes of Donald that would promote the school and its
name. We tried to focus on school pride learnt about business, teamwork,
Trumps Apprentice TV show to leadership and individual responsibility.
introduce business situations and and increase school spirit in the process.
Journals were submitted three times
concepts (See Trump card, ETp Issue For the students over the course of the semester. The
53), I knew that my students needed The students were disappointed at first classs final exam was a one-on-one
more practical learning opportunities to that they would not be able to keep the interview in which they were asked
supplement all the book learning that profits from their sales. I had to explain about what they had learnt and what
they were so used to and so successful at. to them that they didnt have to pay the
they could have done better.
Stop complaining,
start creating
The challenges
Starting a newly-designed course is not
without its challenges. The class
contained a mixture of ages and
Some of our
nationalities. Students joined the class
products
and dropped out over the first couple of
weeks, thereby delaying what the teams
were able to do. When the dust had presentations on the KAIST 40 logos On teamwork:
settled, I had three groups with very and slogans. Several of the students ideas Whenever you have some problems about
diverse make-ups. One group had no were used to influence the final design, your ideas, maybe you cannot see that,
Koreans in it and experienced both although no specific students design maybe you cannot distinguish that, but
language and cultural difficulties. They was chosen. The PR team also liked your teammates can see, can help you.
misunderstood the price for their first several ideas which students suggested
On market research:
product and had to back out or take a for promotional materials to be used in
Whenever they (our customers) call and
loss. In the other groups, cultural clashes conjunction with the schools anniversary.
order our products, we could ask them,
occurred and battle lines were drawn on How did you hear about us?
a regular basis. Discussions became quite The feedback
heated. Ordering delays caused deadlines On project work:
Most importantly, the students learnt Learning through doing is the best way
to be pushed back, and it was difficult from doing, instead of simply reading
to stay on schedule over the semester. I to learn. I believe I will remember these
from a textbook. Comments from their lessons in the rest of my life.
learnt almost as much as the students final journal submissions and exit
about the problems that come with interviews included the following: Studying with books is like 2D but the
having to rely on factors outside your project is like 3D or 4D. So we have to
control, such as people not returning On the presentation to the PR team: experience exactly and it was much harder.
phone calls or changing delivery It was a good experience for me. First
schedules and product availability after time for me is doing presentation in front
agreements have been made. of high-level persons. Actually, whenever
some people listen to you seriously you I hope to continue this course next year.
feel like wow! They take me serious and While the learner-centred nature of the
The outcome project was unusual for many of the
give value to my work. You feel stressful
By the end of the semester, five unique as well but its good job at all. students, I believe most of them
KAIST-logo products had been created benefited from it in the end. This type
and sold. Two T-shirts, one hooded On business: of course supports my teaching
sweatshirt, one scarf and one blanket I learnt that before we do anything, we philosophy of: Dont thank me for a
made their way into the university shop. need a plan. We need to think about it good grade or blame me for a bad grade.
The photos on this page show some of before we actually do it. Pat yourself on the back or take a long,
the products. Almost 1,200,000 Korean If I had a time machine, I can come hard look in the mirror instead. Most
won (over $1,000) of revenue was back we will try to decide faster and do students showed a deeper understanding
generated without any start-up capital or more efficiently so we can be the first of the core principles of the class:
loans. The schools public relations team group (to advertise) because the first business principles, teamwork,
sent four delegates to the class to watch group has an advantage. leadership and individual responsibility,
while, alas, several did not. But after
running this course in this format for
Some of our advertisments the first time, Im patting myself on the
back and my students should, too. ETp
Tim Thompson is a
teacher, author,
presenter, podcaster
and website developer.
He has been teaching in
South Korea for more
than ten years. His
professional website is
www.timothyoday.com.
thompson@kaist.ac.kr
Warming up
2 Hit the right buttons
Start with a short, relevant podcast or
video. This works better if it involves
something that affects the students
company or job, such as a new law
banning foreign investment. Then play
devils advocate by agreeing with it and
Phil Wade gets his classes off to a stimulating start. gradually eliciting arguments against.
3 The experts
A
quick five-minute warmer activity fallen asleep. More interestingly, they can
can wake up tired students, get be done as cool down activities to revise Pair up the students so each is with
them speaking in English, or summarise the lesson or as controlled someone from a different profession.
activate knowledge/skills and provide a speaking activities. However, one trap Ask them to explain their jobs briefly
lead-in to the main activities. For a first teachers often fall into is that they only and then to give each other advice from
lesson, or when covering for a colleague, use warmers that involve speaking. Why their professional perspective.
warmers can be used to assess the not a writing or reading warmer, such as a 4 Loads of money
students level so that a lesson can be two-minute text message chat or a Who Tell the students youve come into
adapted or developed accordingly. can guess the topic of the listening first? 100,000 and you would like to invest it
Whatever their purpose, warmers are an game? Wherever you choose to do them, but are not sure how. Ask them for advice.
important solution to a cold start. they should (in theory) help acclimatise 5 Where are you going and how?
students to the main or following activity Explain that you want to become a CEO
Relevance
on some level, whether this is in terms of within ten years, but you dont know how.
Warmers are common in general
language skill or business knowledge. Ask the students to plan your strategy.
English classes, but what about business
English? Business English students, Authenticity 6 Expert interview
particularly those at university, are often All the activities below could be adapted Choose a student to do a one-minute
as interested in the business content of to use the internet or mobile technology. presentation and a question-and-answer
their lessons as they are in the language. That is what the students use to session on the topic. Less knowledgeable
In a business English class you are likely communicate in their jobs, so it is fitting students can be asked to research the
to have a group of people with either that we do the same. After all, simulating topic beforehand.
business knowledge, business experience a Twitter conversation on strips of paper 7 Worlds worst/best
or both. Exploiting them as resources seems a little unnatural. It can just as Ask the students to explain their worst
makes the lesson relevant and easily be done on Twitter, and then or best career move or business decision.
personalised, and it can create a better there is a record for later assessment.
8 Moan and groan
community spirit within the class. Linking Many of the voice recording websites or
collaborative writing sites could also be Put the students in pairs to do a boss
the students own experiences to the
exploited in warmers. In a recent blog on and employee roleplay. The one playing
language work allows for self-reflection
the DELTA Publishing site, Nik Peachey the employee should behave as if their
and increases the likelihood that they
supported the idea of a continuous partner were their real boss and tell them
will voice their opinions on reading and
classroom which is not constrained within how they really feel about their job.
listening texts and in speaking activities.
