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5 English Teaching apps for 21st Century ESL Teachers

Language learning no longer stops when students leave the classroom.

Smartphones allow language learners to carry the entire English language around with them in their pocket, soaking up new vocabulary through music, video, games, and social media.

A new wave of apps have launched designed specifically for those teachers and students keen to harness their mobile devices to create more structured and comprehensive learning experiences outside of the classroom. Make sure you have the latest! Here are 5 essential apps from Oxford University Press that you and your students need to download.

 

  1. Say It: English Pronunciation – Hear the Oxford English model, see the soundwave, then record and compare your pronunciation. Comes with 100 free British English words, 4 tests and 12 sounds, taken from the best-selling English File course and Oxford’s dictionaries. It’s quick, effective and fun to use.

Available on iOS

Available on Android

 

  1. LingoKids – A learning app for students from 2 to 8 years of age, for learning English in a fun, playful way. In Lingokids you’ll find the best English songs for children, the most fun videos with its characters, audiobooks, and printable worksheets for each topic, interactive exercises, and an endless supply of activities to learn over 3,000 words in English. Here are 10 ways you could use LingoKids with your students. If you’re using Mouse and Me, Jump in! or Show and Tell, you can access course content on the app using your coursebook!

Available on iOS

Available on Android

 

  1. Oxford Collocations Dictionary – Perfect for your learners that need to improve their accuracy and fluency, enabling them to express their ideas naturally and convincingly whether spoken or written. The Oxford Collocations Dictionary has over 250,000 word combinations, all based on analysis of the Oxford English Corpus.

Available on iOS

Available on Android

 

  1. Oxford Advanced Learner’s Dictionary – a digitised edition of the Oxford Advanced Learner’s dictionary that has already helped 100 million English language learners worldwide. This app shows learners what words mean, learn how to say them with high quality audio, and know how to use them in example sentences.

Available on iOS

Available on Android

 

  1. Practical English Usage – Practical English Usage is a world bestseller and a vital reference tool that helps teachers and higher-level learners with common language problems in English. Practical English Usage Fourth Edition is now available as an app, making it quicker and easier to look up the 600+ entries!

Coming soon for Android and iOS devices.

 

Extra apps that are worth exploring.

  • YouTube Kids – YouTube Kids is a safer and simpler way for kids to explore the world through online video – from their favourite shows and music to learning how to build a model volcano, and everything in between. There’s also a whole suite of parental controls, so you can tailor the experience to your family’s needs.
  • TinyTap – TinyTap offers the world’s largest collection of educational games, all handmade by teachers. If you can’t find what you’re looking for…create it yourself! On TinyTap, anyone can turn their ideas into educational games (without having to code) and share them with the world.
  • Google Expeditions – This is a virtual reality teaching tool that lets you lead or join immersive virtual trips all over the world — get up close with historical landmarks, dive underwater with sharks, even visit outer space! Built for the classroom and small group use, Google Expeditions allows a teacher acting as a “guide” to lead classroom-sized groups of “explorers” through collections of 360° and 3D images while pointing out interesting sights along the way. Instant, personalised audio-visual feedback will help your students identify precisely what they need to improve. They can even share the recording and the soundwave image of their pronunciation with you via email, directly from the app.
  • Flipgrid – Flipgrid helps learners of all ages find their voices, share their voices and respect the diverse voices of others. Educators spark discussions by posting Topics to a classroom, school, professional learning community, or public Grid. Students record, upload, view, react, and respond to each other through short videos. Flipgrid empowers student voice and builds global empathy through shared learning processes, stories and perspectives.

Interest in Mobile Apps for English Language Teaching?

Read Nik’s Focus Paper on Mobile Apps for English Language Teaching for more practical tips on mobile learning and useful apps for the ELT classroom!


