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.
Here we look at what constitutes good essay structure and suggest ways in which teachers of English can emphasise this aspect of writing more fully. It will highlight the importance of creative brainstorming and planning and discuss some of the pros and cons of the PEEL method.
Those of us who are involved with teaching mixed-ability classes are probably well aware of some of the problems and difficulties that can arise when trying to organise differentiated work in such a setting.