The beauty of the business English a start and finish time slot. Chatrooms 9 Why are they better?
classroom is that almost everything the or discussions help expand the limits of Find a market-share diagram of any
students do is relevant for them. A basic the lesson to include before and after. industry and ask the students to discuss
reading on management styles, for For example, pre-class blog postings or why those with lower shares are in that
example, will be highly relevant to anyone tweets could stimulate discussion before position and how they can challenge the
who works or will work in business. As class and produce warmed-up, motivated market leaders for top position.
a result, business English students can students who are ready for the topic of 10 Promotion
probably reflect and interact with the text the lesson when they arrive. Ask the students to decide in pairs which
at a higher degree than some general Warmers student should be promoted, based on
students reading a text about favourite Here are ten easy activities for the their work in the previous lesson. ETp
films. In this context, warmers can be business English classroom: Phil Wade has a Business
very stimulating sometimes students degree, a PGCE, CELTA
1 An interesting agenda
dont want to stop talking. and MA TESOL and he is
Tell one student what activities will be doing the DELTA. He
Variety in the next class and ask them to managed an MA business
English course and has
The standard place for a warmer is at the prepare an agenda, as if for a business taught at corporate,
beginning of the lesson, but warmers are meeting, which they then read to start undergraduate and pre-
MBA levels. He is part of
also good to facilitate the transition from the lesson (they can add one item of the TESOL France
one activity or skill to another, after a their own). Another student can then editorial team and is a
Cambridge examiner.
break, following a difficult reading passage conclude the lesson with a summary
philawade@gmail.com
or whenever students have gone cold or (like the minutes of a meeting).
Initial Surname
Institute
Address
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Postcode Country
Telephone Email
3 Binders
11.75 (inc. VAT) + 1.95 postage
4 Payment
I enclose a cheque made payable to Pavilion Publishing (Brighton) Ltd
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Picture perfect
One school I worked at used to have a filing cabinet full of photos and images from magazines, newspapers, the web, etc.
They were filed under various labels such as people, animals, faces and objects. Over the years I have realised how useful
they can be for almost any class. Here are some ideas for ways of using pictures.
Exams revealing the image as the students They can be given pictures of strange
Many English exams involve photos or make predictions about what is in the locations and told to write postcards
images in the Speaking section, so picture. home.
getting students used to describing and Students can practise linkers of
comparing pictures is very important. Business English
contrast by comparing gossip about two You can ask the students to adopt the
However, even when preparing for those film stars in a photo. They can also be
exams which dont involve image (such persona of a famous businessperson
asked to compare pictures of different from a photo in a negotiation.
as IELTS) it can be easier for students to things, such as riding to school on a
describe things such as hobbies from a skateboard and taking the bus. They can create advertising campaigns
photo, and this gives them images to for random products or even cities,
recall later in the exam. To practise the third conditional, they based on photos of them.
can be asked to link two photos chosen
Roleplays They can use photos to choose bad
at random in a conditional sentence.
Any speaking activity, particularly a events for topics for meetings.
For example: If Johnny Depp hadnt got
roleplay, can be made more interesting married, he would have become a priest. They can invent their own companies,
by giving the students photos of people based on photos of locations,
they have to pretend to be. Time can be Vocabulary infrastructure or offices.
allowed for them to build up the Students can label items on a photo,
character, even for a famous person. using nouns, adjectives, antonyms and Presentations
Pictures of places can be used in a similar synonyms. When students are making
presentations, the members of the
way to provide backgrounds for roleplays. They can be asked to create a luxurious
audience can be given positive and
lifestyle for a person in a photo.
Grammar negative photos, such as someone with
You can establish the concept of tenses Writing their thumbs up and a person sleeping.
using photos of events and questions Students can build creative stories Whilst watching a presentation, they
such as: Did he go to Spain? Yes. Do we based on a few ambiguous photos. can then choose and hold up the photo
know when? No. (= present perfect) that best shows how they feel about the
They can be asked to write letters of
delivery.
Modals of deduction can be practised by complaint about a hotel shown in a Phil Wade
showing covered photos and slowly photo. Bordeaux, France
Holistic
12 upwards already have a well-
developed and integrated understanding
of time and a means of expressing time
relationships in their mother tongue.
Added to this is our tendency in
language teaching to concentrate on verb
grammar
forms, which often leads to the kind of
confusion that teachers are so familiar
with, for example when German
speakers use the present perfect to talk
about past time or Romance language
speakers overuse will + infinitive to refer
to the future, on the grounds that it
teaching 2
somehow parallels the future tense that
exists as a verb form in their respective
mother tongues. Also, and maybe
significantly, English is one of the few
languages that has two separate words
time and tense for the two related
concepts. German Zeit, French temps,
Spanish tiempo and Russian vremya, for
W
Rod Bolitho gets his hy do so many learners of example, all refer to both time and tense
English find verb tenses as though they were a single concept.
students out of their seats to confusing and difficult to
master? Why are mistakes Tense and time
demonstrate time and tense. with verb tenses usually regarded as
The model I present here builds on a
serious errors, which learners feel bad
basic understanding that almost all
about? Why do so many coursebooks
languages somehow conceive of time
have so many exercises focusing on verb
and divide it up in the same way. There
tenses in isolation or in contrast? Why
are three reference points (present, past
do learners continue to make mistakes
and future), and four periods of time (the
with verb tenses even after countless
past before a given point in the past, the
encounters with these coursebook
period between a given point in the past
exercises?
and the present, the period between the
This second article in my series on
present and a visualised point of time in
holistic approaches to grammar
the future, and the period beyond that
addresses these questions and offers a
point in the future). An alternative but
practical alternative to textbook-
complementary way of looking at this
dependency for teachers and learners in
overall picture was presented 35 years ago
any classroom setting.
by David Wilkins and referred to in my
own overview in 1984 of the same area:
Tenses: love them or
hate them Present time
More varety,
addition, during any session on jobs it
can be useful for trainees to look at
recruitment websites.
7 Workshops
more spce
The trainees work through a series of
tasks as part of a discovery-type form
of learning.
8 Using a different venue or
seating arrangement
In a session on exams and testing, the
Nick Baguley brings teacher training sessions to life. furniture might be laid out in an exam-
type format for a mock CELTA test.
