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What is the impact of English on your town or city?

ESL EFL English in your town or cityNina Leeke, co-author of International Express, provides ideas for a lively lesson or homework activity around this topic. It’s also the subject of the International Express Digital Poster Competition, which challenges adult students to produce a digital poster around this theme.

Like the majority of teachers, I like to personalise lessons and make them as relevant to my students as possible. Students usually find it easier to talk about things within their own experience and are more motivated to do so, and the language learnt as a consequence is likely to be more useful for them.  As I generally teach in-company classes, we spend a lot of time talking about the students’ jobs and everyday work. But it’s also interesting to broaden the scope and look beyond the workplace.  The local town or city is a topic which everyone has an opinion on, as we experience our environment day by day. The International Express Digital Poster Competition neatly brings these subjects together.  It challenges adult learners to produce a digital poster illustrating the impact of English on their local town or city, and they must include something about the local work environment and social life.  The topic provides plenty of engaging content for a lesson or two! Here are some ideas to get you started:

  • Take in some prompts to initiate the discussion. For example, you could choose English-language tourist leaflets, menus, photos of billboards or signs, workplace material such as company documents, newsletters, and emails, videos or recordings of spoken English such as public transport announcements, workplace conversations, or conversations with tourists.
  • Alternatively, you could set the question as a homework assignment. Ask learners to keep their eyes and ears open for evidence of the impact of English on their locale and report back in an upcoming lesson.
  • If English is a strong workplace requirement where you are, you could start by asking learners about changes in the job market and workplace over the years. What skills are necessary for their jobs? How is English used in their workplace? A good starting point is to take in local job adverts or have learners research job ads online.
  • Interviews and surveys always provide a lot of language practice – especially those question forms which students so often struggle with. Learners can create surveys or interview questions on the topic and then interview each other, their colleagues, or people on the street. Your students could then present their findings in graph form – which would provide content for the digital poster if you decide to produce one.
  • Have a debate! Start by brainstorming the pros and cons of the local impact of English. Then divide the group into two teams, for and against the motion English has had a positive impact on … (name of your town/city). This fun activity should facilitate useful language practice of agreeing, disagreeing and the language of cause and effect.

Once your students have come up with enough ideas on this theme, it’s time to get them started on producing their digital poster.  For many learners, this activity will represent a break from the usual routine, which is usually motivating in itself.  The learners I tried it out with – one of my in-company classes – were excited by the change! Plus participants can enjoy the visual appeal and the hands-on nature of the task. Digital posters also represent a good opportunity for task-based learning and collaboration. The results can be displayed either online or physically, and learners can present their poster to their peers.

If you and your students are new to the medium, the following tips may be useful:

  1. Provide your class with some examples first, either by finding them online or creating something yourself. Alternatively, you can have learners look for digital posters for homework and share their favourites in the next class. To avoid too wide a search, you can specify a site for learners to look at.  For example, choose a topic on the glogster education samples page.  Much of the material on this site has been produced by school-age students, but you will find content relevant to adults too.
  2. The examples should give learners ideas on the possibilities for content, for example, photos, text, and illustrations. If they haven’t come up already, you may also like to suggest the use of word clouds, mind maps and infographics. Free resources to try include wordle.net, www.mindmaple.com and www.easel.ly.
  3. Ask learners to select which posters they like best and why. Analyse the elements of a good digital poster, for example, interesting content and simple rules for presentation (such as not too much clutter, and text that is easy to read with appropriate fonts and colours).
  4. Simple software to use includes PowerPoint, Word, Photoshop and Google Drive (go to create/drawing). Glogster has more opportunities for multimedia content and is designed for educational use. There is a limited free version (which includes advertising) as well as various subscription options.
  5. You may wish to create some content guidelines or a template in order to focus the learners and prevent them from feeling overwhelmed by the possibilities.  If you use Glogster, there are various templates to choose from. If you are using other software, you could impose boundaries by specifying the number of different items on the page, or the mix of text/pictures/graphics. Conversely, you may well wish to give your learners the freedom to do whatever they like, if they are not the kind to be spoilt by choice!
  6. Allow enough time for learners to ‘play’ with the technology! If you are like me, they will be more adept at using it than you are! However, they will still need time to experiment.
  7. Having said the above, ensure that learners get their content ideas down on paper first! Otherwise they may spend most of their time trying out presentation options rather than thinking about their message and content.

So, if you are looking for ways to link your classroom to the wider world, the International Express Digital Poster Competition provides the perfect opportunity.  Digital posters present a good opportunity for task-based learning and collaboration – and they are fun to produce!  I hope some of these ideas inspire you, and good luck with your competition entries!

We’re awarding an iPad and an OUP business writing folder to the winning teacher.  Each member of the winning class (up to twenty five students) will receive an OUP laptop sleeve and the Oxford Advanced Learner’s Dictionary Ninth Edition.  Visit the competition website to find out how to enter.


