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English Language Teaching Global Blog


10,000 hours of English – how do you teach yours?

students critical thinkingToday, we feature a post from a guest blogger. Irina Lutsenko is a teacher of English from Saint Petersburg, Russia. Over her 10 years in the profession, Irina has taught teenagers, university students and adults. The courses she has taught include General English, Business English, IELTS preparation and TOEFL preparation. In this post, Irina explores how learning English can be much more than just following a course book, and how to fit ‘extra hours’ of English into the learning practice. 

Being a teacher of English, I deal with piles of course books on a daily basis. Course books are really engaging these days, and I inevitably draw a lot of inspiration from them. Sometimes, a single sentence can start a long train of thought. In this post, I’m exploring one such instance, which led to a surprising realization! Lesson 9A in English File Intermediate (Third Edition) centers around the topic of luck. In this lesson the students read a text called ‘A question of luck?’ which explains why certain people become extraordinarily successful, and what factors contribute to their success.

Have a look at the final paragraph of the text:


I don’t know about the specific number – 10,000 hours seems a little excessive! – but the theory behind it makes a lot of sense for language learning.

When deciding to embark on the journey of learning English, many students pin their hopes on the teacher and the course book. Unfortunately, just going to classes and following a course book is not enough. You do need to put in a lot of extra hours to become a successful language learner.

So how can you increase the amount of time you spend on English?

We’ll need to do a little maths here. Let’s say you have English classes twice a week and each class is one and a half hours long. That’s three hours of English a week. If you don’t do anything else – that’s just three for you. However, you can (and should) add the following:

Do your homework. That’s at least one hour per week. I love giving my students ‘enormous’ (in their words) homework. That’s at least one to two hours more. Add: three hours.

Start your day with a TED talk. These are short – 15 minutes on average, which gives you around two hours more per week if you start every day from listening to a TED talk. Add: two hours.

Read or listen to something in English on your way to work / school. Read a book if you go by metro or listen to an audio book if you go by car. Optimistically speaking, your way to work / school takes 30 minutes, multiply it by 2 and then by 5. Add: five hours.

Watch a series and/or a film in English. Most episodes of most series are only 20-30 minutes long. One episode each day multiplied by five working days gives you two and a half hours. At the weekend, watch a film. Add: four and a half hours.

Do some speaking. Find an English-speaking partner online, speak to your friends, join a Speaking Club. Add: one and a half hours.

Let’s throw in an additional hour for times when you check some vocabulary and/or make notes. Add: one hour.

Adding these together comes to seventeen additional hours of English – plus three hours of classes with a teacher. Combined, they total twenty hours of English a week!

It is overwhelmingly obvious that students who put in twenty hours of English a week will be more successful than those who put in just three. The extra hours – tens turning into hundreds, hundreds turning into thousands before you know it – they truly work wonders!


Integrating video content in the EFL classroom with International Express – Part 4

ievideopart4Fancy livening up your classroom with some ready-made video activities? This is the final part of a series of four articles in which Keith Harding and Rachel Appleby share ideas for using the stunning new International Express video material. Each unit of the course features a video directly related to the unit topic. Here, Rachel offers ideas for using the clip from Upper Intermediate Unit 6 – PleaseCycle, which focuses on conditionals.

Before you watch

Try out some of these ideas to get your students thinking before they watch.

1. Discussion

You can focus on cycling from a number of angles, for example, you can think of it as a sport, a relaxing activity, or a method of commuting. Or you could discuss cycling equipment, safety issues, or infrastructure (for example, cycle paths). Find out quickly, open-class, how many of your students…

a. own a bike

b. cycle regularly (why/why not?)

c. participate in biking activities

2. Decide if these statements are true or false:

a. There are more bicycles than residents in the Netherlands.

b. In Groningen (in the Netherlands), the station has ‘parking’ for 1,000 bikes.

c. Spain has over 100 bike-sharing schemes.

d. The ratio between the number of cyclists in a city, and the number of bike-car accidents, is in inverse.

e. An adult regular cyclist has a fitness level of someone 20 years younger.

3. Brainstorm benefits and barriers

Move the discussion more closely to the video content by focusing on the benefits of and barriers to cycling. Put students into two groups: one group brainstorms the benefits, the other the barriers. Elicit 1-2 ideas per group, for example:

Benefits: keeping fit; saves on petrol

Barriers: you may need a change of clothes; lack of cycle paths

4. KWL Chart

Again, before they watch, you could do this with the audio. It’s an idea that works well with most listening or reading texts. Ask students to fill in a “KWL” chart: this looks at “what I know already, what I want to find out”, and – later – “what I’ve learnt”. Ask them to complete the first two sections alone (Know and Want), and then compare with a partner. Then, finally complete the third section (Learnt) afterwards (see exercise 8). This is very student-driven, as they are effectively making their own comprehension task.