In a session on teaching young learners,
I
n Issue 61 of ETp I wrote about
CELTA Certificate of English classroom furniture might be pushed
the importance of variety in terms
Language Teaching to Adults (a YL back to create more space for activities.
of how input sessions on teacher
training courses such as the extension is available for teaching 9 Asking the trainees to select
Cambridge ESOL CELTA and TKT are young learners) the content
delivered. I argued that this was TKT Teaching Knowledge Test The trainees might be asked to select
necessary to prevent sessions from from a menu or simply to make
DELTA Diploma in English
becoming predictable and formulaic in suggestions about what they would find
Language Teaching to Adults
terms of delivery style. A range of most useful to look at/recycle during a
approaches, materials, tasks and session. This approach is usually more
interaction patterns is essential to keep 1 The demonstration lesson appropriate during the second half of a
participants motivated and engaged. In This might involve having the trainees training course.
addition, exploiting variety is likely to playing the role of English language 10 Team training
appeal to different learning styles and students (1a) or experiencing a lesson
The course tutors do an input session
provides a useful model in terms of shape using authentic material
together.
effective classroom practice. In that appropriate for trainee teachers (1b).
article I outlined three practical ways to 2 Loop input
11 Inviting a guest speaker to
add a bit of spice to input sessions: lead or contribute to an input
An example might be when the trainees
Trainees select the content. session
listen to an authentic recording of
Trainers deliver input together. An experienced teacher, with a specialist
teachers talking about the challenges of
Guest speakers deliver input. interest, from the school where the
developing students listening skills as
training course is being delivered can be
In this follow-up article, I will suggest the main focus of the input session on
asked to lead a session. This lends itself
12 different approaches to managing developing receptive skills.
to topics such as ICT and teaching
input sessions on a teacher training 3 Differentiated learning exam classes.
programme and provide an example This might be asking different trainees 12 Micro-teaching
timetable to illustrate how they might to do different tasks within an input
be exploited on a CELTA course. The trainees are asked to do an activity
session, based on their previous
with each other that mirrors what they
experiences, strengths and needs.
might have to do in the classroom with
Different input, different 4 Exploiting a DVD language students. For example, they
options Showing a professionally-filmed DVD of might do a roleplay in which one trainee
First, a question: a lesson is a useful way to bring classroom practises using recently-introduced oral
situations to life and enables trainers to correction techniques to highlight
! If you work on training
programmes such as the CELTA,
highlight examples of good practice. On a mistakes made by a student played by
CELTA course the session on teaching another trainee.
the YL extension to the CELTA course for
young learners can really benefit from
teaching young learners, TKT or DELTA,
think about the input sessions you do
some clips of a childrens class. Different sessions,
regularly. How are these sessions 5 Presentations different approaches
different in terms of the training For example, the trainees do some Another question:
methodology used, the materials, tasks research, either before or during an
and interaction patterns? input session, and then present their
findings to the group.
! As a trainer, how many of the
above techniques do you exploit?
When reflecting on my own practice as Are there other ways of looking at how
a CELTA tutor, I came up with the 6 Exploiting the internet input sessions are managed that you
following examples: It can be engaging to set up tasks that would add to this list? What are they?
Input Introductions and course Developing students Presenting language 1: Teaching lexis and words Lesson planning 1:
session 1 admin receptive skills exploiting a text/recording writing a lesson plan
10 2 1a 7
Input Classroom management Foreign language lesson Language analysis 1: an Presenting language 2: Phonology 1: sounds and
session 2 4 introduction testteachtest recognition
1b
Input Concept checking and Presenting language 3: Language analysis 2: the Exploiting coursebooks Phonology 3: drilling
session 1 timelines guided discovery perfect aspect 8 and 12
7 2 3
Input Phonology 2: connected Lesson planning 2: Controlled and freer Exploiting authentic texts Material handover and
session 2 speech Language analysis practice activities 5 and 6 planning for week 3
sheets 10
Input Teaching functional Developing students Developing students Language analysis 3: Lesson planning for
session 1 language speaking skills writing skills conditionals week 4
4 1b 3 10
Input Teaching at different Correction of oral errors Continuing professional Free study period Lesson planning for
session 2 levels 12 development week 4
10 10
Input Warmers, breakers and Teaching business Open session Exams, testing and Jobs and careers in ELT
session 1 fillers English 9 and 10 assessment 6, 9, 10 and 11
11
Input Using ICT in ELT Integrated skills Teaching adult literacy Teaching young learners End-of-course admin
session 2 6 and 11 skills 4, 8 and 11 10
Spring
Spring is sprung
, Herd of these?
De grass is riz, People often talk about herds of cows and flocks of sheep, but there
dem birdies is? are some more unusual collective nouns for groups of animals. Did
I wonder where you know, for instance, that we can talk of a clutter of cats? Another
on de wing,
De little birds is delightful, if strange, example is an arrangement of armadillos. An
Aint dat absurd? appropriate term for a group of alligators would seem to be a smile,
little bird! but the proper term is a congregation of alligators, which is rather
De wings is on de more sinister but possibly less so than a conspiracy of lemurs!
Perhaps the most wonderful of all collective nouns is that for doves:
a piteousness.
Spring on the w
In many countries
ing
, one of the grea
t indicators of th
spring, especially e arrival of
late spring, is th
e return of migrat
Young at heart which have fled
statistics to be fo
the harshness of
und about these
winter. There are
ing birds
some amazing
extraordinary jou
In spring there is new life everywhere, not least in headed geese ha rneys. Bar-
ve been seen fly
ing in the Himala
the animal kingdom. Young animals have their own of above 8,000 m yas at altitudes
etres, and bar-tail
to migrate non-sto ed godwits have
names. Most people know the common ones like been known
p from Alaska to
distance of 11,00 New Zealand to
puppy or kitten, and others, such as duckling, can 0 kilometres. Long breed, a
be guessed easily, but do you know the names for for non-stop flig as this is (and it
ht), the real long- is the record
the young of these creatures? distance travelle
tern, which migr r is the Arctic
ates between its
Arctic breeding gr
Antarctic, some ounds to the
a) alligator h) goose 35,000 kilometre
s!
We think of migr
b) beaver i) hare ating birds being
who cannot fly, alt on the wing, but
ernative methods for those
c) boar j) hawk penguins, for ins of travel have to be
tance, swim dista found
d) deer k) owl nces sometimes
1,000 kilometres. exceeding
e) eagle l) pigeon
f) elephant m) rat
Sandra Cunningham / Fotolia.com
g) fish n) shark
n) cub or pup
g) fry; h) gosling; i) leveret; j) eyas; k) owlet; l) squab; m) kitten;
Answers a) hatchling; b) kit; c) shoat; d) faun; e) eaglet; f) calf;
Learning coach 4
In the fourth article in their series on learner coaching, Duncan Foord and Daniel Barber
look at encouraging learners to set goals and monitor their achievements successfully.
hours of class with a teacher like invites them to choose how they would Watching 20 I will try to see one film
Duncans younger son, James, in like to practise their English, when, who films in the in English each month
with and for how long. Learners are cinema in the cinema.
fact. He started learning the piano
when he was nine. His one-hour more likely to see something through if Doing 15 We usually have 30
weekly piano lesson was they have chosen it themselves. language minutes of homework
exercises in exercises each week
supplemented by about 20 minutes Accountability a workbook from the class, using
practice a week (or less, if he the workbook.