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Four Oxford titles shortlisted for ESU Awards

PSU_shortlistWe are delighted to announce that four of our titles have made it to the shortlist for the English-Speaking Union’s English Language Awards 2014!

The Oxford Online Skills Program has been shortlisted for the ESU President’s Award which celebrates and encourages the widespread use of technology in the teaching and learning of English. The Oxford Learner’s Dictionary of Academic English, Focus on Content-Based Language Teaching and International Express have been shortlisted for the HRH The Duke of Edinburgh English Language Book Awards, which recognise the best book published each year in the field of English language teaching and learning.

The Oxford Online Skills Program supports and develops Reading, Listening, Speaking and Writing skills online using a sequence of media-rich activities, enhanced with video, animated presentations, interactive info-graphics and striking photography, to engage students. The judges commented, The Oxford Online Skills Program contains high quality content for students, across a range of different topics. This resource is easy to use, including the function of tracking student progress.  The program is an ideal companion to any Adult English course, and gives students plenty of support to study independently, including cultural glossaries, automatic marking and instant feedback.  Teachers can use the management tools to communicate with students outside class, and monitor progress.

The judges were also impressed by the Oxford Learner’s Dictionary of Academic English, which they described as providing clear and useful information for students both in the classroom environment and as a reference text for essay writing.  Focusing exclusively on Academic English, this dictionary is specifically designed for learners studying, or preparing to study academic subjects on English-medium university courses. Based on the 85-million-word Oxford Corpus of Academic English, it provides all the tools students need to develop their academic writing skills.

Focus on Content-Based Language Teaching, written by well-known language educator and applied linguist, Patsy Lightbown, is described by the judges as “an innovative resource” which “gives a clear representation of ideas in an increasingly important sector of the ELT market”. Following on from the success of How Languages are Learned (now in its fourth edition), it is the flagship title in a new series which bridges the gap between research and classroom practice.

The all new, five-level International Express is specifically designed for adult professionals who need English for life and work.  The judges commented that the course “displays sound practice in the field of English Language Teaching”, and praised it for its “interesting texts” and “good amount of digital content”.  This new third edition retains the popular student-centred approach and strong communicative focus of earlier editions, while adding a range of new features.

We are obviously thrilled with this news and looking forward to the announcement of the winners in December.


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Discover the NEW International Express Tests and Teacher’s Guides

Students Sitting at Desks and WritingBruce Wade, Managing Editor of International Express, introduces his upcoming webinar on 11th September about the new International Express Tests and Teacher’s Guides.

The new International Express launched earlier this year, and now, plenty of extra resources to support the course are available for free on Oxford Teachers’ Club.  In this webinar, I’ll be exploring how the new Teacher’s Guides can help you quickly plan your lessons, and I’ll show you around the new tests and Student Progress Report, which help you to regularly and quickly check your students’ performance.

Plan your lessons in a flash

International Express comes with extensive extra resources including photocopiable activities, videos for every unit, and worksheets to support each video – so you won’t be short of material, but how do you make the best use of it all?  We’ve developed Teacher’s Guides for every level, which give a clear, one-page overview of the course, meaning that you can see all the syllabus items, target language and skills, and resources in one go. I’ll be exploring how you can use these to plan your lessons quickly and easily.

Regularly check students’ progress

Tests are an important part of every course, and International Express tests provide comprehensive coverage of all the language in the Student’s Book.  Most test items are written as A‒B exchanges to reflect the communicative nature of the course.   There is a separate test for each section so teachers can test their students after completing a section, or a unit.  I’ll explain the different ways you can use these with your class, and we’ll look at how you can analyse the results to make direct comparisons of your students’ performance across sections, and whole units.

Analyse students’ performance

We developed the unique Student Progress Report to help you measure students’ performance unit-by-unit, and across different skills.  I’ll explain how you can use this tool to see how a student is performing across the four sections of a unit, and we’ll look at how you can customise it, for example, by drawing different types of graphs, or by adding comments on your students’ performance.

I look forward to helping you making the most of all of these resources on 11th September.  In the meantime, you can take a look at them on Oxford Teachers’ Club – you just need to sign in with your usual log in details.


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#IATEFL – Adult Learners: helping them clear the next hurdle

Businessman jumping over hurdlesRachel Appleby, co-author of two levels of the new International Express (published in January 2014), looks at how to help adult learners to maintain momentum when learning a language. Rachel will be presenting on this topic at IATEFL 2014 on Wednesday 2nd April.

Over the years, I’ve made significant efforts to learn Hungarian, and have done reasonably well; however, I can now “do” what I need to do with the language, and I’m very aware that I’m forgetting it, even though I still live in Budapest. I also go through phases of learning Spanish, and try to do a little everyday, such as reading an article I’ve come across that interests me, or putting Spanish radio on while I’m cooking. OK, so I might be keeping the little Spanish I have alive, but I’d be kidding myself if I thought that I was making any real progress in doing these things.

