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Integrating video content in the EFL classroom with International Express – Part 2

Selexyz bookstoreFancy livening up your classroom with some ready-made video activities? This is the second of a series of four blog posts 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 explores the clip from Pre-Intermediate Unit 10 – Selexyz bookstore, which focuses on using ‘will’ to talk about the future, Zero Conditional and 1st Conditional.

Before you watch

  1. Discussion in pairs

Before I play video in class, I find it useful to do plenty of lead-in activities to the topic. For example, you could start by giving students the following to discuss in pairs.

  1. Do you ever shop online? What do you buy?
  2. What are the benefits of shopping in real shops?
  3. Do you buy books or music online, or in shops?
  4. Do you think book and music shops will continue to exist in the future? Why? Why not?
  5. Describe your favourite bookshop. Explain why you like it.
  6. Check key vocabulary

Tell the students they are going to watch a video about a special bookshop in an historic building. Before watching the video, check they understand, and can pronounce, the following words. You’ll find the answers at the end of this blog post.

retailer, branch, archive, fiction, structure, design

  1. Number work

Focus on the following numbers from the video. You could dictate them, or put them on the board.

10%; 8%; 15; 13; 500; 1794*

First, check students know how to say them, and then ask them to guess what each number could refer to. You’ll find the answers at the end of this blog post.

* NB: This is a date, so it is pronounced “17-94”

While you watch

  1. More number work

Ask students to choose three of the numbers from above, and to listen, as they watch, for what they refer to. Tell them also to listen to compare their discussions from the beginning with what they hear.

  1. More vocabulary work

Do this exercise before watching the video again. Students work in groups of 3 or 4. Put the following words on the board, on cards (one set per group), or on a handout. Ask the students to try to remember what they referred to in the video. If they are not sure of the meaning of any words, they should check first in their group.

 

ancient

architecture

archive

atmosphere

branch

browse

ceiling

consumer

customer

design

experience

fiction

interior

non-fiction

relaxing

retailer

stained-glass window

structure

Give the students 5 minutes. You could give them dictionaries to check the meaning and pronunciation – in particular, word stress.

Next, play the video again. While they are watching, the students should:

  1. a) put the words in the order in which they hear them
  2. b) check what each refers to

At the end, ask them to compare their ideas in their groups, and discuss any they found difficult. Which words are usually associated with a bookshop or with a church?

After you watch

  1. A special shop, building or place

Ask students to think about a favourite or special shop, building, or place they would recommend to the others. Give them time to take notes and plan what they will say. Encourage them to use words from exercise 5 above. They should include:

  1. a) why they like it
  2. b) why it’s special
  3. c) where it is
  4. d) the best time to go

When they are ready, ask them to stand up and mingle with the other students. They should take it in turns to tell each other about their special place for approximately one minute. They should speak to at least three different people.

Ask them to sit down with a different partner, and compare what they heard. Which place would they most like to visit? Why? Are any of the places more interesting than their own? Why?

  1. Guess the word

At the start of the next lesson, give each student one word, on a card, from exercise 5 above. They should stand up and mingle, and explain or define their word to someone else, to elicit the word. In turn, they should listen to their partner’s explanation, and try to guess their word. They should then swap words, and mingle to find another partner.

I hope you enjoy trying out some of these activities in class! You can also find more on the video worksheet that comes with the International Express Teacher’s Resource Book DVD. All the worksheets are available for free here.

In the next part of this series, Keith Harding explores the Mercedes-Benz Museum, from the Intermediate level. Look out for it next week.

Answers

Ex. 2

retailer (n) /ˈriːteɪlə(r) / – a person or business that sells goods to the public

branch (n) / brɑːntʃ / – a local office or shop/store belonging to a large company or organization

archive (n) / ˈɑːkaɪv / – a place where historical documents are stored

fiction (n) / ˈfɪkʃn / – a type of literature that describes imaginary people and events, not real ones

structure (n) / ˈstrʌktʃə(r) / – a thing that is made of several parts, especially a building

design (n) / dɪˈzaɪn/- the general arrangement of the different parts of something that is made, e.g. of a building

Ex. 3

10% – the percentage of online shopping out of all consumer spending

8% – the increase in one year of internet sales

15 – the number of Selexyz shops in Holland

13 – the century when the church was built

500 – the number of years it was a church

1794 – the date when Napoleon took the church

Ex. 5

Numbers refer to the order each word appears in the video

ancient 10

archive 6

architecture 17

atmosphere 8

branch 4

browse 14

ceiling 11

consumer 1

customer 2

design 13

experience 18

fiction 15

interior 12

non-fiction 16

relaxing 7

retailer 3

stained-glass window 9


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Technology Enhanced Language Learning 

DeathtoStock_Medium10Aisha Walker, Associate Professor of Technology, Education and Learning at Leeds University, introduces her webinar, Technology Enhanced Language Learning, hosted by Oxford University Press on February 25th and 26th.

