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5 ways to Engage with Students Online (and Face-to-Face, too!)

young girl on laptopRemote teaching is new to many of us, teachers, as well as being new to many students. Even when we are teaching in class sometimes it gets difficult to keep the students on task for various reasons. With schools closing down in many countries, it can be very challenging to engage students for entire online lessons.

Embracing new digital tools to deliver lessons, shortening the hours of teaching and blending lessons with EdTech can be very beneficial for both teachers and students. There are also a few more tricks we can use to keep students focused.  Here are some ideas to spice up your online lessons with primary students. Many of these can also can be implemented in your face-to-face lessons.

1) Find Something Blue in Your House in 45 Seconds

Since all your students are at home, you can begin your lesson with a warm-up which takes advantage of the fact that your students are at home.  Ask your students to find something blue in the house and share it with the rest of the class via their camera. Set a time limit for this activity, or some students will wander around in the house for hours. You can begin with 45 seconds, and reduce the time span each lesson. Try changing the colour, or you can ask the students to come to the lesson with their favourite toy, book, or anything related to the topic of your lesson. You can also revise some grammar by asking your students to go to the kitchen and find 3 countable and three uncountable items. Ask the students to share why they have chosen those particular items. In class, you can apply this activity with the items in the classroom.

2) Today’s Word

Choose a word either related to the topic or not. Tell students that today’s word is ‘butterfly’, for instance. Tell your students to act like a butterfly as soon as they hear the word. If, during the lesson,  you feel that the students are starting to lose attention, out of the blue say the word out loud. You will see some students paying attention and being a butterfly, while some others trying to catch up with them. This activity may help students with lower attention spans to be more focused.

3) Add Movement

During online lessons, students sit in front of the screen and generally they do not move until the lesson is over. It is a good idea to add some movement in your virtual lessons. If you are doing an activity with multiple choice answers, for example, ask you, students, to stand up and give the answer with their body. Ask the students to raise their arms, and if they think the answer is A, they should lean to their right. If the answer is B for them, they should lean to their left. And if they think the answer is C, they can shake their shoulders. With every type of close-ended questions, for every right answer they give, they can stand up and turn around once. Adding movement in your lessons will help your students to focus more easily. You can try this in your face to face classrooms, as well. All learners benefit from being allowed to move around at regular intervals’

4) Mind Map of The Week

Before starting your lesson, especially a new unit or topic, ask your students to think of, or write, what comes to their mind when they think about the previous lesson This may be a word, a game you have played, or even a joke somebody made. Even giving the name of a character from a story you have read is a good answer. This way, with the help of each student you can create a mind map in which everybody has added something. While teaching online, you can either use a web tool like Padlet, or a big piece of paper on which you write using coloured pencils. In a classroom, you can use the board, or again a big piece of paper or cardboard.

5) Choose the Song

In both real and virtual classrooms, it is always a good idea to start or end the lesson with a song, especially with primary students. You can ask a student to choose the song they like, you can play it either at the beginning, or the end, or both. To make sure that every student takes part in this, you can nominate each student to choose the next song in alphabetical order or use a web tool like Wheel of names. Deciding the class song will give the student a sense of being part of the class. There should be a rule, and that is that the song should be in English!

Bonus

You can use an activity like attention grabbers to give the message that the task is over and you need their focus on you and the lesson. With an attention grabber, you give a cue, and the whole class respond chorally. For example, once a task is over, simply call out ‘Hocus Pocus’, and have your students respond with ‘Everybody Focus’.  Attention grabbers are always helpful in class and help you improve your classroom management. If you have not tried them for your virtual lessons, I highly recommend you add some. To add even more fun, you can whisper it, say it in an angry manner, change your voice in any way you would like. Here are some examples, and you can find more online.

Teacher

1-2-3

Holy Moly

All set

Ready to listen?

Student

Eyes on you

Guacamole

You bet!

Ready to learn

Joining a lesson and trying to focus can be very challenging for both teachers and students in this virtual learning period. Adding some activities that do not need preparation will help your students engage more in your lessons. Once you go back to the classroom, you can still try these activities to have your students engage face-to-face, too.

 

Please visit our Learn at Home page for more resources and activities to help teachers, parents and students get the most out of learning at home.

