In this series of blog posts Katherine will share a selection of learner centered classroom activities for teachers to try out with their own learners. Each month she will suggest something new to try out in the classroom and provide a simple reflection task to support Professional Development. We invite
In this month’s blog post I want to look at why and how we can use real life topics to engage our teenage students. As teachers and materials writers, I think we can sometimes fall into the trap of thinking of language as a set of structures and lexical sets
In the last post on memorization, I talked about the role of emotion, stories and personalization. All of these things gave language a better chance of reaching longer-term memory because of their impact on the student – the way they resonated with them on a deeper level. In this post I
In my previous post in this series on quick and simple ways to motivate our students, I looked at setting measurable targets for tasks and classroom activities, the idea being that giving students a specific outcome to aim for leads to a sense of achievement. Part of meeting a measurable
In my previous post, I wrote about playing TED Talks without the sound as a simple hack to control language level. But what happens if we leave the sound on and turn off the pictures? Does that have the opposite effect and raise the level of the input? Not necessarily.
Music, food, language, dance, stories and decorations. These are just a few of the ways that people express their cultural heritage. As a photographer, one of the most exciting parts of my work is discovering and photographing different cultural traditions around the world. When I visit a new place, I
In my last blog post, we looked at the effectiveness of images and stories in helping to make learning more memorable. In this post I want to look at the role of emotion – both in the learning environment in general and in the content that we include in our
In my previous post, Tips for teaching the four skills in every young learner lesson, I looked at getting organised in terms of focusing on the four skills in each lesson. In Part Two, I suggest ideas for adding skills practice into simple add-on activities, board activities and activities with images.
In the two previous posts in this series looking at personalization in the classroom, I focused on the individual learner and how teachers and materials can make the language and topics of the classroom relevant to him or her. However, personalization isn’t just about making sentences using the words ‘I,
In Part One of this blog post I look at getting organised in terms of focusing on the four skills in each lesson. Then I suggest some practical ideas for practising the skills through classroom routines. In Part Two I suggest ideas for adding skills practice into simple add-on activities,