In all the activities we present here, the
wasnt cajoled by his parents!). learners reflect on what they have and Listening to 15 I like this. I want to do
havent achieved and report to a fellow songs in one each week for
English and about 30 minutes each
student. In our experience, learners
I
n this series of articles on learner reading the time.
benefit from sharing ideas and what we lyrics
coaching, we propose a paradigm
might call peer pressure motivation. In
shift in language teaching. We Talking in 10 My friend Olga has
other words, they would like to have English at agreed to practise
think the teachers primary role is
something to share with their peers, a work or with me once a week
to help learners help themselves to elsewhere for 20 minutes in the
success to recount. university caf.
improve their English as much as they
can. So how do we move them from the Results Writing 15 I will write to Giovanni,
James to the Jack situation? Activities 2 and 3 incorporate emails my Italian friend, in
scoreboards. By this we mean concrete English.
Keys to success and objective results. Students are Watching 10 I will watch CNN News
invited to list the things they have TV/DVDs in on Saturday morning
There may be some crucial differences learnt, score their motivation out of ten English and each week watch
in the way that James and Jack one episode of Friends.
and count the number of hours they I have the DVDs.
approach learning the piano. Firstly, have spent practising English. This
James felt more obliged to attend allows them to understand clearly and
Using 10 I will practise listening
websites at www.elllo.org. There
classes, whereas Jack made the decision celebrate what they have achieved and are lots of exercises
on his own. Secondly, Jacks also revise their goals, if necessary. which are good for my
relationship with his teacher is more level.
I will also use the
equal, and therefore he wants to reward British Council site for
the investment his teacher has made in
Activity 1: Planning your general practice:
him through the progress hes making. English practice http://learnenglish.
britishcouncil.org/en/
Thirdly, Jack seems to be keeping track Step one
of his own progress because hes Mishka, a B1-level English learner from Participating ? Maybe I will try this.
in a blog or
learning quickly and can see his Russia, is planning to spend 200 hours forum
progress better than James could. His on her English this year to get her to B2
teacher encourages him to practise and level. Look at the example table opposite TOTAL 200
master specific pieces, so he can more completed by Mishka, showing how she NUMBER
OF HOURS
easily feel a sense of progress. plans to spend those 200 hours.
Step two and make notes in the tables below Step three
Complete the table below for you, about how much you have done and Think about what activities you have
indicating the possible ways you can your level of motivation. learnt most from. How will this affect
practise your English this month or this Step two your plan for next week/month?
year. The total number of hours is up to Talk to another student about what you My language knowledge
you, of course. Be realistic! There is space have written, and listen to what they tell
to add other ways. Think about the I have improved my vocabulary by
you.
resources and opportunities that you have. I have improved my grammar by
Step three
How Comments/details Think about what activities you have I have improved my pronunciation by
many on how, when, enjoyed most and least, and why. How
hours who with, what
resources will this affect your plan for next
My language skills
week/month?
Attending English Now Im better at:
classes Looking back reading about
Reading English How many hours of English did I do?
books/magazines/ listening to
websites My motivation level (out of 10) is __ /10
because talking about
Watching films in
the cinema The best activity for me this writing about
week/month was
Doing language
exercises in a because
workbook
Looking forward
Teacher tips
Listening to songs
in English and You may want to let low-level students
reading the lyrics Next week/month I am going to do
more do the activities in their first language.
Talking in English at These activities can be done once a
work or elsewhere Next week/month I am going to do
less week or once a month, depending on
Writing emails the intensity of the course you are
These are the things I plan to do to How
Watching TV/DVDs practise English next week/month: long?
teaching and the goals of your students.
in English The activities neednt occupy more
1 than ten percent of class time, but they
Using websites
2 need to be done regularly if they are
Participating in a
blog or forum
3 to be effective. The investment will
4 gradually pay dividends as students
5 start to practise English more.
TOTAL NUMBER
6 Your students will appreciate
OF HOURS
encouragement from you, their teacher,
as well as from their fellow students.
Step three Activity 3: What have I learnt?
Discuss your plan with a friend, family Step one Daniel Barber is a
member or teacher. This will help you teacher and teacher
Think about the English practice you trainer. He has worked
think more carefully about it and get have done over the past week/month in Mexico, Oxford,
more ideas. Make changes and write a London and Barcelona
and make notes in the table below about and is now a teacher
new version of the plan if necessary. the language you have learnt and the and trainer at Active
Language in Cdiz,
Step four skills you have practised. Spain, where he helps
Keep a check on your plan. At the end run English classes and
(Note: students could, as an alternative Trinity Certificate
of every week or month, look at the or in addition, use the CEF can do courses.
plan and see how many hours you have statements for their level as a checklist.
done. Be prepared to change your plan. daniel@activelanguage.net
The Cambridge ESOL and Wikipedia
You may find new ways to practise your sites are good reference points for the Duncan Foord is Director
English which you can add. You may of Teacher Training at
CEF: OxfordTEFL. He is based
want to do more hours of some http://en.wikipedia.org/wiki/ in Barcelona and is
activities and fewer of others. author of The Developing
Common_European_Framework_of_ Teacher, published by
Reference_for_Languages DELTA Publishing, and
Activity 2: Looking back and www.cambridgeesol.org/exams/exams- co-author, with Lindsay
Clandfield, of The
looking forward info/cefr.html) Language Teachers
Survival Handbook,
Step one Step two published by iTs
Think about the English practice you Talk to another student about what you Magazines.
have done over the past week/month have written, and listen to what they say. duncan@oxfordtefl.com
Diploma
narrower focus at the dissertation stage.
This is particularly valuable for teachers
who have clearly-defined interests and
are interested in exploring these in an
academic environment. Diploma
courses do allow some specialisation
versus MA
and, in the case of the new Cambridge
Delta Modules, this flexibility has
recently been increased.