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10 Invaluable Back To School Ideas For ELT Teachers

Teacher holding Back To School sign

I have a theory: ‘A teacher’s stress level at the beginning of the year is inversely proportional to his/her years of experience’. It does ring true, doesn’t it? It’s also true that the more one prepares in advance the smoother the first days will be and the easier it is to cope with contingencies. The purpose of this blog post is to help reduce ‘back to school’ anxiety for novice teachers and experienced colleagues alike, with one or two new ideas to add to your ‘bag of tricks’ so as to give flagging enthusiasm a boost. I hope you find them useful!

1. Set Back To School objectives for your students

Ask yourself: what would you like your students to achieve by the end of the year? Setting back to school objectives is hugely important because it gives your students something to aim for. Here are some tips: 

  • Make sure your students can relate to your objectives (e.g. [for Business Students] ‘By the end of the course, you will be able to give presentations at least as well as your colleagues from the UK and the US’). 
  • Aim high. Expectations act like self-fulfilling prophecies (provided you believe in them).
  • Make sure your objectives are measurable. How will students know they have achieved a particular objective?
  • Ensure buy-in. As teachers, we often automatically assume that what we desire for our students is what they want too. Not so! We need to discuss these objectives and get our students on board.

2. Set objectives for yourself!

Don’t forget about your own development. It can be all too easy to pour all of your energy into the development of others, but self-care and personal growth are essential if you want to be the best you can be. Worried you won’t have time? Try these everyday development activities for busy teachers.

3. Prepare a stress-free Back To School environment

Prepare a learning environment that energises, rather than one that demotivates and increases anxiety. High levels of pressure are counter-productive to learning, and creating a safe space for students will give them the confidence to push themselves. Watch the webinar to find out how you can manage your own wellbeing and how this can be transferred to help students in the classroom.

4. Prepare your Back To School classroom

Perhaps you would like to encourage more open discussion among your students this year, or just fancy changing things up to help returning students (and yourself) begin anew. The correct back to school classroom layout can also help you manage your classroom more effectively, as you can design it to support the tone you want to set in lessons (see below).

5. Revisit your bag of tricks (what do you mean you don’t have one?)

OK – a ‘bag of tricks’ is a collection of games/activities/tasks that you have used in the past, your students enjoy and which you know and trust (see your free downloadable activities below). You might think that there is no reason to write down ideas you are so familiar with. Wrong! Time and again, when I get frustrated while planning a lesson, I go through my list only to marvel at how activity X – which was my favourite only a year ago – had completely slipped my mind. If something works, write it down. The faintest pencil beats even the best memory!

6. Revisit your list of sites

Looking for material or ready-made activities to use with your students? A site like Breaking News English for instance offers graded texts, based on topical issues, each accompanied by dozens of exercises for you to choose from. For Listening material, the British Council site has a huge range of excellent clips for all levels. If you or your students are movie fans then Film English might be just the thing for you, or if you believe, as many do, that students learn best through songs then a site like Lyrics Training is right up your street! As for comedy fans, there is always the ‘Comedy for ELT’ channel on YouTube…  😊

7. Prepare templates instead of lesson plans

Lesson plans are good, but Lesson Templates are far more versatile! A Lesson Template is a set of steps that you can use repeatedly with different materials each time. For example, a Reading Skills Template can be used with a new text each time (see this one for instance; you may even choose to use this particular set of activities for the first day of school!). Prepare a template for each of the four skills, and an extra one for a Vocabulary Lesson. Seeing is believing! Here are examples of a Writing Skills template, and a template combining texts and activities from Breaking News English with Quizlet.

8. Support yourself with apps

Learning doesn’t stop when students leave the classroom! Apps like Say It: English Pronunciation, LingoKids and Oxford Advanced Learner’s Dictionary can deliver time and time again whenever you want to give your students homework with a twist! You can find all of these on iOS and Android.

9. Set the tone in the classroom

Do it from day one. Make sure each lesson contains at least one fun activity (a song/game/funny video clip etc.). It is best if this is linked to your lesson plan, but it does not have to be; motivation trumps linguistic considerations (I hope OUP do not fire me for this… )! Don’t avoid using your best activities early on for fear of running out of interesting things to do later. If your students come to see you as a fun/creative teacher, this will colour their perception of whatever you do later. Plus, by doing exciting things in class you set a standard for yourself and this will do wonders for your professional development!

