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Headway Scholarship 2014 – Winners announced

We are delighted to announce the winners of the Headway Scholarship competition 2014, on behalf of Liz Soars and the Headway Foundation.

Headway Scholarship 2014 applicants map

Around 230 teachers from 54 countries took part in the competition, which was based on the theme of “Headway makes a difference”. Using short stories, blog posts, photo montages, presentations, videos or podcasts, and even some lesson plans and research papers, the teachers illustrated how Headway has made a difference to students, teachers, and the community. They drew on a wealth of experience, as between them they had taught more than 115,000 students over 1600 teaching years!

As well as showing what Headway means to them and their learners, the teachers had to show what difference winning the scholarship would make to their own professional development. The various tasks were judged and moderated by a team of specialists, including author Liz Soars herself, and we can now announce that the winners are:

Hanna Dudich Magdalena Dygala Olga Gurchak
Marianne Chavarría Hernández Irina Krestianinova Gloria Rossa

Exeter CollegeEach of these teachers has won a place on a 2-week English Language Teachers’ Summer Seminar at Exeter College in Oxford, including flights, accommodation and meals – a wonderful opportunity to share and develop best practice.

This year marks the tenth anniversary of the Headway Scholarship and, thanks to the generosity of Liz Soars and the Headway Foundation, there are six first prize winners this year instead of four. To further celebrate this landmark, additional prizes have been awarded to 12 runners up, and so congratulations also go to:

Oksana Bondus Letizia Cinganotto Claudia Gambier
Catalina Iacobuta Kiomars Karami Maria Fernanda Montu
Elena Maximova Miglena Petrova Uliana Proshina
Magdalena Pedro Anna Savina Valeriya Tabarina

As a personal ‘Thank you’ to all the teachers who entered the competition, Liz Soars has recorded the below video, and everyone who applied will be receiving a Certificate of Acknowledgement.

Go to the Headway fourth edition page for more information, or the Winners Gallery to see all the winners.


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Grammar Foundations with Headway

Tamas Lorincz will be presenting a webinar on Thursday 27th February at 11AM and at 2PM GMT. Here he talks about what he’ll be covering in the webinar. You can sign up now.

Many teachers and students believe that a strong grammar syllabus and a well-constructed step-by-step approach to recognising, practising and using a grammar point is the best way to become proficient users of English. Headway is the tried and tested course that follows this recipe.

In this webinar we are going to examine how grammar is presented in Headway, how teachers can help students to familiarise themselves with new grammar points and what we can do to make the grammar useful and relevant to our students.

We are going to look at activities that introduce and demonstrate new grammar in meaningful and interesting contexts, then share ideas and activities that help students practise and use the new grammar. The activities will concentrate on ways in which we can exploit the materials in the coursebook to engage students and support their learning.

In the first part of the webinar we will look at the way grammar is presented in the coursebook. We will discuss ways in which we can demonstrate grammar in meaningful and engaging contexts by incorporating new techniques and the resources presented in the course.

The second part of the session will focus on meaningful practice. We will look at platforms and activities that encourage students to use the new grammar points.

In the final part of the webinar we will share ideas about encouraging independent authentic usage.

We will look at a whole unit in the course and see how the presentation and practice of a grammar point is incorporated into the unit and we’ll discuss ways in which we can enhance the learning opportunities the materials represent.

Headway is proud to follow a grammar-based syllabus which we believe helps students understand and use English effectively in a variety of settings.

During the webinar, participants will be encouraged to share best practices and discuss areas of special interest and/or difficulty. We will also look at ways in which we can adapt the activities to offer a variety of learning and practice opportunities for classes where students are at different levels and for students with different learning needs and abilities.

We will also introduce some ways in which technology can support our students’ learning and independent practice.

If you are already an active user of Headway you will find new ways in which you can approach the material and we would love you to share your experiences, ideas and teaching tips.

For those who are new to Headway, this webinar will offer a unique window on the course and some tips, ideas and tools you can use to make the most of this popular coursebook.

Do you use Headway? Do you have a favourite grammar activity? Share it with us by leaving a comment in the ‘Leave a reply’ box at the bottom of this page. We would love to hear how you used it and why you liked it!

We hope to see you see you at the webinar on 27th February at 11AM and at 2PM GMT. Sign up now.


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Six levels, six stages – in sixty minutes

How is the ‘Can Do’ ethos of Headway linked to the aims of our students and the CEFR bands? Stacey Hughes will be exploring this question in the webinar: “Six Levels, Six Stages – in Sixty Minutes” on 28th November 2013 at 9:30 and 15:00 (GMT).

In the past, learning a language involved learning more about language than learning to do things with the language. What pedagogical issues does this shift in focus raise? How does it link to student expectations in the kinds of tasks we set for them?

The Common European Framework of Reference (CEFR) focuses on what students are able to do at different levels; in other words, what they are able to talk and write about and what they are able to understand from reading or listening. It is this focus on what learners can do with language – how they can effectively use language for communication – that Headway brings into its activities.

When aiming to help students achieve their learning goals, we also need to consider who our learners are and what are they learning English for. What kinds of activities and topics can course books utilize that will improve students’ ability to communicate effectively in a language? How can we extend this learning outside of the classroom?

