teleconferencing – a nice video to start with

Have you noticed how scarce the teleconferencing materials are? especially for higher levels. And for one-to-one? A struggle!

but while I was looking for some decent materials and came across this:

it can be called authentic material, but it’s not  a usual videoconference vide0 – it looks more like a stand-up comedy thing. It’s David Grady’s “conference call”, and it’s brilliant – for a start, and for some advanced students who are experienced in teleconferencing.

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A Direct TV commercial to teach narrative tenses

Coming back to post about a commercial (or rather, a series of commercials) that can be used as a tool to train (or refresh) narrative tenses. The good thing about this commercial is that it describs and follows a chain of events, one being more or less the reason for the next. The language is pretty clear and not too fast, so I suppose it could be taken to Intermediate classes and upwards.

Here is the commercial I decided to stick to: Direct TV (don’t attend your own funeral) The main thing about it is that it’s fun. The commercial starts with somebody being bored with waiting for a cable guy, looking out of the window anbd seeing something he was not supposed to see…. and finally the guy ends up attending his own funeral. What a story!

direct tvOn YouTube you will find the whole selection of Direct TV commercials, and you might choose a different one for your class – they all follow the same chain pattern.

I used it at the beginning of a lesson, when I wanted my one-to-one student to mentally refresh the narrative tenses. By that time we’ve already spent some time working with stories, but the grammar needed a little more work, so this ad came in very handy.

After watching I asked him to relate the story back to me, starting from the end (attending the funeral), and telling what had led the man to this sad ending. It can probably be also used as a guessing and predicting activity or as a base for a writing task. It could also serve to introduce the grammar topic, too.

What would you do about it? What do you think about the commercial?

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a mental note)

I have two things that I’ve been meaning to write about for some time now: a commercial that can be used to teach and train narrative tenses and my experience of teaching English to a young learner using Lego people (Lego Duplo actually,  borrowed from my son :-) )

one day (and hopefully soon) I’ll write about both….

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(authentic) resources for an HR English course

HR picI’ve recently finished teaching a one-to-one HR English course (which lasted, on and off, about 18 months), and I feel it would be good to share some materials I’ve been choosing, using and sometimes creating.

The situation

The course started off with a standard Oxford Business English “English for Human Resources”, but I soon got an opportunity to see that this book was not enough, and my student required much more: more authentic, more real-life, more challenging. I would say, the book is perfectly fine for pre-service students or junior HR employees, but my student is an HRD (which meant she didn’t need to be told how things are usually done in HR – and that’s the main ingredient of a usual HR English book), and her English, with some reservations, was around upper-intermediate.

As her level of English was already quite high, I opted for authentic resources to supplement and expand the book, and at first stages it was not too easy for her, especially reading the articles. However, when I look back at the results now, I can appreciate how much better she’d become. And another thing that immensely helped me use almost any of the materials for her benefit and to make a class really good and full of speaking opportunites, was of course her readiness to speak: as she is a proud employee of her company, she was always happy to tell and explain how some procedures and processes are carried out there, as compared to what we’ve listened to or read about, and what the up- and downsides of that could be. So this was the case of interesting classes both for the student and the teacher – I got a chance to hear a lot of great things, stories and practices.

Remembering how sometimes I was having hard time finding something really appropriate for the course, I thought I would try to make a list of some of my now favourite resources that you could also take to your HR English or just Business English class


A small collection of good motivation&success quotes – could be nice to start a lesson with if you ask students to match up and comment on the motivation and success quotes .

Infographs worked quite well for our lessons, especially if they were fresh and actual, because then my student could compare the data from them to the data she knows. CIPD site was generally a good source of reading, and sometimes you can find interesting infographs there, too. This one, on employees’ engagement, had looked quite interesting to me before the lesson, but at the lesson the info actually proved to be completely different according to my student. That, however, didn’t make the infograph useless, because (and it’s a thing I’ve often noticed again since then) a material very different from the student’s experience can be discussed even more intensively: first, a student can recount what they see there, then comment on it telling what is different from it in their setting, and what is better, and what is worse… and so a material that looks almost inappropriate for that student, appears to be very rich and thought-provoking indeed.

HR blogs that I’ve only discovered recently (when I was almost desperate in my search for interesting materials) became a great source of shared experience, inspiration and good vocabulary for my student. I really regretted not having come across them earlier. These resources helped me find good blogs and blogposts for my classes: This is, for instance, one oа the posts (and the blog in general) I particularly liked: . The language in it (unlike in some other blogs) is pretty simple and yet the ideas are strong give a lot oа opportunities to think and speak. Generally I like taking blogposts to classes because they bring a feeling of equality, let a student relate to the mentioned issues, and all this, of course, results into more engagement and more speaking (and writing, definitely) opportunities

Speaking about reading, I have an important note to make: at the beginning of the course there was a lot of usual around-business vocabulary, words like suppply, demand, purchase, percentage, etc, that my students should have known and felt she needed, but still had difficulty remembering. And how happy was I to notice (and to share with her, too) that after having read and discussed extensively she finally seemed to memorize and to confidently use most of the words and phrases. I guess we have to thank here the fact that such words occurred again and again in the materials and we paid special attention to them. I suppose it could be named a sort of “narrow reading” in terms of repetition of the same words – so that she had no chance of not remembering them, after all.