Cost
In financial terms, the cost of both
programmes does vary between
institutions. If you plan to do either of
Amy Lightfoot considers which course to choose. these courses as an international
student, the cost will probably be more
T
here is a wealth of professional MA courses than if you are able to do them at home
development courses available not least because of the living
MA courses related to English language
for experienced English expenses. However, the course fees for
teaching are increasingly available at
language teachers, whatever most MA degrees are considerably
universities around the world. They can
their specialist areas or interests. However, higher than those for the diploma
be taken in a range of disciplines, from
the choices can sometimes be confusing, courses. For example, to complete the
the broader fields of Applied Linguistics
particularly with regards to choosing DELTA Modules in the UK can cost
or TESOL to the more focused courses
which of the lengthier, more expensive upwards of 1,700. Doing an MA in a
on areas such as English for Academic
courses to undertake. Here, we will related subject costs anywhere from
Purposes, Materials Development for
explore the relative merits of pursuing a 3,500 as a home student in the UK, to
ELT, or ELT Management. MA
diploma-level course versus doing a 8,000+ for overseas students. These
programmes typically allow you to study
Masters degree in a related subject. costs are related to the UK only, and it
your chosen area in depth, choosing
from a variety of modules to suit your is certainly worth shopping around for
Diploma courses interests. MA degree programmes courses in other countries, especially
In this category there are two main usually, but not always, culminate in a your own. Funding for diploma-level
contenders which command international dissertation of around 20,000 words on courses is generally difficult to find
recognition: the Cambridge Delta a specific research area. unless you are attached to an institution
Modules (recently revised) and Trinitys which is willing to support you.
LTCL Diploma TESOL (hereafter Advantages and However, there are various funding
referred to as the DipTESOL). Both opportunities available for MA-level
courses are aimed at teachers who ideally,
disadvantages study. Contact universities directly to
although not exclusively, have a certificate- Content explore these options, or have a look at
level qualification such as the Cambridge A key advantage of the Diploma the British Councils Funding your
CELTA or the Trinity CertTESOL and programmes is the inclusion of a strong studies website (see the link below).
at least one years full-time teaching practical element with observed and Incidentally, its worth noting that, at
experience (two years in the case of the assessed teaching practice. On a day-to- the time of writing, some related MA
DipTESOL). Note that candidates for day level, this is certainly of real benefit degrees in some Scandinavian
the DipTESOL are also required to to teachers. However, the fact that the universities are taught in English and
have a BA-level degree or its equivalent. courses are so intense and often are free both to home and overseas
Both diploma courses can be done relatively short can mean that theoretical students. Definitely worth investigating!
intensively (over periods starting from input is comparatively less focused than Time
1012 weeks), part-time face-to-face on an MA. MA degrees do not typically The diploma programmes can be
(usually taking between six and 12 involve a practical element, but they do completed more quickly than an MA.
months), and as a combination of offer the opportunity to research a Most MA programmes can be done in a
distance and face-to-face instruction chosen area in real depth. This could year (full-time), stretching to three years
(usually taking between one and three take the form of action research, (part-time). Diploma courses can take as
years). Both require a face-to-face involving reflection on the teachers own little as ten weeks to complete, although
element (a minimum of 40 hours). classroom practice. they can also be done part-time, as
Neither course can be done entirely by Specialisation discussed above. However, doing an
distance. The distance element of the MA programmes allow candidates intensive ten-week diploma is by no
Delta also requires teachers to deliver a either to specialise in particular areas means the easy option. It is incredibly
series of lessons, formally observed by right from the beginning or, on more hard work and can be quite stressful: the
an approved local tutor. general programmes, to take broader rest of your life essentially has to stop.
Some teachers find that the part-time will count the Cambridge Delta or the time. Think about what style of studying
option is less stressful, although others Trinity DipTESOL as credit towards the will really be best for you. Is it the right
report that it just prolongs the agony! degree. This means that if you already time to get a higher qualification or
hold one of these qualifications, you dont would you benefit from gaining more
Convenience
need to do as many courses to complete teaching experience first? Do you want
A key advantage of doing an MA is
the MA. This can save you money as more practical or theoretical input? Are
that you can often do it entirely from a
well as time. Secondly, some universities, you interested in doing research?
distance, communicating with your tutor
such as the University of Bath and 3 Consider doing both. Do a diploma
and other students via online forums and
Nottingham Trent University in the UK, course first to strengthen your practical
email. The Trinity and Delta diploma
offer programmes which combine the teaching skills. Use the theoretical
courses can also be done by distance,
Delta with the MA, so you can study components to explore and focus your
but both do require an element of face-
towards both awards concurrently. This areas of interest. Look for an MA which
to-face contact in order to complete the
can be a good option if you are interested will allow you to take these interests
teaching practice components. Some MA
in gaining both qualifications. Finally, if further, and explore opportunities for
programmes can be started and completed
you are interested in doing further funding as mentioned above.
at any time during the academic year,
research in ELT or a related discipline
while the diploma programmes have
fixed dates for their exams.
and entertaining the idea of doing a PhD
in the future, it may make more sense to
Whatever you decide, the chance to
Recognition forego the MA. Registration for many
engage with ELT issues at a higher level
As mentioned above, the Cambridge and PhD programmes doesnt require an MA
will be inspiring and the opportunities
Trinity diploma-level qualifications are degree and, depending on your funding
for networking invaluable. I hope that
recognised internationally, particularly source, you often need initially to study
this article will help you in making an
within international organisations such towards an equivalent-level MRes
informed decision and that you enjoy all
as the British Council and institutes (Master of Research). It is a good idea
of your studies as much as I have
affiliated with International House. to consider this carefully in order to
enjoyed mine. Good luck! ETp
However, because of the lack of observed save yourself both time and money in
teaching practice, MA degrees in a pursuit of your long-term goals.
Useful websites
related discipline will not always carry
Searchable database of MA courses in
as much weight. For example, some Differences and the UK (enter the keywords English
international organisations consider a
diploma qualification to be worthy of
decisions Language Teaching):
http://www.prospects.ac.uk/postgraduate
increased pay, while an MA is not, unless As I hope I have demonstrated, MA _study.htm
the MA includes an externally-assessed degrees and diploma programmes are Information about the Delta Modules:
practical element. My research has not different in many ways. Diploma courses www.cambridgeesol.org/exams/teaching-
found many MAs which do incorporate are relatively shorter and cheaper, and awards/delta-modular.html
this component. On the other hand, some incorporate an observed practical Information about centres offering the
universities require an MA for teachers element. However, MA courses arguably Delta:
offer wider choice and more opportunities http://cambridgeesol-centres.org/centres/
to be considered for employment. For teaching/index.do
example, according to job advertisements to concentrate on and research a
particular area of interest. Successfully Information about the Trinity DipTESOL:
recently posted on the website of the www.trinitycollege.co.uk/site/?id=202
Japan Association of College English completing an MA degree in whatever
discipline could also hold more currency Information about centres offering the
Teachers (www.jacet.org), prospective Trinity DipTESOL:
teachers need at least an MA degree to should you choose to change career in the www.trinitycollege.co.uk/locator/course_
be considered for a teaching position. In future. MA degrees may also be better flash.php
these ads there was no mention of a recognised in some countries, Funding information from the British
diploma-level qualification. particularly if you are interested in Council:
Interestingly, the main accreditation working in a university setting. www.britishcouncil.org/learning-funding-
To help you make your decision I your-studies.htm?mtklink=corporate-
agency of university English language homepage-funding-your-studies
departments in the UK, the British would like to finish with the following
Association of Lecturers in English for words of advice:
Amy Lightfoot has a
Academic Purposes (www.baleap.org.uk/ 1 Work backwards. Where would you Delta and an MA (ELT).