As I lead an MA programme in TESOL and ICT I frequently see draft student assignments that open with a sentence such as: “Technology is increasingly important in the world today.” The student may then go on to say that today’s learners are ‘digital natives’, that technology motivates and engages students and that all teachers should be using more of it.  Luckily, because we offer students the opportunity to get feedback on drafts before submission, I can catch these broad statements and ask students to be more measured and more critical in their approaches to concepts such as the ‘digital native’ or ‘technology for learner motivation’.

So why should language teachers make use of digital technologies?  I see two main reasons although there may be other pressures such as institutional policies (if a school has spent a lot of money on a new online learning environment, for example, they will want teachers to use it).  The first reason is that digital media are part of the way that we use language in the real world.  Much of our day-to-day communication is mediated by digital tools including email, SMS, Facebook, Twitter, Instagram, What’s App and much more.  These tools are normal sites of language use and it is as important to explore these with learners as it is to explore older media such as newspapers and radio (now often online, of course).

The second reason is that technology can provide solutions to some of the problems that we encounter as language teachers.  For example, in the context of a single-language classroom there is little reason for students to communicate in the target language except that the teacher tells them to.  Digital tools may enable them to communicate with an audience outside the classroom, for example by posting blogs or videos either to a general audience or in partnership with a class of learners elsewhere.  Whilst I do not believe that technology is intrinsically motivating, novelty and variety do engage and motivate students.  Technology offers plenty of novel possibilities from new ways of presenting material to new games for language practice.

In summary, digital tools and media are part of everyday language use and should, therefore, be part of language learning.  In addition, the range of possibilities offered by digital tools mean that there are many ways in which technology can enhance language learning. But… ‘learners are digital natives’? It’s more complicated than that!

To explore how using everyday digital tools and media can be part of language learning, join us for Aisha’s upcoming webinar Technology Enhanced Language Learning.


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Why is writing so hard?

Solutions-Writing-Challenge-logo-WEBOlha Madylus, an experienced teacher and teacher trainer gives her thoughts on the first of our Solutions Speaking Challenges: ‘My students keep making the same mistakes’.

As teachers we may despair of marking our students’ written work and writing that ‘C+ must try harder’ at the bottom of their compositions, but let’s spare a thought for those poor students, who may after all be trying as hard as they can.

First let’s admit it – writing is hard!

They are on their own

Students face a number of challenges producing correct and appropriate texts. For a start it is usually a solitary task, often given as homework and therefore unsupported. In class students can find support from each other doing pair or group work and also from their teacher. Writing a composition for homework, they often don’t know how to help themselves.

*Consider allowing students to write compositions collaboratively in class, especially when writing long texts is new to them.

Topics can be uninspiring 

How easy would we find it to write something interesting (let alone grammatically correct) on the topics given. While practising other skills it is possible to be genuinely communicative and even have fun, but this is rare in writing practice.

*Consider allowing students to choose their own topics to write about; doing creative writing; tapping into the interests of the students.

Too much feedback is counter-productive

When it comes to motivation, students often feel a great sense of failure when they have writing returned to them covered in red ink, with each mistake highlighted. It is not easy to know how to pick yourself up and start again. If our students are teenagers this is particularly difficult. They may put on a show of not caring, but teens find criticism very painful and may feel great frustration in not understanding exactly how they can redress their weaknesses in writing.

*Consider being selective about what you mark; marking positively; reducing the word count of written tasks so that students can focus on quality rather than quantity.

Writing is a difficult skill even in our mother tongue – consider how often we have to write continuous impressive prose in our lives, especially when texting and emails encourage short abbreviated text.

There are many skills involved in producing good compositions. We should not expect students to be able to write well without breaking down the skills and practising them separately. Footballers practise shooting at the goal, dribbling, tactics etc. They are not simply asked to turn up at the match and play the game!

These are just some of the skills needed to produce good writing:

  • Correct grammar
  • Range of vocabulary
  • Accurate punctuation
  • Correct layout
  • Correct register
  • Accurate spelling
  • Good range of sentence structures
  • Linking
  • Imagination
  • Planning
  • Drafting
  • Proof reading
  • Communication

I am sure you can think of more!

Rather than expecting students to put all these skills together, we must consider how to break them up, practise them effectively and gradually combine them – on the journey of developing writing.

Students sometimes get register confused when writing. This activity helps them to recognise style/register.

Hand out this list to students, or pop in onto a PowerPoint slide and display each line one at a time:

Once upon a time…
I regret to inform you…
All my love, Boris xxx
She grabbed the gun and pointed it at Dillon.
 Add two tablespoons of sugar and stir…

Ask students to consider, discuss and then suggest where they think these are taken from and why. For example, the first one must be from a children’s story, because it’s formulaic.

To expand the activity, ask students to work in pairs and add one more line either before or after using the same register. Check together if they sound correct.

This type of task (which doesn’t have to take a lot of class time) helps focus students on the conventions of different styles of writing. It can be used if you notice that students are using incorrect register in their writing assignments to raise awareness.