The topic of what role an HR should play was quite productive and we came back to it several times throughout the course. Here is a blog post on various HR’s roles and personae I brought with me to one of our first lessons.

Another big thing was, of course, the future of HR and employment, and we spent several very fruitful lessons around “HR by 2030”. We started off with the book called “Leadership 2030”, or rather, its review on Amazon, and then continued with the report “Fast Forward 2030: The Future of Work and Workplace”, which brought us a lot of great vocabulary (and vocabulary revision&repetition, too), along with some interesting trends, looking realistic and unrealistic. Interesting and certainly provoking a lot of discussion.

One more topic that could work not only for HR, but generally for any Business English class is speaking about the language being used by professionals, and especially about the buzzwords, ot special lingo that you can hear in offices overused in some cases. I luckily came across a great article about such words and phrases at a great Mind Tools site (definitely worth looking at!) : lingo and couldn’t resist the temptation to take it to class, having made it into a worksheet first. It started an interesting talk about business language and comparing English office language to Russian office language (which is full of English words) and also let her learn some idioms and remember&refresh the others.


A brilliant Meet the Boss TV Interview: Best Practice HR tips from  Liane Hornsey, Google VP Operations + a simple task for watching, before you actually discuss what was said. Google HR VP gapfill . For my student it was just the right kind of material: it was interesting for her to see how things work in Google, and then she could explain how everything in her company (also an IT company), and why it is the way it is, and what should probably be done differently in the future.

Of course, we used TED talks. Some of them were quite general – like “8 secrets of Success” by Richard St John, and some were more focused on Women in Business, like this one, based on Cheryl Sandberg’s talk, and some were more focused on work and motivation, like the one from Dan Ariely. I used the script and gap-fill made by Vicky Loras for the first part, and supplemented it with a questions for the parts 2 and 3: dan-ariely_gapfill

One more highly productive area to discuss was (un)happiness at work. I even came across a professional Chief Happiness Officer. I wouldn’t say he strikes me as a great speaker, but the topic of happiness at work itself looks like a good thing to discuss. We started with 2 slides from the presentation listing the factors for unhappiness at work and I asked my student to predict which factors would be key ones, and then we watched more important bits of the video, cheсked her ideas and listened for the 5 ways to stay happy at work. No surprises there, but still: most of the ideas were accompanied by some best practice stories, and all this was quite an engaging listening for her.

One more thing, very niched though, was a videoconference on salaries in IT (my student’s company is in IT) – forecast for 2014. We could do a lot of listening, and then it became a good opportunity to see if the forecast had been right (because we were discussing it already in 2014) , and to speculate about the future. The video is almost an hour long, but we watched only about 10-15 minutes and left the rest as a homework. As a task I created a kind of matching exercise (there are several people speaking, so the task was to match the beginning and endings of the phrases, and then to remember who said what and what the context was. Unfortunately, I can’t seem to find the task anywhere).

As my student’s company has several projects in cooperation with Turkey and UAE, the cultural issue was quite important. I used several videos to prompt the talk about culture, and the central one was naturally Dr Foons Trompenaars interview on cultural dimensions:

By the end of our course the issue of dealing with crisis in an organization, overcoming it and adapting for the future has became important, and the materials appeared to be scarce. But after some research I came across an article “New Work World Requires HR Overhaul” and a video that became a great source of inspiration and speaking practice. Here is a small matching exercises and some prompts for discussion I made to structure the talk: Talent match . If you start discussing the article, it will be just logical to continue with the video “Redesign and reskill the HR function” + there are more webcasts around the same topic.

And so these are more or less all of the most interesting and motivating materials that I could remember. Hope some of them work for you and your students too.

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Used to and other patterns – rethought and put into practice

screenshot used to

In the morning today I had a chance to see how my substitution table from the previous post worked. I knew my student would still be struggling with all the 4 patters (get used to, be used to, used to, would) from his e-mailed homework, so before we actually started working with the table, I suggessted doing some preparation work.

