Using Storytelling in ELT to Young Learners: The Hands Up Project Nick Bilbrough has been involved in the field of language teaching for twenty-five years. training teachers in Africa, the Middle East, South America and Europe and is a regular presenter at conferences worldwide. I recently caught up with him at the Image Conference inContinue reading “Using Storytelling in ELT to Young Learners: The Hands Up Project”
This was the first book I ever bought as a fledgling English teacher. It saved me on many an occasion when I was busy lesson planning and trying to anticipate questions about meaning , form and register. It’s a book for dipping into as needs arise.
Part of being a teacher is also like being a camp leader. How a group bonds, how they manage cultural difference, and solve problems at a social level really affects your class. Language clarification aside, you need to have techniques, approaches and activities that help develop rapport.
We don’t just consume stories these days, we add to them, we participate in the writing of them through our collaboration on social media. Storytelling is memorable because of it’s use of image and imagery, rhythm and repetition of theme words or sound. But what do we mean when we refer to transmedia?
This new edition, Tell it Again! The New Storytelling Handbook, brings together this accumulated experience as well as recent developments in language teaching, and provides a completely revised and updated methodology section including new guidelines on how to assess pupils’ story-based work, learning to learn, learning about culture and learning technologies. Part 2 offers detailed story notes written by experienced materials writers and practising teachers on ten stories selected from Puffin’s rich list of children’s literature as well as two photocopiable stories.
Coetzer (IHJournal June 2017) calls them “chubby questions”. Questions that get people, and importantly our learners, drilling down deep for answers. If you’re aware of HOTS and LOTS, you’ll know they refer to “Higher Order Thinking Skills” and “Lower Order Thinking Skills”. We want learners to move beyond LOTS, that include activities like memorising, applying and answering short Yes/No answers into the challenges of HOTS: investigation, interpretation, analysis, manipulation, critique and creation.
These books on English language teaching are often on the recommended reading list given to you by many teacher trainers. Some may help with your pre-training tasks set for you by your tutors.
Tony Penston, founder of TP Publications and author of “Essential Phonetics for English Language Teachers”, and “A Concise Grammar for English Language Teachers”, gives us his views on embedding pronunciation correction successfully in a lesson.