Learn at Home

 


Aysu Şimşek is a passionate advocate of continuing professional development. After graduating from Istanbul University with joint honours in American Culture and Literature with Theatre Criticism and Dramaturgy, she embarked on her own teaching career. As a teacher, Aysu had the fortune to work in supportive teaching teams and personally benefited from the valuable guidance of mentors. Now in her role with Oxford University Press, Aysu meets and supports teachers from across Turkey and is proud to be an active member of a global community of dedicated educationalists. She is a holder of a CELTA qualification, has co-written articles for Modern English Teacher magazine and TEA Online Magazine.


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5 reading activities for parents to do with kids at home

parent and child reading together at homeWith schools closed because of the COVID-19 pandemic, parents (and close family members) need to keep their children learning and entertained at home. Reading stories helps children practise English in an entertaining way. To begin with, show your child several storybooks. Ask them to choose the one they want to read.

Note: allowing your child to choose the story helps spark their interest and make them curious. Put simply, ‘Choice’ makes your child feel motivated and empowered.

1) Talk about the front cover (with a new story)

Have your child look at the front cover. Say things like this:

Can you read the title?

What can you see in the picture?

What do you think this story will be about?

Let’s start reading and see if you’re right.

Note: the important thing is for your child to imagine what will happen in the story, not for them to give the ‘correct’ answer!

2) Take it in turns to read (with a new story)

Say, ‘Can you read the start of the story?’ Let your child read. Let them decode the pronunciation as they go. If they have problems, say ‘Use phonics to work it out.’ Point to the beginning sound, the middle sound, the end sound, and prompt if necessary. If a word is non-decodable, point this out, and model the correct pronunciation of the whole word.

Then say, ‘Shall I read now?’ (Read in a dramatic voice while your child follows the words with a finger.)

Note: with reluctant readers, start reading yourself and ask your child to read one line on the first page, two lines on the next page, and so on.  With a child is skilled at reading, this process will probably not be necessary.

3) What happens next? (with a new story)

While you are (or your child is) reading, stop at the end of a page and ask: ‘So what do you think happens next in the story?’ before you turn to the next page. Let your child give their ideas. Give positive feedback. ‘Really? That’s a good idea.’ Then say, ‘Shall we see what really happens next?’ and continue the story.

Note: revisit your child’s guesses later to see which ideas were close to the actual story. When your child guessed closely, point this out, and praise them.

4) Talking about the pictures in the book (with a new story)

Ask your child to look at a picture in the book. Ask, ‘What can you see in this picture?’ To encourage your child to speak at length, ask extra questions like: ‘What’s this on the left/right?’ ‘What can you see at the top/bottom of the picture?’ ‘What’s that in the background? / What’s this in the foreground?’ ‘What do you think happened just before this picture?/What’s going to happen just after it?’

Note: If you like, before you read a story, do a ‘picture walk’. This means asking your child to describe what they think is happening as you go through the book looking only at the pictures. Again, it’s not important for your child to get the ‘correct’ answer. Good readers naturally hypothesize well, poor readers need help (some prompt questions maybe?) and a lot of practice to get good at hypothesizing. While doing a picture walk, check/teach words which your child spots in the pictures that are important in the story.

5) Talking about the whole story (with a story your child has just read)

Once your child finishes reading a story, talk about it together. Ask these questions:

Who is your favourite character in the story? Why?

Which is your favourite part of the story? Why?

Would you like to be in the story? Why?/Why not?

If your child likes drawing, have them draw: their favourite character, their favourite part of the story, them in the story. Once they finish, stick the drawing on the wall with Blu-tack, on a bulletin board with drawing pins, or on the fridge with fridge magnets. Ask your child to point to things in their drawing and describe these to you.

 

Please visit our Learn at Home page for more resources and activities to help teachers, parents and students get the most out of learning at home.

Learn at Home

 


Bill Bowler is a founder series editor, with his wife, Sue Parminter, of Dominoes Graded Readers (OUP). He has authored many readers himself. He has also visited many countries as a teacher trainer, sharing ideas about Extensive Reading. Bill has contributed to the book Bringing Extensive Reading into the Classroom (OUP). Two of his Dominoes adaptations (The Little Match Girl and The Sorcerer’s Apprentice) were Language Learner Literature Award Finalists. Born in London, he now lives in Spain.


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Giving children more agency in class: A Q&A session with Annamaria Pinter

shutterstock_309235367Annamaria Pinter is Associate Professor at the Centre for Applied Linguistics, University of Warwick. She has published widely in the area of Young Learners ELT. She is the author of Teaching Young Language Learners (2017, second edition). Earlier this month, she delivered a webinar on ‘Giving children more agency in class’, and today we bring you the question and answer section of the session.