She has worked as a
accreditation/index.aspx), recognises like to be in five or even ten years time? teacher and trainer in
both the diploma-level qualification and What is your ideal job or place of work? Portugal, the UK, India,
an MA in a related subject as equivalent Afghanistan and Bhutan.
Do some research, speak to people who She is now working as a
qualifications. work in this area already, check out freelance materials
relevant job advertisements and try to writer and trainer in
Considerations Somerset, England.
ascertain which of the qualifications will
There are a few other points which are
be more useful for you in this position.
worth considering when making your
mail@amylightfoot.co.uk
decision. Firstly, many MA programmes 2 Dont rush into anything. Take your
Your
the link between theory and practice
can be difficult to make;
Level of challenge: some in-house
courses cater to novice teachers and
may not meet the level of challenge
that experienced teachers demand.
Masters
Distance learning
Most distance-learning programmes are
offered in part-time mode. Students
remain in the country in which they live
or work, and study materials are sent
via the internet. Sometimes there is a
residential requirement, and this may be
choice
in the country of work or in the country
in which the institution offering the
programme is situated.
Advantages of distance-learning courses
include:
Continuing to teach/work: this means
that the link between theory and
practice is more apparent;
Fiona Copland recommends doing some research
Finance: students can continue to
before choosing a course. work and so support themselves/their
families;
Anytime, any place, anywhere:
O
ver the last year or so, many an appropriate Masters course. I will
universities, particularly in close the article by providing a list of students are free to study in their own
the UK, have seen a rise in questions that teachers contemplating time, at their own pace.
the number of students taking a course should ask of the Disadvantages of distance-learning
taking Masters courses in TESOL and provider before making a decision. courses include:
related subjects. There are a number of Isolation: feeling you are alone can be
reasons for this. For example, currency Programmes demotivating;
fluctuations have meant that some
courses have become relatively cheap, In-house and distance learning are the Work/family commitments come first,
while the economic situation has caused two most popular modes for Masters so it takes time to complete the
teachers, worried about long-term job programmes, while blended learning is programme.
security, to invest in their own gradually being offered by some
universities. What makes these different? Blended learning
education. More important than these Some universities are now making it
economic reasons, however, seems to be possible to combine distance and in-
In-house
the realisation that in order to attract a house modes of learning so that
In-house Masters programmes are full-
good position, a Masters is greatly students can spend short periods of
time programmes lasting one year, or
recommended, not to say essential in time either in the UK or abroad. This
part-time programmes usually lasting
some cases. particularly suits teachers who would
two years. Students are expected to
While universities are delighted by like to spend some time in the university
attend modules in the university and
the increase in numbers, the proliferation environment but who cannot afford to
meet deadlines for assignments and a
of Masters courses and the different spend a whole year away from family,
dissertation.
modes in which they are delivered can home or work.
make it difficult for prospective students Advantages of in-house courses include:
to make up their minds about which Structure;
programme to choose. This is Studying with a community of like-
Cost
particularly true for English language minded people; For many, the cost of a programme is
teaching professionals because many are extremely important (as we know,
Face-to-face tuition.
mature, have family and work English language teaching is not always
commitments, and need to balance a Disadvantages of in-house courses well paid!). Costs for Masters courses
whole range of pressures on their time. include: vary tremendously from a few thousand
In this article, I will explore some of Expense: it is difficult to work while pounds to ten thousand pounds plus.
the factors that can impact on choosing studying full-time; Distance learning programmes are not
necessarily cheaper (because of the one- developing curricula and materials for 3 How much does the programme
to-one tuition involved) and there may particular groups of students. TESOL cost and what does this cover?
be different fee scales for home/EU and TEFL are generally less specialised
4 Are fees different for EU and
students (those with a UK/European and, perhaps for this reason, they
residency) and overseas students. Some remain the most popular choices. overseas students? How do I know
universities offer scholarships which will which kind of student I am?
cover some of the cost, and some Reputation 5 Are students on the programme
employers will also sponsor teachers to mostly experienced or inexperienced
do Masters programmes. However, Some universities and courses are better
TESOL professionals?
most students end up paying the fees known than others. Some have a long
history of providing Masters 6 What kind of support will I receive
themselves.
Low cost does not necessarily programmes and some are new during the programme?
denote poor value, but it can be providers. Experience should mean that 7 What pathways are available
indicative of how the programme is run the programme can be trusted, but this
through the course?
(most fees go towards paying lecturers is not necessarily the case. Rather than
relying on reputation or publicity 8 Can I have a specialist pathway if I
salaries, believe it or not!). Do you want
material, try to speak to graduates of wish?
to have a course which provides a good
deal of support to students (generally the programmes that interest you. 9 What kind of assessment is offered
expensive) or one that leaves you very and who will assess my work?
much to your own devices (generally Assessment 10 Do you offer credit for previous
cheap)? All Masters courses require students to experience or learning?
submit work for assessment, but the
11 Are there strict deadlines? What
Identification type of assessment can vary
happens if I miss a deadline?
Although the acronym TESOL seems enormously. Some universities believe
students should be involved in 12 What happens if I need a break
to be associated with many Masters
programmes, there are also lots of other classroom research, writing up this from the course?
titles that can be used. For example, you work for assessment purposes. Others 13 Do you have feedback on the
might see MA Applied Linguistics, MSc will prefer to set more abstract
course from graduates?
TESP, MEd (TEFL), amongst many discussion papers, or will assess
teaching practice, or will expect students 14 Can I talk to a graduate of the
others. What do these names mean,
and do they matter? to submit portfolios of tasks. In most programme?
First of all, the type of Masters is in-house courses, deadlines for 15 What do graduates go on to do
denoted in the name. You can do a submission will be strict and extensions once they have completed the
Masters in Arts (MA), a Masters in hard to come by; distance-learning Masters?
