Many teachers are daunted by the idea of dealing with the visual arts in the classroom, let alone an English language classroom. They often don’t consider themselves as “arty”. Looking at images created by artists can be confounding. In this article, I’ll offer ideas and activities that can be used when working with the visual arts that empower teacher and learner alike.
Teaching writing to learners of a second or other language requires particular approaches and scaffolding. here is a book that can help get you started.
The stages of a lesson allow for a holistic approach to productive skills such as speaking. In a lesson with the objective of practicing speaking, there are typically the three stages of “pre”, “while” and “post”.
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.
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.