Oxford University Press

English Language Teaching Global Blog


Using drama role play activities in your classroom

shutterstock_286079675Ken Wilson is the author of Smart Choice and in all has written more than 30 ELT titles. We asked teachers from around the world who have been using Smart Choice what one question they would like to ask Ken. In this video blog Ken answers the question ‘How can Smart Choice be used for drama role play activities?’

To relate English language learning to their daily lives, students need the opportunity to say something about themselves or to give their opinion. We all need to find manageable activities that help students with personalization.

In this final Question and Answer video blog, Ken Wilson demonstrates how you can use coursebook material as the basis for personalization activities. He then suggests how teachers can extend language learning by asking students to play different parts in role-play activities.


Wilson, Ken and Healy, Thomas. (2016) Smart Choice Third Edition, Oxford University Press.

Wilson, Ken. (2008) Drama and Improvisation, Oxford University Press.


25 ideas for using audio scripts in the ELT classroom

shutterstock_381582928Philip Haines is the Senior Consultant for Oxford University Press, Mexico. As well as being a teacher and teacher trainer, he is also the co-author of several series, many of which are published by OUP.  Today he joins us to provide 25 engaging and useful classroom activities for language learners using audio scripts.

Many ELT student books come with audio scripts at the back. However, these are sometimes not exploited to the full. Here are 25 ideas for how to make better use of this resource. There are suggestions for using the audio script before listening to the audio, while listening to the audio and after listening to the audio.

Before listening to the audio for the first time:


While listening to audio for the first time:


After listening to the audio:




Reading Skills for the Selfie Generation

teenagers-tablets-learningThomas Healy is an Assistant Professor in the Intensive English Program at the Pratt Institute, New York City. A full time instructor, he presents regularly on how to adapt traditional classroom materials to meet the needs of the Selfie Generation, and how to use widely available and easy-to-use digital tools in language learning. 

Today, he previews his upcoming webinar ‘Reading Skills for the Selfie Generation’ with a short vlog outlining his approach.

The “Selfie Generation” interacts with reading materials in profoundly different ways compared to previous generations. Learners are now challenged by both print and interactive, digital text. How can we build their traditional reading skills while improving their digital literacy?

– Learn how to make your materials and classroom activities more interactive using easy-to-use an affordable computer applications

– Even non technologically minded instructors will come away with ideas that are easy to implement

In this free-to-attend webinar, you can expect to –

  • Learn how to harness technology in a productive way to support literacy and language learning for students with dyslexia at all levels
  • Gain ideas for formative assessment using appropriate apps to monitor progress
  • Embrace learning technology in simple, easy ways – no matter your budget

If you’d like to attend the webinar or receive a recording of one of the sessions, simply register at the link below.



How can I boost classroom participation?

answering-questions-in-classZarina Subhan is a teacher trainer who has been working in the field of EFL for 25 years. She has taught in both private and government institutions in many different countries and has worked with policy makers, educators, community leaders and civil servants In a variety of contexts. Her interests are education and development of people and institutions. Today she previews her September 28th and 29th webinar, “Boost Classroom Participation” in a short video blog explaining what you can expect when you attend this free session.

All learners need a classroom atmosphere in which they can feel able to experiment with, notice and understand aspects of the English language without fear of making mistakes in front of their peers. This webinar will give you practical ideas for how to create this kind of environment in your language learning classroom.

In this free-to-attend webinar, you can expect to…

  • Reflect on recognise ways in which we might accidentally demotivate students
  • Learn how to reduce student anxiety
  • Gain strategies which help students participant more actively

If you’d like to attend the webinar or receive a recording of one of the sessions, simply register at the link below.

Register for the webinar


IELTS Speaking Practice: Part 3 – What’s the word?

shutterstock_323995139Louis Rogers is a freelance author and senior academic tutor at the University of Reading. He has worked in a number of countries and taught in various contexts ranging from young learners to Academic English. Louis is co-author of Oxford EAP B1+, Foundation IELTS Masterclass, Proficiency Masterclass and Intermediate and Upper Intermediate Skills for Business Studies. In the third and final installment of his IELTS series, he explores range of vocabulary and lexical resource in the IELTS speaking test. 

What’s the word?

This lesson helps students in any section of the speaking test by focusing on one element of the marking criteria in particular – lexical resource. Some of the key indicators used by markers in this category are the variety of words used, the adequacy and appropriacy of the words used and the ability to circumlocute (get round a vocabulary gap by using other words) with or without noticeable hesitation. Obviously, the first ones are long term goals. For example, it takes students a long time to build up a wide range of lexis and to understand the subtleties of the appropriacy of word choice. However, the last one is something that can be frequently practiced even with a limited range of lexis.

Forgetting a word or not knowing a word is something learners come across from day one, however how they deal with this varies greatly. Under test conditions it can lead, in the worst cases, to students completely freezing and forgetting everything else they wanted to say. Even when it is not so obviously noticeable it can mean that students start to pause and hesitate excessively. Frequently practising how to deal with this situation can build students’ confidence and mean that they do not panic as much in the exam.

The activity here practices this skill and at the same time recycles some of the target lexis of the course. In this case the target lexis comes from the first three units of Foundation IELTS Masterclass. However, simple cards and the same staging can easily be created using any course.

Activity cards


Copy and cut up the cards so that you have one set for every four students in the class. Put students into groups of 4 and divide each group into A and B pairs. Pair A will need to time one minute. In pair B, one of the students takes a card and tries to describe the words on the cards to their partner. They cannot say the words on the cards. The B pair can monitor to check the other pair is not cheating. Their partner must try to guess the words their partner is describing. At the end of one minute they get one point for each word correctly described. The pairs then swap roles so that Pair B is timing and Pair A is describing. You can continue this activity until all the cards have been used or after a fixed time of ten minutes. The fixed time would give each student two turns at describing the words without saying them.