Science (MSc) and a Masters in programmes often have fewer
Education (MEd). Often these names constrictions. Most universities will
offer credits for previous experience or
have developed because of the type of
institution or faculty the programme is learning (APEL), such as a Diploma Most teachers find doing a Masters a
offered in. For the most part, the type qualification. This can lighten the challenging and rewarding experience
of Masters is not particularly relevant, assessment load. that develops both their academic and
as most programmes offer similar professional skills. Given the range of
modules. Choice courses now available, it really is an
The area of study is denoted by the ideal time to embark on a programme
Before deciding, try to find out as much
second acronym for example, TESOL, of study that will provide a useful
as possible about the programmes that
TESP, TEFL, TEYL, AL (Applied qualification and an experience that will
interest you. Dont be afraid to ask
Linguistics). These titles might make stay with you for life! ETp
questions of the course directors, and
some difference to you and to future
mine colleagues and friends for
employers, as they describe the Dr Fiona Copland is
information about courses that they Course Director for MSc
specialism of the degree. So for a degree
have done. At least make sure you have TESOL Programmes by
in TEYL (Teaching English to Young distance learning at
the answers to the questions listed Aston University, UK. She
Learners), you would expect that the
below: if you cant find it in the has extensive experience
holder would have knowledge and of language teaching and
promotional literature, ask! language teacher
understanding of a range of approaches
education in Nigeria,
to teaching this age group and would 1 Hong Kong, Japan and
In what mode(s) is the programme the UK. Her research
know something about childrens
available, and is the course content interests include teaching
cognitive development. For a degree in English to young learners
different for each mode? and the post-observation
TESP (Teaching English for Specific
2 feedback conference.
Purposes), you would expect the teacher On distance-learning programmes,
f.m.copland@aston.ac.uk
to know about needs analyses and is there a residency requirement?
What? How?
Briony Beaven explains the importance of making input
through the processes of that particular
session in plenary before asking the
person to mark the boxes with ticks.
8 During the last session of the
course, have everybody gather round the
poster to see which input modes,
processes explicit on training courses. interaction patterns and activity types
have occurred during the course. Elicit
Attending a course where a trainer is 1 When designing your teacher or review any terms which the course
actively experimenting with process training course, build in a large variety participants have forgotten. Ask them
can lead to trainees making of input modes, interaction patterns to think back to when an item was used
energetic and thoughtful attempts to and activity types. Modify the sample and give an example.
provide appropriate and varied poster on pages 5354 to include extra 9 Get everybody seated in a circle and
process in classes with their own items that will apply to your course, ask them to name an input mode, an
language learners. and/or delete inapplicable items. interaction pattern or an activity type
Tessa Woodward 2 On the first half-day of the teacher which was new to them, and which they
training course, spend the time on would like to use when they return to their
L
ike many teacher trainers, I try to whatever introductory and informational usual teaching context. Alternatively, they
include a variety of input modes, activities are appropriate to that can name an input mode, an interaction
interaction patterns and activity particular course. Leave 30 to 40 minutes pattern or an activity type that they had
types in my training sessions so that the free at the end of the session. forgotten and now intend to use again.
participating teachers will not just hear
about these options, but will actually
3 Elicit from the trainees the
experience them. This clearly has value interaction patterns used during your
in making the sessions more lively and session. You may need to explain that In the same way that learners of English
varied, and it also takes some account interaction pattern is a term meaning need to notice features of English
of different learner types among the how people work together and give grammar, as Scott Thornbury claims,
participating trainees. Most importantly, pairwork as one example. teachers of English need to notice process
it may encourage them whether they 4 Move on to your input. Get the in lesson design if they are to be
are pre-service or in-service to consider trainees to tell you how you delivered the successful in restructuring and enhancing
different input modes, interaction input during the session they have just their repertoire of ways of working in the
patterns and activity types when experienced. PowerPoint slides? Handouts? classroom. This simple poster activity can:
planning their own lessons and courses. 5 Next, have the trainees think about help trainees to notice if they are
However, training experience has working within an overly narrow
what they did. Did they take part in a
shown me that simply using a variety of range of options (without there being
discussion? Did they do a matching task?
input, interaction and activities is not any criticism of individuals);
6 Now you are ready to reveal your
enough. I found that teachers were often provide trainee teachers with a
concentrating so hard on the content of What and how wall poster (see pages
taxonomy of input modes, interaction
the sessions that they had not noticed 5354). Display it somewhere it can stay
patterns and activity types, each item
the way in which they were delivered, for the duration of the course. Have
of which is linked to a vivid example
even though I had made use of varied everybody move to where they can see it
actually experienced during their
processes. In some cases, they had been and ask one trainee, directed by the rest
training course. ETp
very much aware that there had been a of the group, to put a tick in the
number of different ways of working, relevant boxes in the three sections Thornbury, S Uncovering Grammar
but they had been too busy to make a that is, any trainer input, interaction Macmillan Heinemann 2001
note of them or remember them all. pattern or activity type that has been Woodward, T Ways of Training Longman
used during the days session. Clarify 1992
Process awareness terms if the appointed person has
difficulty deciding which boxes to tick. Briony Beaven is CELTA
I devised the simple, ongoing procedure Project Manager and DELTA
below to raise trainees consciousness of Other boxes should be left blank. Tutor Team Leader at the
Munich Adult Education
process. It is a way of highlighting the 7 Appoint a different trainee to put Institute, Germany. Her
different techniques used during a teacher ticks in the appropriate boxes on the wall special interest is the skills
and knowledge base of ELT
training course so that these are more poster at the end of each session of the teacher trainers. She has
likely to become part of the participating course. Remind anyone who forgets this written coursebooks and
teacher training materials
trainees teaching repertoires. It is suitable little task! You may need to clarify more and edited the IATEFL
for trainers planning teacher training terms whenever this task is completed. annual volume Conference
Selections from 20052009.
courses of any length, but not for those Alternatively, if you feel that most of
brionybeaven@t-online.de
developing one-off workshops. the group is lacking the necessary
1 Trainer input
Lectures
Handouts
Buzz lectures
PowerPoint presentations
Mind maps
Overhead transparencies
Alone
Plenary
Groupwork
Cross-groups
Pairwork
Pyramids
Fish bowl
Mingling
?
Discussions
Panel discussions
Brainstorming
Plenary round-ups
Pinboard plenaries
Demonstrations
Mini-tasks or projects
Case studies
Statements to agree or
disagree with
Matching tasks
Categorising tasks
Odd-one-out tasks
Review circles
Microteaching
inspiration
on long-haul flights. This can be used in
a similar way to the shopping magazine
in that learners can be asked to read the
synopses and agree on what to watch.
Where are we going?
Annette Margolis takes off and so does her imagination. With lower-level learners, maps and
questionnaires can make good teaching
resources. Flight path maps can be used
A
few months ago, British Airways possible task is to get them to explain
actually managed to seat me what they would buy for themselves and as mini-atlases, for spelling and How do I
next to an eligible bachelor. why, given unlimited funds. get to ...? / Is there a flight direct from ...?