5. Check key words

Tell the students they are going to watch a video about a new London scheme which aims to get as many people cycling to work as possible. Before watching the video, check students understand, and can pronounce, the following:

a. workforce

b. initiative

c. portal

d. gamification

While you watch

To maximize the learning opportunities, you need to set tasks for the students to focus on. The following exercise is taken from the video worksheet that comes with the International Express Teacher’s Resource Book DVD. All the worksheets are also available for free here. You just need your Oxford Teachers’ Club log-in details to view them.

6. Multiple choice


After you watch

7. Quick questions

Ask students for an immediate response.

What did they think?

Would they like to be involved in such a scheme?

Would PleaseCycle work for their company? Why/Why not?

How competitive would they be?

Would they encourage their company to register, and log their trips on the app?

8. Return to the KWL Chart

Go back to the KWL chart (see exercise 4) to check and complete part three.

Refer back to the “benefits” and “barriers” lists they brainstormed too.

9. Going into more detail

Before playing the video again, ask students what they can remember about Aegus Media, and Stravel. Both are mentioned in the video. Watch the video again, asking students to take notes about each company. Afterwards, let them compare notes in small groups.

Use the following questions to focus their ideas:

a. What did Aegus Media achieve using PleaseCycle?

b. How was their success measured?

c. What plans are there for Stravel?

10. Create a proposal

Each small group should imagine they are working together at a company. They need to create a proposal to convince the company managers to start using PleaseCycle.


Ex. 2

a. T

b. F: 10,000

c. T

d. T

e. F: 10 years

Ex. 6

1. a

2. c

3. c

4. b

5. c

6. b

7. a


Inductive and deductive grammar teaching: what is it, and does it work?


Used from Pixabay, with permission under Creative Commons licence

Jon Hird, materials writer and teacher trainer, discusses inductive and deductive grammar teaching, comparing and contrasting the two, and debating the pros and cons of their use in the classroom ahead of his webinar on the topic on April 28th and 30th.

There are two main ways that we tend to teach grammar: deductively and inductively. Both deductive and inductive teaching have their pros and cons and which approach we use when can depend on a number of factors, such as the nature of the language being taught and the preferences of the teacher and learners. It is, however, perhaps generally accepted that a combination of both approaches is best suited for the EFL classroom.

Some agreement exists that the most effective grammar teaching includes some deductive and inductive characteristics.
– Haight, Heron, & Cole 2007.

So what is deductive and inductive grammar teaching? In this blog, we will first take a look at the underlying principles of inductive and deductive reasoning and then look at how this applies to grammar teaching and learning. We will then briefly consider some of the pros and cons.

Deductive and inductive reasoning

Deductive reasoning is essentially a top-down approach which moves from the more general to the more specific. In other words, we start with a general notion or theory, which we then narrow down to specific hypotheses, which are then tested. Inductive reasoning is more of a bottom-up approach, moving from the more specific to the more general, in which we make specific observations, detect patterns, formulate hypotheses and draw conclusions.


Deductive and inductive grammar learning

These two approaches have been applied to grammar teaching and learning. A deductive approach involves the learners being given a general rule, which is then applied to specific language examples and honed through practice exercises. An inductive approach involves the learners detecting, or noticing, patterns and working out a ‘rule’ for themselves before they practise the language.

 A deductive approach (rule-driven) starts with the presentation of a rule and is followed by examples in which the rule is applied.

An inductive approach (rule-discovery) starts with some examples from which a rule is inferred.

– Thornbury, 1999

Both approaches are commonplace in published materials. Some course books may adhere to one approach or the other as series style, whereas some may be more flexible and employ both approaches according to what the language being taught lends itself to. Most inductive learning presented in course books is guided or scaffolded. In other words, exercises and questions guide the learner to work out the grammar rule. The following course book extracts illustrate the two different approaches. The subsequent practice exercises are similar in both course books.

jonhird1 jonhird2
Q: Skills for Success Listening and Speaking Level 3                        New Headway 4th Edition (Elementary)

Which approach – pros and cons?

First and foremost, it is perhaps the nature of the language being taught that determines if an inductive approach is possible. Inductive learning is an option for language with salient features and consistency and simplicity of use and form. The basic forms of comparative adjectives, as shown above, is an example of this. Conversely, teaching the finer points of the use of articles (a/an, the) inductively, for example, would most probably be problematic. The metalinguistic tools that the learners will need to accomplish the task is also a factor.

