The image in English Language Teaching
Each of these leading experts provide insightful articles and practical ideas for using still and moving images in language education. The list of contributors include Ben Goldstein, Anna Whitcher, Antonia Clare, Paul Driver, Sylvia Karasthati, Paul Dummett, Magdalena Wasilewska, Andreia Zakime, Elena Domínguez Romero, Jelena Bobkina, Candy Fresacher, Tyson Seburn, Chrysa Papalazarou, Magdalena Brzezinska, Emma Louise Pratt, Samantha Lewis, Jean Theuma, and Valéria Benévolo França who are all also members of the Visual Arts Circle, a collective which provides a wide range of resources for you to use and encourages discussion and debate around the use of images in language teaching. The book includes a preface by Gunther Kress, Professor of Semiotics and Education in the Department of Culture, Communication and Media Within the Institute of Education of University College London. It is available by open access thanks to the support of the ELT Council. Download this publication below.
Plenary session by Joy Egbert
About the session Engagement principles and practice in classroom learning, language and technology A still-common issue with technology use in language learning is an overly-strong focus on the digital tools and a relatively weak emphasis on actual learning. This technocentric approach may arise, in part, from a lack of clear theoretical grounding for classroom technology use.
Katherine Bilsborough: Lesson plans – less is more
You can travel without a list of course but you will avoid a few problems if you spend a bit of time planning – not a whole week though. That would be silly. A few minutes should be enough.
Realia in the bag
Every time I use it, I see that all types of students have similar fun in learning new words when the learning involves some suspense. Adults are usually surprised that they do not know the names of the objects they always use or see. Preparation Find a cloth bag. It should be as big as a school bag and made from normal cloth, not hardened. Collect at least 20 different objects.
A beginner's guide to mobile learning in ELT
In this practical seminar Amy Lightfoot explores the current opportunities for learning English using mobile phones both in and out of the classroom. She debates the pros and cons of this medium and looks at a variety of content that is currently available. She shares her experiences of creating some of this content, and discusses the early outcomes of these projects.
readtheory
For more remote teaching articles: As many of us are heading into uncharted territory with the recent outbreak of Covid-19 (novel coronavirus), ReadTheory is here to offer your students an opportunity to continue learning while not in school. Social distancing, as well as government-forced school closings, are pushing education online. This is a time when we can accept the challenge of being educators in the 21st century and shift our instruction to online platforms while coming together as a community.
We're the superhumans: Rio Paralympics 2016
Lyrics to Yes I Can. Original song by Sammy Davis Jr. Yes, I can, suddenly, yes, I can 'Gee, I'm afraid to go on' has turned into, 'Yes, I can' Take a look, what do you see? 133 (lbs) pounds of confidence, me Got the feeling I can do anything, yes, I can Something that sings in my blood is telling me, 'Yes, I can' I was just born today I can go all the way Ye-e-es, I-I-I-I can! Yes, I can Yes, I can Yes, I can Yes, I can Yes, I can Yes, I can Yes, I can Yes, I can Yes, I can Yes, I can (in sign language) Hey! Yes, I can ...
Who needs resources?
What type of lessons would this include The following types of lessons would use minimal or no resources, and the students would have to produce most of it using their creative minds and using the teacher as a go-between. The only problem is whether or not you can maximise their potential. • Role plays – you can set the topic and area, but they write and perform them.
Crazy animals and other activities for teaching young learners
It brings together the experience and expertise of teachers from around the world to provide a range of stimulating and exciting classroom activities for the primary classroom. There are 50 tried and trusted activities which have been refined and improved over the years by teachers working in diverse contexts and environments. Children will enjoy practising their English through these stimulating and motivating activities. Over 1000 teachers were contacted and asked to send their favourite activities for teaching English to young learners. The most original and creative activities received were selected for this book. This book grew out of an Aston University - British Council research project called ‘Investigating Global Practices in Teaching English to Young Learners’.
BusyTeacher.org
Writing a lesson plan will ensure that you are prepared for your class and will make it run more smoothly. It is important to break the material up into several sections and choose activities suitable for each. Knowing approximately how much time an activity will take is important, but after the first lesson you may need to adjust things accordingly. It is best to be flexible seeing as different classes will respond to material differently. If at any point students struggle, you will have to dedicate more time to instruction or drilling before moving on to practice activities. For the purposes of this example let’s assume that an English class is forty-five minutes long.
10 Ways to Incorporate Student Choice in Your Classroom
My kids participate in an amazing hands-on learning experience every summer. It’s called home. It’s where they write stories, paint pictures, go on expeditions, visit parks, read books, and build things with duct tape and cardboard. For the entire summer, they own the learning process.
