Here at English In Action we wanted to address some of the common problems that English teachers are likely to worry about and give tips on how to minimise their effects on our teaching and mental health generally.
Across the western world, many schools and communities are opening their doors to refugees fleeing the war in Ukraine while there is also an ongoing stream of migrants from Syria and other troubled parts of the world. Here I share my experiences of teaching English to refugees.
This post is aimed mainly at non-Muslim teachers of English with limited knowledge of Islam or the practice of Ramadan. It is not intended to be a comprehensive explanation of Ramadan but rather a brief guide to the challenges and opportunities Muslim students and colleagues may face during this period of the year. We also suggest some English teaching and learning opportunities for the whole class that can be inspired by Ramadan.
This is the second in an occasional series of articles I am writing based on the theme of lessons I have learned the hard way. The first instalment concerned Teaching Practices while at university. I take up the story here with my first teaching job in Greece and my struggles to teach and learn vocabulary.
As English teachers, we give instructions of all kinds to our students every day. But how often does it happen that after we have given our instructions, the students don’t do what we want or expect?
This is the first in a short series of articles in which I invite you to learn from my mistakes! I will discuss some of the experiences that helped me to become a better teacher and share what I learned from them. You may even spot some learning opportunities that I didn’t see myself.
As teachers, we are probably familiar with the idea of concept checking questions (CCQs). In short, concept checking means checking the learner’s understanding of difficult aspects of the target vocabulary or structure we are teaching, in terms of form, function and meaning.
The aim of this post is to examine some of the common problems students have when making oral presentations in English and to suggest ways to overcome them. In particular, this will cover presentations for beginners in the A1/A2 (CEFR) ability range.