What do you think about the use of the mother tongue versus the use of the L2 in activities where children work in groups and actively explore something, analyse data or discuss ideas?

My general advice would be that the most important first step is that everyone should be engaged and enthusiastic about participation whatever language they are using. Then, in any one situation the teacher can judge what might be realistic for the children to say and manage in L2 and what has to be handled in the L1 or indeed bilingually or using various languages that learners speak in multilingual classrooms. It is often possible for the teacher to translate into English something that a child may have said in L1 and even more importantly, children may also be able to help each other with re-phrasing things in English. No matter what the situation is, however, it is good to insist that the final product (such as a poster, a newspaper magazine page, a recorded presentation, a questionnaire or any other product) should be in English. It is good to display these products by uploading them to a secure website or simply putting them up on the wall because making these available to external audiences this will help motivate children to work hard on their English.

How can I allow children to choose learning content within a restrictive curriculum?

This is difficult. With serious restrictions, teachers can only make very small changes.  It may be possible for some teachers to look at content and learning outcomes and see if the children can at least have some limited agency by choosing tasks (albeit very similar ones) or by being invited to design an extra task in each unit, or simply choosing the order in which they would like to tackle units in the book. If no freedom or agency is given to the teacher in a very restrictive curriculum, then it is hard to implement the ideas from the webinar. Still, some teachers in India were able to do extra work with the children outside classrooms and some allocated only a limited amount of time to research project work every week after covering the content of the book. Children were motivated to get the book out of the way to be able to progress to the ‘real projects’.

What do we do if we feel that the children’s ideas or input is not relevant or useful?

In my experience this is very rare and an important lesson for us teachers is that whenever children say or suggest something that seems unusual or at first sight irrelevant, it should never be just dismissed as such. It should always be explored further so that we can gain a better understanding of the original idea or point. It may well be relevant but in a different way compared to what we would have anticipated. In my experience children really appreciate this gesture of respecting ALL their responses.

What does this mean for the teacher’s role?

Teachers generally report that this is a more satisfying way of working, they feel alive and more enthusiastic about their jobs and the children’s motivation and intensive engagement seem infectious. In many ways when children take more control and teachers become ‘learners’, there is less pressure on the teacher to get everything right alone, but it is important to remember that teachers are also role models. If children are researchers and expected to work hard and enthusiastically, teachers must be doing the same!!

If you missed the webinar and want to catch up, feel free to visit our Webinar Library, for this session and previous recordings.


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Children’s Day: Motivating Students through Games

Kids lying in a circle making goggle eyesLysette Taplin, an ELT Editor for Oxford University Press, Mexico and experienced English language teacher, discusses the educational value of games in the English language classroom in celebration of Children’s Day in Mexico.

Kids have amazing imaginations. This is why they have some really great ideas. And sometimes, these ideas become wonderful inventions. Did you know that kids invented the Popsicle and waterskiing? Did you know that a kid also invented earmuffs? And who invented the trampoline? A kid!

George Baez, “From Dreams to Reality”[1]

Universal Children’s Day (http://www.un.org/en/events/childrenday/) aims to promote the welfare of children everywhere and to encourage understanding between children all over the world.[2] In Mexico, this day is celebrated on April 30.

Many schools in Mexico celebrate Children’s Day by hosting special events and festivals which often entail story-telling, games and more. Children love playing and games are a great way to promote communicative skills in the English language classroom. So, why not celebrate our kids with fun-filled games which also foster language development. They are highly motivating and create an enjoyable and relaxed learning environment which encourages active learning, collaboration as well as creative and spontaneous use of language. Task-orientated games engage students and give them a meaningful context for language use. They focus their attention on the task itself rather than the production of correct speech, and the competitive nature keeps students interested and concentrated as most learners will try hard to win.

The advantage of using games is that they are student-centered and can integrate all linguistic skills: reading, writing, speaking and listening. For example, when reading a dialogue from a story or play, project it onto the board, erasing some words or phrases. Have students work in teams to write the missing words. Encourage students to think of the funniest or most interesting captions to complete the gaps. Then, have teams vote for the funniest options. This activity promotes reading and creative writing while at the same time practices speaking and listening skills as students must understand what others are saying and express their own ideas.