However, the learner-centred nature of inductive teaching is often seen as advantageous as the learner is more active in the learning process rather than being a passive recipient. This increased engagement may help the learner to develop deeper understanding and help fix the language being learned. This could also promote the strategy of ‘noticing’ in the student and enhance learner autonomy and motivation.

On the other hand, inductive learning can be more time- and energy-consuming and more demanding of the teacher and the learner. It is also possible that during the process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule. Also, an inductive approach may frustrate learners whose personal learning style and/or past learning experience is more in line with being taught via a more teacher-centred and deductive approach.

While it might be appropriate at times to articulate a rule and then proceed to instances, most of the evidence in communicative second language teaching points to the superiority of an inductive approach to rules and generalizations.
– Brown, 2007

Nevertheless, while there are pros and cons to both approaches and while a combination of both inductive and deductive grammar teaching and learning is probably inevitable, an inductive approach does seem to be broadly accepted as being more efficient in the long run, at least for some learners. Would you agree with this?

If you’d like to join Jon Hird for the free webinar discussing this topic at length on April 28th or 30th, register below or follow the link for further details.

Register for the webinar




Brown, H.D. (2007). Principles of language learning and teaching. Pearson Longman.

Haight, C., Herron, C., & Cole, S. (2007). The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary language college classroom. Foreign Language Annals, 40, 288-309.

Thornbury, S. (1999). How to Teach Grammar. Pearson.


‘Value for money’: Helping your students get more from words and phrases they learn

Young woman wearing headphones and writingJenny Dance, who runs a language school in Bristol, UK, tells us why pronunciation training is so important for her students and what led her to find a system that would allow them to practice more effectively.

Helping learners improve their English pronunciation is a challenge for all EFL teachers – native and non-native speakers alike. English has so many unusual spellings, borrowed words and unpredictable pronunciations that even the most dedicated learners and patient teachers can find it tough to make good progress in this area.

And yet in my experience, improving a learner’s pronunciation is one of the most effective ways of raising their overall level of English. In his ‘Pronunciation Matters’ blog (5-Jan-12), Robin Walker, pronunciation expert, comments that pronunciation training helps with fluency, confidence and listening skills – all of which are at the forefront of effective communications. He goes on to quote studies showing the impact poor pronunciation has on writing, reading, vocabulary acquisition and grammar.

I wanted my students to be able to make the most of the English they had already worked hard to acquire. They may have been able to understand the word ‘comprehensibility’, and even write it with confidence – but I wanted to hear them using it fluently in their speaking, too. Improving pronunciation is, in a way, getting more ‘value for money’ from the words and phrases already learned.

It was also important to develop a more robust and objective system for helping learners assess, practice and improve their pronunciation. I felt students would benefit from seeing and having controlled access to the sounds they were producing. And with the rise of the touch screen and hand-held personal computers, I could see there was a big opportunity to enhance the way teachers and students approached pronunciation training.

Misplaced stress in a word can render it far less intelligible than an incorrect vowel sound. We aim to remedy the high frequency, high impact errors to help learners improve quickly. So with the help and feedback of a number of my students, we worked with Oxford University Press to develop Say It: Pronunciation from Oxford. The concept is simple: listen to the model sound (30,000 words, taken from the Oxford Dictionaries), record yourself, compare yourself and re-record until you’re happy you have made a good match to the model.

Using Say It in the classroom, either one-to-one or with a small group of students is a highly effective way to work on pronunciation skills. The teacher doesn’t need to listen and correct in real time – instead, you can review and discuss the sounds together, creating a real sense of partnership in the learning process. Because the assessment is clear and objective (for example, you can compare the stress placement at a glance), both teachers and students can understand the changes required to improve. Often, students are able to correct themselves to a large degree, which is a much more powerful learning experience.


Recent research shows that pronunciation is learned at a cognitive level (Gilakjani et al, 2011), in much the same way as a tennis player will visualise hitting the baseline rather than think about all the physical, mechanical elements required to execute the perfect tennis stroke. Say It seems to produce a cognitive response, with users responding quickly to the visual signposting of key features: stress placement and syllable structure. The soundwave and visual indicators give the student the ‘access points’ to the sound they need to produce.

Using Say It, learners can visualise, touch, listen to, dissect and perfect their pronunciation. It’s a quick, fun and effective way to practise and learn. For my students, pronunciation training is not about sounding like a native speaker, but rather being confident that you’ll be understood. As Camille, an FCE student told me about her experience using Say It: ‘Now, when I get on the bus and ask for a ‘single’ ticket, the driver will understand me!’

You can find out more about the Say It app for iOS here.