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Teachers tell us the top writing challenges they face in the classroom

Solutions-Writing-Challenge-logo-WEBIn January this year we asked teachers from around the world to vote for their top writing challenge. Over 450 teachers took part and the results are now in!

With 23% of the vote, the most popular writing challenge was: ‘My students don’t want to write’. Many teachers felt that demotivation lay at the heart of this challenge, with students unable to see the importance of writing beyond the classroom.

Martina in the Czech Republic said: “Lack of motivation is hard to break. (Students) say they don’t need to write in their lives and what they need is to be able to speak English. They even say they’ve forgotten how to write by hand, and they don’t have computers in class.”

Maja in Croatia faces a similar challenge: “My students find writing boring because it usually takes longer than other tasks and they do not feel it is important, since they are not used to writing in their own language. They feel it is something they have to do for school and not something they would do in everyday life.”

Close behind with 21% of the vote, the second most popular challenge was: ‘My students keep making the same mistakes’. Jolinda in the Netherlands emphasised how frustrating this can be: “It seems to me that students do not refer to corrected work which makes me feel like my work is more or less superfluous. The students do not learn from their mistakes.”

Lenka in the Czech Republic was also able to relate to this challenge: “I feel that the more meticulously I correct my students´ writing, the more mistakes they make, even if I write examples at the bottom of the paper.”

The final challenge that made it into our top 3 with 14% of the vote was: ‘It’s hard to find enough class time for writing’.  Silvina in Argentina explains: “It’s difficult to dedicate enough time to written activities with only two lessons a week and groups of thirty students. We usually do as much as we can, but I know that the weaker students don’t get enough guidance or scaffolding from me, and sometimes peers are unwilling to help them.”

Hanna in Ukraine faces similar limitations: “The hours given for English classes are minimal, so writing is usually given as a home task, so checking it is rather complicated. I usually use some extra hours at home and use additional tools like Skype, email or blogs to check this writing.”

Join us as we dedicate a month to each of these three challenges. Through a series of webinars and blog posts, Oxford’s top teacher trainers will cover a range of strategies and ideas which you can use in the classroom straight away.

Challenge Webinar (session 1) Webinar (session 2) Teacher trainer
My students keep making the same mistakes 24th Feb 26th Feb Olha Madylus
My students don’t want to write 19th Mar 20th Mar Gareth Davies
It’s hard to find enough class time for writing 21st Apr 23rd Apr TBC


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Have your voice heard! Become a guest blogger for @oupeltglobal

guest-contributors-oupWe like to keep this blog as up-to-date and relevant to you, our readers, as possible.  We strive to keep our list of guest bloggers fresh and varied, as well as give people a chance to share their opinions and knowledge. Now we’d like you to share yours!

Whether you’re an experienced blogger, a complete novice, or just want more exposure for your work, we’re welcoming submissions from anyone for the chance to be featured here. Plenty of people have already written for us and (we hope!) they’ve all enjoyed the experience.

What’s in it for me?

There are lots of reasons why blogging for a big publisher like Oxford University Press is great for your personal and professional development.

  • The opportunity to reach out to a huge audience of teachers and language professionals around the world – our blog is read over 1,000 times a day; every article is shared with our Twitter audience of over 31,000 ELT professionals and our Facebook audience of over 166,000 teachers worldwide; and our ELT website receives approximately 1.5 million views per month.*
  • It’s great publicity for both you as a professional, and your website or blog. It could help you attract new readers to your work and connect with like-minded individuals around the world.
  • It’s valuable experience for your personal and professional development. Teachers and language professionals who take an active role in online professional development feel far more supported and enthused to take what they’ve learned into the classroom.
  • Become a guest writer for our industry-leading blog

*Audience numbers accurate as of 04/02/2015.

How can I get involved?

If you’ve written an article that you think might be suitable, or you have examples of previous work that you’d like to show us – even if you just have an idea for an article – you can get in touch with us at elt.marketing.uk@oup.com with ‘Guest blogging’ in the subject line and we’ll get back to you as soon as possible.

Are there any rules I must stick to?

There are no rules, as such, but here are a few guidelines as to what we’re looking for and what we think works best on an ELT blog:

  • Articles must be related to English language teaching or learning, education in general, technology in education, etc. If in doubt, take a look at our Categories page to see if your idea fits in with our themes.
  • Articles should be helpful and provide something of value to the readers. We won’t publish anything that is promotional or commercial in nature.
  • Posts should be about 300-600 words and have an interesting title.
  • If you want to include images in your post, please make sure that you either own the images, or you have permission to use them. Creative Commons search is a great website where you can find images that are licensed for commercial use.
  • Please check your spelling and grammar. Of course, we’ll work with you to improve anything that isn’t quite right, but the more accurate your post is to start with, the more likely it is that we’ll be able to use it.
  • If your article is chosen to be published on the blog, we’ll ask you to provide a short biography and a photo for our Guest Bloggers
  • Send your article to elt.marketing.uk@oup.com with ‘Guest blogging’ in the subject line to help us find and respond to your message as quickly as possible.

We look forward to receiving your articles.

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