Many students I’ve come across tell me similar stories, but they also have other difficulties: time is always the number one hurdle; in addition, some think learning a language is all about doing grammar exercises, which of course they find boring; many claim to be able to learn long lists of words, but then resent their efforts when they find they can’t really use them in conversation.

Adults learning a language today characteristically stop and then re-start learning, each time with renewed enthusiasm, yet we all have busy lives! Does this sound like you too? Somehow we expect to make progress, often with minimal effort. Some people claim they are able to keep a language going by reading, or watching films, – perhaps even by having the occasional conversation with a native speaker in that language. But, in fact, all too often we’ve reached a plateau, or perhaps our language use is even getting worse.

So what can we do to help our students? I do actually realise that I need to engage my brain and be very focused on what I want to learn if I’m going to make any progress at all, so extensive listening while chopping onions isn’t really going to do the job! But how can we translate this into the classroom? How can we really get students involved, and ensure they make progress?

Well, I think we need to be very aware of the difficulties our students are facing, as well as what they’re aiming for; in fact the more we know about them, the better we’ll be at helping them. Adult learners bring a wealth of experiences to class, and in most cases are eager to share those, and have a chance to express their opinions. But they need to be motivated and engaged. So we need to ensure that we give them the scope and range of topics to be fully involved. But we also need to focus on language, and create opportunities to help them understand and relate to new language, and make sure that they practise the language in a meaningful way.

In my session at IATEFL Harrogate we’re going find out what it is that makes learning difficult and perhaps prevents learners from getting over the next hurdle. We’ll then be looking at topics and task-types from the new edition of International Express that will engage the learners, provide them with relevant language, and ultimately enable them to communicate effectively and make progress in areas that matter to them.

As a start, why not jot down in the comments box below what it is that makes it difficult for YOU, or YOUR learners, to get over the next language hurdle. I’d be really interested to find out, and – you never know – we just might have a solution for you! Let me know!

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How to Keep Writing Tasks Real: Hotel Reviews

Hotel sign

Photo courtesy of Tomás Fano via Flickr

Alastair Lane is co-author of International Express Elementary and Intermediate levels, the all-new, five-level course for adult professionals, publishing in January 2014. International Express includes plenty of coverage of the hotel and travel industry. Here, Alastair shows how you can bring the subject alive with a real-life writing task.

“To whom it may concern. I am extremely unhappy with the service I received at your hotel during the week of 1 September to 7 September 2013.”

Those were the days. When customers received bad service, the typewriter would be out in a flash and our disgruntled customer would be bashing the keys in fury. However, today the idea of a letter of complaint is so old-fashioned that we might as well be teaching our students how to write a telegram.

Things are different now. If you go to a hotel or a youth hostel and the service is bad, when you get home you have a chance to complain to the whole world. You might put a negative review on Trip Advisor. Alternatively, if you booked it through a website like Booking.com, you will be invited to place your review on the site.

This is the kind of task people are doing in real life, and it’s the kind of writing task that we should be using in the classroom. We can ask the class to write a review of a hotel that they have stayed at, a fictional hotel, or a review of a hotel that they can see online. Students immediately see the purpose of the task because it replicates something they would naturally do in L1.

Writing a hotel review can work at any level from Elementary upwards, because online reviews can be as short as a single sentence.

Students can go straight to the Internet to find real-life model texts. Sites like Booking.com are particularly good for this. Firstly, they provide an automatic model for writing because users are asked to complete two sections: one for good points and one for bad points. That helps lower-level students organize their texts.

Secondly, users can filter the results to read reviews from people like themselves. If you have an older class, you can look at reviews posted by ‘families with older children’ or younger students can look at reviews by ‘groups of friends’.

When writing an online hotel review, students can write a fifty-word text and it still looks as real as any other entry on the sites. Students don’t have the sense that the task has been artificially simplified to match their language level.

A writing task of this nature also allows you to practice reading skills. Students can exchange their reviews, without the number of stars. The next student or pair has to decide whether the review is a one-star or five-star one. After all, we also want to practice praising the hotel in addition to the language of complaint.

With higher level students, you can ask them to write the review as if they are a particular group of travellers e.g. ‘mature couple’, ‘solo traveller’, ‘business traveller’. They then have to pass their text to the next student or pair. Once again, the next students have to guess which type of traveller wrote the review. This is a particularly good way of reviewing the language of facilities, as a business traveller will have very different needs to a 21 year-old travelling alone.

The short nature of writing online and the fact that users tend to write for an international audience in English provides a huge number of opportunities for the classroom. So let’s forget artificial tasks like the letter of complaint and start replicating what students are actually doing out in the real world.

Alastair Lane has over seventeen years’ experience in English language teaching. Currently based in Barcelona, he has also taught in Finland, Germany, Switzerland and the UK. Alastair is co-author of International Express Elementary and Intermediate levels, part of the five-level course publishing in January 2014.

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