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EFL activities for Bonfire (Guy Fawkes) Night

Bonfire night

 


Remember, remember the fifth of November

Gunpowder, treason and plot.

I see no reason why gunpowder treason

Should ever be forgot.

 

 

 

Guy Fawkes Night (Bonfire Night) – November 5th is an interesting date in the British celebratory calendar, where sparklers, bonfires and fireworks are all lit in the name of Guy Fawkes. But what’s the real story behind this British cultural event?

Interestingly November 5th has always been a date for celebration, long before the events that unfolded in 1605. But since Guy Fawkes and his accomplices failed to blow-up the houses of parliament, the date is used to mark their failure. It might seem an odd occasion to celebrate, but for 250 years it was the law to remember the failed plot!

The politics of the time are somewhat forgotten in present day events; now Guy Fawkes Night/Bonfire Night is really just a great excuse for a party! But still, the story behind it is well known in Britain, so it’s a great opportunity to get your students accustomed to some British culture as they learn English.

To help you, we have put together a variety of activities that can be used at various levels and with different age groups, including:

  • Warm-up rhymes
  • Secret mission cards
  • Role play activities
  • Reading and speaking activities
  • Certificates

It’s all available on the *Oxford Teacher’s Club! Click the button below to download your own Guy Fawkes teacher activity pack, and spark some fantastic English dialogue with your class.


*Not a member of the Oxford Teacher’s Club? It’s free, and it only takes minutes to register! Join now and enjoy access to thousands of teaching ideas and activities for all ages.


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EFL classroom activities and resources for Halloween

Halloween EFL resources


As Halloween is nearly upon us, Stacey Hughes, teacher trainer in the Professional Development team at OUP, has been busy creating a collection of ghostly classroom activities for you to use with your class. 

It seems that everyone likes a scary story. As autumn days grow shorter and darker, forcing us indoors, this is the perfect time to tell ghost stories.

 

Ghost stories and tales of the supernatural have been around for centuries and are a feature of nearly every culture.  Though many people may not believe in ghosts today, stories about haunted castles, enchanted ruins and spooky spectres are still very popular.

Why do we like to be scared so much? One theory is that frightening stories cause a release of adrenaline which makes us feel a ‘rush’. Adrenaline is the same hormone that is released in a fight or flight situation, and, because there is no real danger, we enjoy this ‘thrill’. So we tell ghost stories around the campfire, go to frightening movies, read chilling novels – all in search of a spine-tingling sensation.

As Halloween approaches…

Why not use this opportunity to incorporate some ghostly language and tasks into your lessons? We have put together a variety of activities that can be used at various levels and with different age groups, including:

  • Scary Collocations
  • Ghoulish Word Forms
  • Frightful Idioms
  • Shadowy Web Quest
  • Write your own Ghost Story!

And much more. Click the link below to start your own Halloween adventure with your students. Happy Halloween! 


Found these resources useful? How did they work for you? Share your experiences with the teaching community by leaving a comment below, or by Tweeting us using the handle @OUPELTGlobal.

 


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Webinar: Having fun with festivals

A celebration of Holi Festival of Colors

Image courtesy of Wikipedia

Vanessa Reilly, teacher, teacher trainer and OUP author, introduces her upcoming webinar on 27th and 28th May entitled: Having fun with festivals – cultivating interest in the target culture in your young learner classroom.

Just how important is the target culture to you when teaching English as a foreign language to young learners? Looking at a language from the point of view of speakers of that language and how they live makes the target language more real, not just a collection of words and sentences to be learnt.

All learners need to be introduced to the target culture, no matter how young or early on in their language learning experience, in order to provide them with the optimum conditions for success.

My webinar will provide an overview of the following:

Target culture in the very young learner and young learner classroom

Very early on in my teaching career, I remember reading Claire Kramsch’s book Context and Culture in Language Teaching, and this statement stuck in my mind:

If… language is seen as social practice, culture becomes the very core of language teaching. Cultural awareness must then be viewed as enabling language proficiency… Culture in language teaching is not an expendable fifth skill, tacked on, so to speak, to the teaching of speaking, listening, reading and writing.”