These are some of the issues we will explore in the webinar. Using some of the CEFR level descriptors, we will identify language skills from six different level bands. We will also look at Headway’s approach to learning and see how it links to the practical application principles in these descriptors.

As teachers, we know that students gradually build up proficiency. However, students need frequent, reachable goals to see their progress. They also need to see the connection between what they are doing in a course and how it is useful for them in using the language. This webinar will show teachers how they can join the dots between activities in Headway with ‘Can Do’ objectives.

Register for the webinar now.

Webinar times


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Announcing the 2014 Headway Scholarship

Exeter CollegeWhen John and I started writing Headway we had certain beliefs about ELT borne out of our experience as teachers and teacher trainers. And, like many teachers, we weren’t always entirely happy with the courses we used. However, we decided to stop whinging and have a go at creating a course of our own. We never imagined that Headway would become the chosen course of countless ELT classes round the world. We were flattered that so many teachers seemed to find our approach complemented and assisted their teaching.

Over the years we have hugely valued the many trips we’ve made to schools round the world, meeting up with teachers and students, and learning of their experiences and needs. Their stories – your stories – have influenced our writing. Nothing has given John and me greater satisfaction than teachers telling us how they felt that their students have made real progress using Headway.

As Headway became increasingly successful, we wanted to give something back to the ELT community to show our appreciation of all those students and teachers who were our inspiration and motivation. We decided to create the Headway Scholarship, sponsoring two students and two teachers from a country where Headway is widely used, to come to study in Oxford for a fortnight in the summer. We wanted to select students and teachers for whom such an opportunity wouldn’t otherwise be possible.

The first year of the Headway Scholarship was 2004, and the first country selected was Hungary – a country which has shown huge enthusiasm for Headway from the start. Over the following years, John and I discussed the country selection with the Headway team at OUP. Other countries in Europe were selected, then we extended the opportunity to the Middle East, Latin America, and most recently Ukraine and Turkey. The selection process has varied country to country, but each Headway Scholar has been a worthy recipient, having demonstrated their commitment – often via a competition – to English Language Teaching.

Liz and John Soars with four Headway Scholars at Exeter College in 2010

Liz and John Soars with four Headway Scholars at Exeter College in 2010

Although in the early years the Headway Scholarship was awarded to both students and teachers, it became apparent that the people who most benefited were the teachers. They attended the two-week English Language Teachers’ Summer Seminar, held at Exeter College, Oxford. These teachers have all been very enthusiastic about this course. Whenever we were able to, John and I met up with them. Many of them have written to tell us about what had been for them an opportunity of a lifetime, how much they’d developed as teachers, how they valued exchanging ideas with so many other ELT professionals from round the world, and how they would pass on what they’d learned to the wider ELT community back home. This is why we decided to dedicate the Headway Scholarship to four teachers.

And now there is an exciting new development to tell you about! The country selection has always been hard, and we hate to deprive any teacher of this opportunity just because of where they live. So to mark ten years since the first Headway Scholarship, this year we are making the Scholarship global! Wherever you are in the world, as a Headway teacher, you will be eligible to enter the Headway Scholarship competition to win a place at the 2014 Summer Seminar in Oxford.

The Headway Scholarship is very important for me, as it was for John, and I’m delighted it’s expanding in scope. As you’ll see from the competition entry information, it’s all about ‘Making a difference’, which is exactly what John and I set out to do all those years ago when we started writing Headway.

Good luck to everyone!
Warm wishes,

Liz Soars

You can find the application form and terms and conditions to enter the competition on the Headway Fourth Edition page.

14 March 2014 UPDATE: Please note, we are no longer accepting applications for the Headway Scholarship. We have posted the shortlist of applicants on the Headway Fourth Edition page.


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Webinar: Warmers, fillers and other quick activities

Teacher pointing at the whiteboardJon Hird, materials writer and teacher trainer, discusses the place and function of short activities in the English classroom. Jon will be hosting a practical webinar session on this topic on 12th September.

While not a requirement for every lesson, quick, simple and largely preparation- and materials-free activities such as warmers, fillers and lead-in activities can add a bit of dynamism and fun into any class. But why do them?

Warmers can wake the students (and the teacher) up and at the same time energise and stimulate. They help to focus minds and get the students in ‘English mode’. A good warmer can get the students engaged with English without them realising they are ‘doing’ English.

Fillers can serve a similar purpose to warmers. They can be used to change the pace, energy levels and dynamics between activities or whenever needed during the class. They can both help the students to relax and give a boost when things are perhaps flagging a little. They can allow a bit of ‘time out’ between more conventional classroom activities. They are flexible and can be used at almost any time. They are also especially useful for filling time at the end of a class.

Lead-in activities, as well as performing a similar function to warmers, are at the same time designed to introduce a topic, generate interest and whet the appetite. They focus minds on the topic and activate schema. Lead-ins can also be used to check, input and pre-teach any language necessary for the ensuing activity or activities.

There are also a great many preparation- and materials-free consolidation activities that can be used to give further practice and help fix new language in a fun and engaging way once the coursebook and other published materials have been completed.

In my upcoming webinar, Warmers, fillers and other quick activities we will look at a range of such warmers, fillers, lead-ins and consolidation activities, as well as activities to help you and your students get the most out of the course book. The webinar will use content from Headway Fourth edition.

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