10. Have a great first lesson!

Below you can download some back to school activities for your first class (feel free to tweak the activities or play with the order as you see fit). Given the number of things a teacher has to do at the beginning of the academic year, it is comforting to know that at least the Lesson Plan for the first session is out of the way!

 

 


Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been active in ELT for many years as a teacher, examiner, presenter and teacher trainer. He has travelled and given seminars and workshops in many countries all over the world. He has written extensively on Methodology, though he is better known for his ‘Psychology and ELT’ articles in which he draws on insights from such disciplines as Marketing, Management and Social Psychology and which have appeared in numerous newsletters and magazines. His areas of interest include Student Motivation, Learner Independence, Teaching one-to-one, and Humour.

This post is a collaboration between Nick Michelioudakis and Oxford University Press.


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Making Vocabulary Activities that Stand Out | Nick Michelioudakis

I have always felt that we teachers we are a bit like cooks – thinking about what we are going to serve our children the next day, worrying about how varied their diet is, the ingredients etc. Increasingly, however, I feel there is a problem with the way we approach our task: do we worry far too much about the nutritional value of our meals? The result is that our dishes are bland and our students go ‘Oh, not that again’. And what is our response? ‘But it’s good for you’.

In this short article, I would like to argue that if we have a sound knowledge of spices (psychological principles) we can select activities which are both nutritious and tasty – by which I mean useful and fun.

Activity 1: ‘Colour in the Passage’ Look at this activity. What could be wrong with it? The teacher has been teaching her class about adjectives (see the first paragraph) and now she has given them a consolidation activity where they have to fill in the gaps (see the second one).

‘One sunny day, my little puppy jumped onto our red couch and played with his fun new toy. I liked to watch him play – he looked so lively and excited, so full of life. Soon, my playful puppy yawned. He was an exhausted puppy – he tired easily. I picked him up and laid him on his soft, round bed. Soon my sleepy puppy was snoring away’.

‘One ……… day, my ……… puppy jumped onto our ……… couch and played with his ……… new toy. I liked to watch him play – he looked so ……… and ………, so full of life. Soon, my ……… puppy yawned. He was an ……… puppy – he tired easily. I picked him up and laid him on his ………, ……… bed. Soon my ……… puppy was snoring away’.

[ playful / sleepy / sunny / excited / round / fun / little / soft / exhausted / lively / red ]

Now don’t get me wrong, I am not saying the activity is bad, but it’s just not interesting enough. You get all your vitamins, but you can just picture the expression on the students’ faces.

Now, what if we were to tweak it a little? What if we were to give students the paragraph without the adjectives OR the gaps and we asked them to add some colour to it (‘What is the puppy like?’ / ‘What is the bed like?’ / ‘How was the puppy feeling?’).

‘One day, my puppy jumped onto our couch and played with his toy. I liked to watch him play – he looked so full of life. Soon, my puppy yawned. He was a puppy – he tired easily. I picked him up and laid him on his bed. Soon my puppy was snoring away’.

Students might then come up with something like this:

‘One day, my lovely puppy jumped onto our long, comfortable couch and played with his new, stuffed toy. I liked to watch him play – he looked so excited and care-free, so happy and full of life. Soon, my cute puppy yawned. He was a young puppy – he tired easily. I picked him up and laid him on his cosy, warm bed. Soon my adorable little puppy was snoring away’.

Principle 1: The IKEA Effect. Why is the latter activity better than the previous one? The answer is that students are free to imagine the scene for themselves and to add something of themselves to the task. They are free to invest. Psychologists have discovered that when we work on something ourselves we endow it with special value; that’s why we so often think the salad we make is so much better than the fancy risotto someone else has prepared (though of course others may well disagree). Activities where students can contribute something or better still, make something themselves are likely to be better than ones where they simply manipulate language. The moral: get students to create things.