‘Why is pronunciation so difficult to learn?’ A. Gilakjani, S. Ahmadi and M. Ahmadi,

English Language Teaching 4 (3), 74.


Poetry and the ESL classroom: how rhyme can work for your students

Diverse Elementary ClassPrior to becoming an Editor for Oxford University Press, Mexico, Lysette Taplin worked as an English language teacher and author for a number of primary and secondary series. In this post she promotes World Poetry Day by sharing some practical tips to use in the ELT Classroom.

Poetry is an effective tool in English language teaching as it enlivens the class, giving the students a motivational buzz while stimulating their creative writing. The emphasis on the sounds and rhythm of language aids students’ phonological awareness, building a foundation for correct pronunciation and intonation, which in turn has a strong correlation to proficiency in reading and listening. In order to celebrate World Poetry Day, this blog aims to present a selected poem from the OUP series Step Inside and provide ideas for ways to exploit poetry in the English language-learning classroom.

As an ELT Editor for OUP, I had the opportunity to work on an inspiring series of reading anthologies for primary school students. The series Step Inside promotes extensive reading by using texts from a variety of genres, including poetry, fables, myths and legends, fairy tales, fiction, non-fiction, and comics.

The following excerpt has been selected from a poem included in Step Inside, level 4:

Wayne the Stegosaurus

Written by Kenn Nesbitt

Meet the Stegosaurus, Wayne.

He doesn’t have the biggest brain.

He’s long and heavy, wide and tall,

But has a brain that’s extra small.

He’s not the brightest dinosaur.

He thinks that one plus one is four.

He can’t remember up from down.

He thinks the sky is chocolate brown.

Using poetry to teach pronunciation

This humorous poem can be used to focus students on English pronunciation by working with rhyme.

In your class, put students into pairs and give each pair the lines of the poem cut up into strips. Have them work together to identify and group the lines that end in rhyming pairs. Tell students that rhyming pairs are two words that end in the same sound, for example Wayne and brain, tall and small. Highlight some of the difficult spelling patterns, for example Wayne, brain; tries, eyes; white, night, etc. while emphasizing the pronunciation of each of the sounds. Then, tell students that they are going to create a rhyming chain. Instruct students to choose four rhyming pairs from the poem and write down as many other words that rhyme as they can. Have some volunteers write their rhyming words on the board to check answers as a class. Next, read the poem aloud and have students order the lines from the poem. Ask volunteers to read the poem aloud to check answers as a class.

Rhyming Schemes

The pattern of rhymes in a poem is labelled with the letters A, B, C, D, etc. To identify the rhyming scheme, tell students to look at the last word in each line. Tell them to label the first set of lines that rhyme with A, then label the second set B, etc. In the case of the poem above, the rhyming scheme for each stanza is AABB because the first two lines in the stanza rhyme with each other as do the last two lines.

Below is an example of an ABCB rhyming scheme, excerpt taken from Step Inside, level 2:

Art Class

Written by Penelope McKimm

Art class can be lots of fun,

With so many things to do!

Cutting, coloring, painting, drawing,

Sticking things with glue!

Have students illustrate the poem

Have students work in groups of six. Encourage them to think about what happens in each of the stanzas and then, choose one of the stanzas to illustrate. When they have all finished illustrating their stanzas, have them put them in order and present their work to the rest of the class.


Give students a handout of a poem with some words missing. It could be the same poem students were working with before, or a different poem.

Wayne the Stegosaurus

Written by Kenn Nesbitt

Meet the Stegosaurus, __________.

He doesn’t have the biggest __________.

He’s __________ and __________, __________ and __________,

But has a __________ that’s extra __________.

Put students into pairs and have them brainstorm words to complete the gaps. Encourage them to include rhymes, but tell them that they can change the rhyming scheme if they wish.

Another activity which provides students with scaffolding for their poem is to tell them to write a five line poem with the following structure:

First line: a noun

Second line: four adjectives

Third line: an action

Fourth line: how you feel about the noun

Fifth line: the noun

This activity can be carried out individually or in pairs or small groups. Encourage students to use a thesaurus to think of exciting adjectives, for example superb instead of good. Below is an example of a five-line poem

T. Rex

Fierce, fast, green and scaly

Goes out hunting daily

Makes me shiver to the bone

T. Rex

Both students and teachers often tend to fear poetry, but by providing the proper scaffolding, we advocate creativity and give our students sense of accomplishment. As teachers, we need to make it clear to our students that it is okay to make mistakes. The most important thing is to let their imaginations run wild, and then have them go back and edit their work once they are finished.

Please note that not all titles are available in every market. Please check with your local office about local title availability.


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