So first I just showed and read him a couple of examples about me, featuring all the 4 patterns used in context (see the picture)

Then, based on my examples, he could match the patterns with their Russian equivalents (I felt translation was vital here, otherwise it seemed impossible to stop my student from confusing the meaning of all the 4 ones) . It was not very easy, but with looking back at my examples and a little help, he managed to do that, so I dragged the right translations to the respective patterns and left it on the screen as a kind of reference. I also asked him to make a sentence for each of the pattern, so he produced smth quite close to my phrases.

The next thing was to look at some of the patterns in (authentic) context, so we moved to the next square on the board (pink one). featuring the results of my brief Googling:

“it takes getting used to”
Get Used to It (Brand New Heavies album)
“I’m Getting Used to You” – a song by Selena from the album “dreaming of you”
23 Things Parents Used To Do That Would Get Major Side-Eye Today
Getting used to the Cyrillic alphabet is nothing to be worried about

He read the headings and together we made sure he understood what was meant in each of them and what they could be about.

Only after that (it took about 20 mins) did we move to the table itself. And it worked pretty well (although I am not sure it would do without all the preparation and clarifying. It involved a welcome repetition element, as first he matched the sentences, and then he had to repeat (and rethink) the sentences again when he was expanding on each of them to think who could say that and in what context.

My student told me he felt much better about the patterns by the end of the lesson, and I hope it will be like that by our next class.

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Used to, get used to, be used to and would – an activity to train, revise and speak

usedtoA couple of days ago I felt there wasn’t a good material on would, be used to, be used to used to and get used to that would meet all the requirements for my student.

And so I decidecd to make up something myself.

I needed smth that would let us briefly refresh and revisit the knowledge, rather than dwell on it for a long time. And something that encouraged speaking rather than filling in the gaps. Very often such materials are based on stories, but somehow all those stories didn’t seem good enough for my student (an open-minded young male working for an IT giant). So I decided to try a substitution table.

The sentences in it are kept pretty simple just to let students focus on grammar. The idea has smth to do with stories, but in a different way:

the task is to

1) recreate sentences containing would, used to, be used to or get used to and

2) then to think how each of those sentences (completely different and not connected) could be continued/ what could be the context for each sentence. So this still gives your students a chance to work with stories, but in a different, more personalised and creative way.

If you teach a group of students, they could probably think of thier own continuations, then compare them and choose the best ones.

If you’d like to make your lesson more kinaesthetic-friendly ))), especially in groups, you can cut out some of the squares and let your students put them back to recreate the sentences.

substitution table

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what will your life be like in 5 years’ time? Premier League Stars interview + lesson plan

5 years time

I decided to take part in the Premier Skills Lesson Plan competition, having chosen an interview about the future (the interview features 4 players: Didier Drogba, Petr Cech, Ivar Ingimarsson and Sun Jihai).

Here is my try, with grammar and vocabulary of speaking about future, featuring a song (“5 years time” by Noah and the Whale), practising listening, and giving a lot of opportunities to speak:

the interviews are great materials, by the way, being authentic, but at the same time appropriate for lower levels.

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Intermediate+ speaking and reading worksheet:How to learn a new language: 7 secrets from TED translators

If you ask me, I like to reflect (and inspire my students to do the same) on learning languages and what works and what doesn’t, so I’m always happy to offer to my students such opportunities.

Here is a worksheet that brings actual learning languages experiences into class: some practical advice (from professionals!) how we should do it, and a lot of opportunities to discuss how your students do that. The worksheet is based on an article “How to learn a new language: 7 secrets from TED translators” from TED Blog. If you do all the worskheet’s tasks, it should take you around 90 minutes, and probably one of the last activities will be left as a homework.

You can start with some general talk about learning laguages (see p.1 for some quotes and ideas”, then proceed to the reading and matching, and then do the follow-up tasks focusing on the vocabuary. This lesson plan is suitable both for group and one-to-one setting.

I should also say it’s good to provoke a discussion about various ways of learning (and probably teaching) languages, as there has already been some time since I wrote and started using this worksheet with my students.

TED tips learning a language fresh

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I am a slowpoke or How chunking helps with connected speech

Originally posted on One to one teaching and more:

I’m guessing for many teachers it won’t be anything new, but for me what happened in my one-to-one class a couple of days ago felt like a Christmas miracle.

I work with Ukrainian speakers. Ukrainian is a syllable-timed language, not stress-timed like English, so my students find sentence stress and rhythm quite challenging. They often place the stress equally on every word and give equal time to stressed and unstressed syllables in a sentence.

My usual tools for dealing with this have been drilling, tapping to stressed syllables, chanting, etc. In my experience, these techniques do help, but the results have mostly been less than I’d hoped for. Oh well, I thought, it’s a difficult language point, can’t expect swift progress here.

A couple of days ago I was teaching an intermediate student and we were working with the following utterance:
I always get rid of old things at Christmas.

View original 273 more words

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the video I nearly lost: looks like a great base to revise&refresh grammar tenses

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