Activity 2 – ‘AQBL’:  Let us say that (for some reason best known to yourself) you have been teaching your students vocabulary related to cars, car engines, and car characteristics in general. To practice the vocabulary, you do a drill where students in pairs practice asking each other questions. You give them the second table, so they have to come up with the vocabulary themselves when constructing the questions.

Top Speed 230 km/h
Acceleration 7 sec (0-100)
Fuel Capacity 68 litres
Consumption 9 litres/100 km
Engine Output 180 HP
Boot Capacity 640 litres
Reliability Rating 7 / 10
Performance Rating 9 / 10
  …… km/h
   …… sec (0-100)
  …… litres
  …… litres/100 km
  …… HP
  …… litres
  ……  / 10
  ……  / 10

So the interaction might go like this (S1: Prospective Buyer / S2: Car Salesman):

S1: What is this car’s top speed?

S2: It’s 230 km/h.

S1: And what about its acceleration?

S2: It goes from 0 to 100 km/h in 7 seconds.

S1: I see. How much petrol does the tank hold?

S2: Its fuel capacity is 68 litres.

S1: Does it have a powerful engine? ….etc.

By now you know what my objection is going to be… But what if we were to tweak the activity a little? The new activity is called ‘Answer the Question Before Last [AQBL]’. When S1 asks a question, S2 says nothing; when S1 asks the second question, S2 answers the first one (!) etc. etc. For example:

S1: What is this car’s top speed?

S2: (…says nothing)

S1: And what about its acceleration?

S2: It’s 230 km/h.

S1: I see. How much petrol does the tank hold?

S2: It goes from 0 to 100 km/h in 7 seconds.

S1: Does it have a powerful engine?

S2: Its fuel capacity is 68 litres…. etc.

Principle 2: Incongruity. I am prepared to bet money that students are going to like the second activity far more than the first one. The principle behind it is that of ‘Incongruity’. Psychologists have discovered that when things unfold the way we expect them to, our brain switches to autopilot; we almost fall asleep, a bit like that puppy in the previous activity, and consequently, we learn very little. However, if something unexpected happens, then our brain goes ‘Ooops! What was this?’ and then we are wide awake, we pay attention and we remember things (no wonder advertisers love this idea!). To get your students to pay attention, break the script – get them to do something unexpected!

Five New Recipes for your Vocabulary Cookbook: So this is the idea behind my upcoming webinar. I hope to demonstrate five activities which both help our students learn vocabulary better and which stand out in some way. Each task will help illustrate a principle of Psychology which I believe is worth bearing in mind when cooking our Lesson Plans.

Here is an extra insight: How can you tell if your idea has worked? Well, how do you know if your dishes taste great? If the diners are licking their fingers, you know your food is good. Similarly, you know an activity is good if, when it is over, the students want to keep going.

 

 

Watch the recording


Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been active in ELT for many years as a teacher, examiner, presenter and teacher trainer. He has travelled and given seminars and workshops in many countries all over the world.

He has written extensively on Methodology, though he is better known for his ‘Psychology and ELT’ articles in which he draws on insights from such disciplines as Marketing, Management and Social Psychology and which have appeared in numerous newsletters and magazines.

His areas of interest include Student Motivation, Learner Independence, Teaching one-to-one, and Humour.


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World Oceans Day | Teaching Resources

World Oceans Day teaching resources

World Oceans Day, June 8th, is a time when people all around the world do something to show their appreciation for the world’s oceans.

We are all connected to the oceans in some way.

Did you know:

  • Oceans cover over 70% of the earth’s surface
  • Ocean plants and organisms create most of the oxygen we breathe
  • Oceans absorb carbon dioxide, helping to regulate our climate
  • Many of our medicines come from the oceans

Our oceans bring countless benefits to our lives, and now you can bring those benefits to your classroom!

Our freely available lesson plans give you the tools to celebrate World Oceans Day with your students. These lesson activities encourage students to develop their vocabulary, to collaborate, and to speak about current issues.  