However, the ad hoc nature of airline games. If your learners enjoy entering
What shall we do?
seating arrangements means, more often competitions, then the simple online ones
I find that my students appreciate an
than not, that I find myself in close will provide a real-life opportunity to
English speakers viewpoint on places
proximity to rather less sought-after practise question forms if you tell the
near to home something I find lacking
travelling companions. Having my head students that they have to fill in a
in coursebooks, which tend to aim for
in a book in these circumstances is not partners personal information. Inflight
global appeal. Articles such as The top
such a bad thing not only does it magazines which are not geared to native
10 things to do in Rome (Bmibabys
avoid my being sucked into the lives of speakers of English might well have a
inflight magazine Yeah Baby, June/July
others, but it provides much-needed facing-page translation, which not only
2007) are perennial favourites with my
lesson preparation time: it is more than offers a safety net for low-level learners
Italian students, as many of the
likely that I am due in class the next day. but might also allow them to expand
suggestions are new to them.
their vocabulary through translation.
Plane English What shall we read?
I rarely take just one magazine off the
Cue the brightly-illustrated inflight plane, often helping myself to my
magazines, which make the job of Its not only the magazines that provide
neighbours magazines, too. This means
juggling belongings, snacking and inspiration. Training novice teachers in
I can ask one-to-one learners to choose
working in confined spaces almost the art of giving instructions can be
an article at home and we can then read
pleasant. I have no frequent flyer loyalty difficult for trainers and trainees alike.
and dissect it in the next lesson. Being
card, so I have no real preference for one Getting trainee teachers to give airplane
given free choice is in itself motivating.
magazine over another. The bias of this safety drills can make them aware of the
Encouraging learners to give explanations
article towards the British Airways technique of enhancing their spoken
of why they chose a specific article makes
magazines is due in fairly equal measure instructions by the use of gestures and
explicit those predictive reading skills
to their user-friendly websites, the demise underline the importance of making sure
that native speakers use when picking
of Alitalia and the fact that my family is they have eye contact with their students.
articles to read, ie looking at pictures,
located within easy reach of Heathrow. Of course, the next time you fly you
headlines and any pre-amble text.
After several years of preparing could, like me, get lucky and find
Part Two of the Cambridge ESOL
lessons on trains and boats and, yourself sitting next to someone you are
FCE writing exam often contains an
especially, planes, I feel I am in the happy to chat to. If I find myself in this
article and/or a letter, and good models
enviable position of being able to pass serendipitous situation, after having
of both may be found within the covers
on a few teaching tips to others. done the AZ of airplane small talk, I
of an inflight magazine.
ask my neighbour if I can interview and
What shall we buy? What shall we take? record them on my MP3 player for
The duty-free shopping section of an In Notes from a traveller and Ill be class. One way or another, I am going to
inflight magazine is excellent for the packing (articles in High Life get those lessons prepared! ETp
pairwork task of discussing what to buy a www.bahighlife.com), famous people give
family member or friend who isnt flying their own take on airline travel. As well Annette Margolis
teaches learners of all
with you and, as such, can be seen to as giving reading practice, these articles ages in the Latina area
reflect the somewhat similar task in Part can be used as springboards for pre- of Italy. She is a tutor on
the YL extension to the
Two of the Cambridge ESOL PET reading speaking activities or post- CELTA.
speaking exam. With lower-level learners, reading writing models. As the magazines
you can ask one student to describe an are issued every month, the information
item from the magazine (Its a liquid in is up-to-date and the celebrity is someone
square bottle. You cant drink it) and the the learners are likely to have heard of.
annettemargolis@usa.net
other has to guess what it is. Another Business learners are catered for through
Learning with
tech, teaching
with talk
Howard Vickers demonstrates how mobile devices can be part of a virtuous circle.
A
s a teacher, I often find perhaps even essential, but they were only where we would look at grammar or
myself assuming that most ever a means to connect the language other language skills from time to time.
of the students language learning I did in the classroom with what This allowed me to have more control
learning is taking place in I was learning outside. It was through of the lessons and to guide the teacher
class perhaps even exclusively so. Yet focusing on the dialogue in class that I if I wanted to change specific activities
as a learner of foreign languages, it is was able to allow new language to or the general approach.
strikingly obvious to me how little time emerge and to prepare myself for
I spend in class in comparison to how further learning out in the real world. Dialogic pedagogies
much I practise out of class. Could I These classes were based on dialogue,
teach my students so that their informal but were much more than conversation
language learning is more effective? I was keen to explore practice. I had intentionally based the
Could I help them increase the amount learning around conversation so that it
of time they spend practising, using and out-of-class learning would draw upon dialogic pedagogies,
developing their language skills? such as Dogme language teaching.
When I recently travelled to China
and consider how Dogme considers how language
to spend a month learning Mandarin, I it can be supported learning opportunities emerge from
decided to organise my classes around the conversation, according to the needs
informal learning I was doing beyond and incorporated into and interests of the participants. The
the classroom. My lessons were very teacher responds to the learners needs
classroom-based rather than pre-emptively teaching
different: no textbooks or published
materials; no plan or syllabus; lots of lessons according to a set syllabus. So the
talking, writing and doing exactly what I teacher does not seek to plan in advance
was interested in that day. All of this was which particular skills, lexis or grammar
enabled by my using my camera and MP3 are to be taught; instead, these areas of
Learning Chinese in teaching are uncovered, as Meddings
player to capture real-life experiences
and bring them into class for reflection, China and Thornbury put it, in the course of
analysis and, above all, discussion. My Chinese classes were one-to-one. I the conversation. There is limited need
Through reflecting upon my own saw them as an opportunity to explore for external materials, such as
language learning experiences, I have language learning from the perspective textbooks, to be brought into the lesson.
found that I am able to teach my students of the learner and I was especially keen
with much more emphasis on what they to explore more informal, out-of-class In-class learning
do outside of lesson time. It became clear learning and consider how it can be My lessons in China were based entirely
to me that my use of high-tech mobile supported and incorporated into on whatever ideas and suggestions I
devices out of class did not need to be classroom-based lessons. I requested that brought to class. These included:
matched by high-tech teaching. My my teachers didnt use textbooks and I objects I had recently bought, such as
electronic devices were incredibly useful, asked for mainly conversation classes, bottled drinks;
e-readers
(but were afraid to ask)
embarrassed to confess that they
dont really understand. In this
article, she explores e-readers
and e-books.
have always been a big fan of podcasting. I regularly How can you use it in class?
Captivation techniques
hen students are asked to and guess what it might relate to. For opportunity to demonstrate what they
lesson and having the students identify it is readily engaged when they are given the rsenior@iinet.net.au