With Valentine’s Day fast approaching, we here at Oxford University Press thought we’d ‘share the love’ and create some ELT lesson ideas, activities and worksheets for your language learning classroom. Once again, our former contributors Vanessa Esteves, Julietta Schoenmann, and Christopher Graham have come up with a range of activities and tasks for young learners and secondary level learners through to adult learners that we hope you’ll enjoy.
A new school term is upon us! Are you ready?
If you’re struggling with back to school lesson plan ideas, we’ve got you covered.
To welcome you and your students back to class, we asked three of our former contributors Vanessa Esteves, Christopher Graham, and Julietta Schoenmann to devise a series of lesson plans and activity worksheets for your EFL classrooms. From adult through to primary, we hope you can find these resources useful in the year ahead. Continue reading
Christopher Graham, teacher and teacher trainer, looks at the benefits of using video in the classroom. Chris will be hosting a webinar entitled ‘It’s not just for comprehension! Using video in the classroom‘ on 22nd October.
In many ways I am not an ideal choice to do a webinar on video in the ELT classroom. It’s true I was born in Hastings on the south coast of England where, in 1924, John Logie Baird made the first demonstration of something called ‘television’. However, the funny thing is that I don’t and indeed never have owned a TV. The main benefit of this is that I have more time on my hands than most people I know; the only negative thing is that I often feel left out of social conversations.
“Did you see … last night?”
“No, I don’t have a TV.”
End of conversation.
I mention this because I think many people use TV as just a time-filler, something to switch on simply because they have one or because they can’t think of anything else to do. I worry that this is also how video is sometimes used in the ELT classroom. I hope my webinar will nurture some creativity as to how we can use video with our students.
Let’s define what we mean by video. For me, it is either a short clip or a longer piece or storyline divided into short clips to be used over a period of time. Remember that video is real time and to use it effectively takes a long time, so short is good. Do also bear in mind that video is not just from a DVD, think about YouTube, Vine and now Instagram as well. If your students are under 25 you can be sure that’s what they are thinking about!
So why use video in the ELT classroom? Here is a quick list:
- It’s motivating – yes of course, but please do remember the platforms listed above as they are where your students will find their clips.
- It can be made relevant – there is so much out there that it will be easy to find something that interests your students.
- One clip can be used with different levels within your institution or within a class. Adjust the task, not the clip.
- It’s low tech. Yes, video is educational technology (and students love technology) but, unless you get into editing clips, it is so easy to use.
- A well-made clip covers a lot of ground in a short space of time. In other words, a short clip will give you a lot of material.
- If your students have access to tablets or smartphones, you have huge flexibility to generate real inter-student communication. Different students can watch different parts of one clip, some with the sound on, some without, and so on.
- It’s great for homework. Watching YouTube is what students do at home anyway.
So how can we use video in class? Well, that is the main theme of my webinar on 22nd October. I hope you can join us. If you have time, make a short list of how you have used video; shared ideas are always the best.
Anyway, I have to go now to watch the news on someone else’s TV!
To find out more about using video in the classroom, join Christopher for his webinar on 22nd October.
Christopher Graham, teacher and teacher trainer, discusses what our everyday skills teach us about skills integration and how to apply this in the EFL classroom. Chris hosted a webinar on this topic on the 7th June.
There are many pleasures in being a father, and one of them – I’d hoped – would be helping my kids with their homework. My fourteen year old son, however, seems to have other ideas – as revealed when I recently watched him starting a homework project about Indian history.
I thought his starting point would be, “Dad what do you know about ….?”. But no, the first thing he did after reading his homework task was to send some instant messages to a group of classmates and follow that up with a group Skype call to decide what needed doing for the project. This was followed by furious Googling, lots of Wikipedia reading and copious YouTube watching. This in turn was followed, sadly, by quite a lot of cutting and pasting and just a little rewriting. The final written version was supplemented by some ideas that came from a Skype call to an ex-classmate who now lives in India. Job done and emailed to the teacher!
It was a genuine pleasure to watch highly motivated collaborative learning in action, something that we teachers have strived to achieve for years and that for so many young people today is part of their lives. Part of their lives thanks to technology.
But the use of this technology requires us to do something else too. My son was integrating skills at high speed. Reading, listening, speaking and writing were all being used, constantly intermixed and in many different combinations. This integration of skills is a requirement to make the best of the technology that we now have at our fingertips.
Think how you might book a restaurant table for a dinner with some friends. A few SMS messages to see who is free, then perhaps a look at TripAdvisor to see where to go; follow this with one or two phone calls to discuss options and then book online with the place you’ve chosen. A few days before the event you let everyone know where and when with an email with a nice map link embedded into it. A Facebook status update on the day will be the final element of 21st century restaurant life. With lots of integration of skills.
My webinars are based on the assumption that we are preparing our students for real life. And real life means the integration of skills. What I hope to show you is why a holistic approach to integrated skills is so realistic and thus a vital element in the EFL classroom. We will also look at why the content and setting are so important. Remember how motivated my son was to do his homework or how motivated you are when you arrange to meet your friends in a restaurant. Rich and personalised content drives our desire to communicate and this creates the learner motivation and enhanced levels of confidence that we EFL teachers need to harness in our classes.
I hope that you will come away from the webinars with some practical classroom ideas for skills integration that you can adapt and use in your day-to-day teaching. What I can’t promise is that it will make your teenagers want to do their homework!
You can view a recording of this webinar here.
Christopher Graham has been working in English Language Teaching for many years as a teacher, academic manager, teacher educator and materials writer. He is now a London-based freelance consultant and travels widely, working with teachers and institutions in a range of EFL areas. His own professional interests include EAP, Writing Skills , Cross Cultural Communication and ESP.