A running dictation game also gets students out of their seats and involves the four skills. Prepare and print a short text and place it at the front of the classroom. Have students work in pairs or small groups and decide on who will be the writer and who will be the runner. If students are working in small groups, have the non-writers take turns being runners. Tell the runners in each team to read the text and memorize as much as possible before returning to their team and dictating what they read to the writer. Tell students that the text must be as accurate as possible, including correct spelling and punctuation. With advanced groups, you can add italics, bold, parenthesis, etc. to make the text more challenging. Once teams have finished writing, hand out a copy of the text for them to check their work. This is an excellent and motivating game that can be adapted for both younger and older learners.

Games to practice new or recycled vocabulary can help students learn and retain new words more easily. Chinese Whispers is a simple but effective game that gets students to practice correct pronunciation while reinforcing vocabulary. When playing this game, I usually split the class into two teams to add a competitive element. Tell the teams to stand in a line and ask a student from each team to come to the front of the class. Whisper one vocabulary item to them, or alternatively show them a picture or flashcard without letting the rest of the class see. Have them go to the back of their team’s line and whisper the word to the student in front of them. Tell the last student in each line to say the word aloud. Students love this game and find it hilarious when words get distorted as they pass down the line.

Games encourage students to interact and communicate and to be more sympathetic towards one another, thus fostering understanding. While of great educational value, games are a fun distraction from the usual routine of language learning. They create a relaxed learning environment where real learning can take place and can also reduce students’ fear of speaking in a foreign language, which improves communicative competence. I believe games can and should be central to language teaching and can be used at any stage of the lesson. Many traditional games, such as Hangman, Pictionary, Bingo, Memory, Charades, Battleships, etc. can all be adapted for the ELT classroom. Kids love to play, and fun, exciting games will engage them in communication, making them forget about the language challenges they face.

References:

[1] Baez, George. “From Dreams to Reality.” Ed. Justyna Zakrzewska. Step Inside 3. Mexico: Oxford University Press, 2014.

[2] Unicef, Universal Children’s Day: Celebrating children and their rights, UNICEF Malaysia, 2012. Date of access: 08/04/2015. http://www.unicef.org/malaysia/childrights_universal-childrens-day.html


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Easy CLIL ideas for the young learner classroom

Children in playgroundTeacher trainer, Freia Layfield, offers some practical ideas to bring CLIL into the young learner classroom.

Categorisation tasks (science)

Bring a selection of flashcards to class. Draw two large circles on the board. Label them with two different categories. For example, fruit / dairy, plastic / paper, animals / plants. You can use more challenging categories for older students, like living / non-living. Ask individual students to place a flashcard into the correct circle on the board. If the students are older and able to read and write, you can ask them to write the name of the thing in the correct circle. As a group, the students can then check and decide if the flashcards are in the correct circles or not.

Measure it or weigh it (maths)

Ask the students to measure or weigh a number of objects in class that are related to a topic you are studying. For example, weigh classroom objects or measure hands, feet and height. Ask students to draw and record their results. Allow them to work in pairs. Each pair can share their answers with the class. This exposes them all to a lot of English and develops their maths skills.

Magazine collages (art)

Bring a selection of old magazines to class, or ask the children to bring in one each. If possible, the magazines should be related to a topic you are teaching. For example, home and garden magazines if you are looking at houses, holiday magazines or brochures if you are studying countries and holidays, or wildlife magazines if you’re looking at animals and the environment. Put the students into pairs and give each pair a piece of paper. Ask the students to cut out, and stick onto the paper, pictures that are connected to a topic. For example, Places you want to go to or Animals you like. Students can share these collages with the class and talk about the pictures they have chosen. This works well with all ages.

Internet research and peer teaching (social science)

This works very well with slightly older children. Divide the class into small groups of 2–3 students. Give each group a different research topic. For example, if you’re studying animals, assign each group a country to research. They should work together to identify 3–4 animals in that country and then find out a fact about each animal. For example: The Kangaroo is a marsupial. It carries its baby in a pouch. Students can print pictures or download them onto a memory stick to show the other students in class. Each group then gets a chance to present their new knowledge, in English, to the rest of the class.

Would you like more practical tips on using CLIL with your young learners?  Head over to the Oxford Teachers’ Club for ideas and teaching tools for young, and very young learners. Not a member? Sign up here – Ii’s easy and free.