So I started to explore:

→ What are the implications for primary age children?

If, as Kramsch proposes, cultural awareness needs to be an integral part of language learning, then I believe that as teachers of English we need to explore the many aspects of English-speaking culture appropriate for all learners, however young the children we teach.

→ What can we do as primary teachers?

We need to look at culture through a child’s eyes and consider what will motivate a Primary child to want to know more about the target culture. Having worked with children for nearly 25 years, I have found even young children are really interested when I talk about what children in English-speaking countries do that is the same or different to their world. I find activities based on festivals very motivational and the children quickly become engaged in the colourful, fun activities; so festivals are usually where I begin to introduce culture into the Pre-school and Primary classroom.

In my upcoming webinar we will look at bringing cultural awareness to young learners through festivals that are important to the everyday lives of children in English-speaking countries. In this very practical session we will investigate stories, songs, games and other mysterious things to enjoy with our Primary children.


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Approaches to culture with 21st Century teens

Ahead of his webinar on 28th and 30th May, Edmund Dudley looks at why it is important for our teenage students to learn about culture in their English lessons.

Millions of young people around the world are currently learning English, making it a truly international language. In addition, many teenagers regularly use English to communicate and interact with others online. This raises a number of questions about the cultural content of any English course for teenagers.

What do we mean by culture in the context of a language lesson?

Let’s begin by thinking about English-speaking countries. Take Britain as an example. When you think about British culture, what springs to mind? What examples could you give? Take a moment to think of three things.

So what did you say? Your answers reveal something about what you think culture is.

Perhaps you chose traditional rituals or ceremonies, such as the Changing of the Guard or carol singing in December; you might have gone for annual events, such as the FA Cup Final, the Notting Hill Festival or Hogmanay.

On the other hand, your examples of British culture might have been more linked to the day-to-day habits and behaviour of ordinary people: leaving the house with wet hair in the morning, queuing at bus stops, or buying ‘rounds’ in pubs.

All of these various aspects of culture are of potential interest to students. Day-to-day activities can be just as revealing as special occasions. If we want to get the full picture of life in English-speaking countries and communities, then thinking about how people eat soup can be just as interesting and revealing as learning about how people celebrate New Year’s Eve.

Whose culture are we talking about?

Given that English is used around the world, should we only be concentrating on the culture of English-speaking countries? Not exclusively. Any meaningful discussion of culture involves comparison and reflection. So, although in the lesson we might be looking at an aspect of life in Ireland, New Zealand, Canada or another English-speaking country, ultimately, however, students are being encouraged to think about themselves and their own culture. And besides, being able to describe aspects of life in your home country to others is a crucial part of sharing cultures and making friends when you are away from home or welcoming guests from abroad.

How can culture get students thinking – and talking?

Culture can be subjective. Think about words such as cold, sweet, crowded, angry, quiet, and dangerous: they are culturally loaded and so it is easy to disagree about what they mean. Take cold, for example. Two people from different countries might have very different views about whether a child playing on a playground swing on a spring afternoon should be wearing a coat or not.

Examples like this can be used as the basis for classroom discussions, role-plays, drama activities – even creative writing tasks. Does the child need a coat or not? Who is right? What does it depend on? And how can the situation best be resolved?

By looking at the situation as a cultural puzzle, we can challenge our students to try and interpret the situation from different cultural perspectives. Promoting empathy with others is not only a great way to promote tolerance and understanding, it also shines a new light on our own beliefs and assumptions. This is what makes dealing with cultural topics so interesting: we sometimes begin to see how the attitudes and values below the surface influence the way we see the world.

Is there now a global teen culture?

Young people are more connected today than ever before – even if they live on different continents. The internet is enabling today’s teenagers to create a shared global cultural identity. What do a teenager in South America and a teenager in Eastern Europe have in common? Well, for starters they are both probably comfortable using technology and also learning English at school. Then you have movies, computer games, apps, pop music and sport – all of which are probably shared tastes. The result is a new kind of international cultural identity: young, online and learning English.