Adult learner button
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These resources are available via the Oxford Teacher’s Club.

Not a member? Registering is quick and easy to do, and it gives you access to a wealth of teaching resources.


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


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What does Assessment for Learning look like in the classroom?

What does Assessment for Learning look like in the classroom?

Assessment for learning (AfL) is a catchphrase with which many teachers may be familiar and yet may not feel confident that they know what it means in terms of classroom practice. Here I outline the basic ideas behind it and the kinds of classroom practices AfL may involve.

At heart, it’s what good teachers do every day:

  • they gather information about where learners are in their learning, what they know and don’t know;
  • they help their students understand what, and why, they are learning and what successful performance will look like;
  • they give feedback which helps learners ‘close the gap’ between where they are in their learning and where they need to get to;
  • they encourage learners to become more self-regulating and reflective.

The evidence is that, done well, these practices are among the most effective ways of improving learning and outcomes.

Assessment in this process is essentially informal, the information teachers gather comes in many forms, for example, through classroom dialogue, following up on unexpected answers, or recognising from puzzled looks that the students have not understood. Tests play a part, but only if they are used to feed directly into the teaching and learning process.

What would we expect to see in an AfL classroom?

Diagnostics. There would beevidence of teaching and learning that is active, with students involved in dialogue with their teachers and classmates. This goes beyond simple recall questions and will include seeking out students’ views (‘what do you think….) and giving them time to think about their answers – often with a classmate (‘pair and share’).

Clarity about learning intentions. This requires teachers to be clear about what is to be learned, how the lesson activities will encourage it, and where it fits in the learning progression. They then seek to make this clear to their students by linking it to what they have learned already and showing why it’s important. Expert teachers will use imaginative ways of introducing the learning intentions (‘why do you think we’re doing this?’) rather than routinely writing out the learning objectives.

Teachers will also clarify what a successful performance will look like, so that the learners can see the standard they need to achieve. Teachers may do this by negotiating with the class about what the learners think a good performance might involve (for example: ‘what would you look for in a good oral presentation?’). Another approach may be to exemplify the standard by using examples of work (best as anonymous work from other students). A teacher may give the class two pieces of work, she may then give the class the criteria for assessing the work (no more than two or three key criteria) and ask them, in groups, to make a judgement about their relative quality. This also provides a vital step in being able to evaluate the quality of their own work and become more self-regulated learners.

Giving effective feedback. Providing feedback that moves learning forward is a key, and complex, teaching skill. We know from research that feedback is hard to get right. Good feedback ‘closes the gap’ between a learner’s current performance and the standard that is to be achieved. Some of the key features in quality feedback are:

  1. It recognises what has been done well and then gives specific advice on what step the learner can take next. General comments such as ‘try harder’, ‘improve your handwriting’, or 7/10, do not provide the detail needed.
  2. It is clear and well-timed. The teacher gives feedback in language the learner understands and it is given when it is most useful.
  3. It relates to the success criteria and focuses on the key next steps. We may sometimes give too much feedback if we start to comment on presentational features (e.g. spelling) when these were not part of the learning intention.
  4. It involves action and is achievable.

In all this, the aim of assessment for learning is to encourage our students to increasingly think for themselves, and have the ability and desire to regulate their own learning.

Gordon Stobart is an assessment expert that has contributed to the latest Position Paper for Oxford University Press, ‘Assessment for Learning’. Download the paper today to learn about effective feedback, close the gap between where your learners are and where they need to be, and get access to exclusive professional development events!

Button to download the Assessment for Learning Position Paper.

Gordon Stobart is Emeritus Professor of Education at the Institute of Education, University College London, and an honorary research fellow at the University of Oxford. Having worked as a secondary school teacher and an educational psychologist, he spent twenty years as a senior policy researcher. He was a founder member of the Assessment Reform Group, which has promoted assessment for learning internationally. Gordon is the lead author of our Assessment for Learning Position Paper.