Putting it into practice

In my upcoming webinar, I will be trying to find the connection between the topic of culture and rewarding learning experiences. In addition to addressing the questions raised in this article, I will be showing some practical classroom ideas for approaching the topic of culture with teenage students.

Culture is there to be exploited, and our students are the ones who can benefit. Hopefully, they will not only learn something about various parts of the world, but will also gain fresh insights into their own culture and new perspectives on who they are, what they value, and what they aspire to.

To find out more about teaching culture in English classes, register for Ed’s webinar on 28th or 30th May.

 


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Toffs and oiks: the language of social class

Union Jack flagJudith Willis, former Publishing Manager for bilingual dictionaries in ELT at Oxford University Press, looks at the language of social class.

A recent survey conducted by the BBC revealed a new class structure in the UK consisting of seven social classes. The top class is termed the elite and the bottom one, the precariat, or precarious proletariat. Leaving aside any political or sociological consequences, we will almost certainly be hearing a lot more of the word precariat, until now a rarity in everyday English.

Le précariat was first used by French sociologists in the 1980s to describe temporary or seasonal workers, and has since been used in other languages including Italian (precariato), German (Prekariat), Spanish (precariado) and even Japanese (purekariāto). Its meaning has evolved into that of a social class – or underclass – as formulated by the sociology professor Loïc Wacquant and the British sociologist Guy Standing in his 2011 book The Precariat: The New Dangerous Class.

At the top of the new structure we find another word of French origin, elite, which has been used in English since the early 19th century to mean a group of powerful, influential people. English may be the language of a famously class-conscious people and have given the word ‘snob’ to the world but it relies heavily on imports for the vocabulary of class.

Social class has been defined in different ways over the years. Back in classical times, there were patricians and plebeians. In our agricultural past, class was determined by a person’s family and their links to the land – the nobility or aristocracy, the gentry, including the squirearchy, the yeomanry and the peasantry. With the coming of 19th century industrialization, the focus shifted to the individual’s relation to the means of production and the bourgeoisie and the proletariat were the two conflicting classes in Marxist theory. ‘Bourgeoisie’ and ‘petite bourgeoisie were also used in non-political contexts to refer to the growing middle classes. Recent times have tended to speak mainly of ‘the middle class’ and ‘the working class’, with the middle class often divided into upper and lower middle class. The terms ‘upper class’ and ‘lower class’ are less frequent in serious discussion of class.

By studying corpus statistics we can see how adjectives ending in ‘-class’ are actually used and gain a better picture of our perception of class. ‘Working-class’ is typically followed by the nouns ‘struggle(s)’, ‘movement’ and ‘exploitation’. ‘Middle-class’ collocates with ‘suburb’, ‘families’ and ’respectability’; ‘upper-middle-class’ with ‘suburbanites’, ‘enclave’ and ‘accents’, and ‘lower-middle-class’ with ’background(s)’, ’ insecurity’ and ’origins’. ‘Lower-class’ is used of ‘delinquents’, ‘accent’ and ‘subculture’, whereas ‘upper-class’ is used largely in insults, followed by words such as ‘twit(s)’, ‘toffs’ and ‘snobs’.

Social class has become more fluid: in the 19th and early 20th centuries the English language adopted the French forms arriviste, parvenu and nouveau riche to speak in a disapproving way of people who, in the latter half of the 20th century, would be spoken of approvingly as upwardly mobile and aspirational. If someone is described as being of lowly or humble origins, they have usually made it up the social ladder!

More informal words describing individuals are nearly always used as insults, giving us a polarized view of a posh bunch of la-di-da, toffee-nosed upper-class twits, Hooray Henrys, chinless wonders and toffs with plummy accents at one end of the spectrum, and at the other a common bunch of chavs, oiks and plebs.

In 1990, the incoming British Prime Minister, John Major (who rose to the highest office from working-class origins!) vowed to create a ‘classless society’. It seems Britain still has some way to go.