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:

http://premierskillsenglish.britishcouncil.org/teachers/lesson-plan-competition/what-will-your-life-be-5-years-time

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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teaching grammar based on what our students actually SAY

A big share of my students is represented by people who have a long string of English learning experience,  especially learning grammar, and not all of this experience is always positive. That’s why I usually try to minimize all the usual things like reading the rules, answering the questions, doing the gap-fills…or at least, I try to move these (definitely useful) things to a later point in time. Because first a need for that should be established. If such need appears,the grammar work will (hopefully) not become just another topic from the student’s curriculum, but will be something meaningful to them personally. And after that there is time and space for grammar exercises, reviews and explanations.

That’s why I love making notes when my students speak, and then starting grammar review from their very own phrase.

Today in the morning I was lucky.. and here is how:

I have long known my morning student’ s problem with Present Perfect/ Past Simple choice, and we even tried once to work with it, but he still makes mistakes, although his theory seems just fine.

Last lesson we were reading about the BBC show “I’ve never seen star Wars”, and so today I asked him if he still remembered what the idea of the show was like. Part of his answer was “They ask them to do something they didn’t do before“. I noted it down and continued (happily;-) listening to him. “ahha”, I thought. So now I had the material that I could base all my grammar explanations on.

the good thing about such “personalised grammar approach” is that if I just told my student that he was having some problem with the 2 tenses and that’s why we were going to spend some time on “doing grammar”, he wouldn’t be too excited. He would probably think something like “oh, I’ve heard both of the tenses names hundreds of times, I seem to use them more or less successfully, so why bother, again?”. But in this case, as I was starting with something he has just said, he was willing to find out why it was wrong and what he should have said instead.

I know we are not always that lucky to catch our students to say exactly what we need them to (so that it corresponds to the next grammar topic in the plan/book/ our heads), but it might just mean we should focus more on what they say and not on what the book says…

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40 brilliant idioms that simply can’t be translated literally

Originally posted on TED Blog:

Tomato_Eyes What does it mean to “have tomatoes on your eyes?” Find out below…

By Helene Batt and Kate Torgovnick May

It’s a piece of cake. You can’t put lipstick on a pig. Why add fuel to the fire? Idioms are those phrases that mean more than the sum of their words. As our Open Translation Project volunteers translate TED Talks into 105 languages, they’re often challenged to translate English idioms into their language. Which made us wonder: what are their favorite idioms in their own tongue?

Below, we asked translators to share their favorite idioms and how they would translate literally. The results are laugh-out-loud funny.

From German translator Johanna Pichler:

The idiom: Tomaten auf den Augen haben.
Literal translation: “You have tomatoes on your eyes.”
What it means: “You are not seeing what everyone else can see. It refers to real objects, though — not abstract meanings.”

View original 1,656 more words

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business&office buzzwords: article and worksheet

Last year I came across a real gem of an article – at least it looks like one from an ESL teacher’s perspective. I am sure it was not the use the author of the article had in mind, but it still worked perfectly for me and some of my students (the ones studying business English) , so I decided to share. The article was published in December on my favourite Mind Tools site

The worksheet based on the article introduces us to some terribly overused buzzwords (or buzzphrases? idioms), lets us see how they can be used in a natural context, and then finishes with a speaking task that lets the students try the new vocab items out in their talk.

Here is the article along with some discussion questions:

lingo

and here is the second worksheet, which asks students match the idioms to the right definitions:

buzzwords match

As so far I’ve only tried it in one-to-one situatio, I asked my students to think of talk they might make up using as many idioms as possible.

If you work with groups, I guess playing buzzwords bingo would be just the thing.

Oh, and if you decide to take it to your classroom, please tell me how it went down!

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activities to discuss the year’s results

UPD:this year h b

here is my try at encouraging students to talk about what this year has been for them, in more or less business terms. Here is the worksheet

This year has been

It’s just a framework, so it could encourage various talks and discussion. For more advanced students, it could be just a short speaking activity, and for lower levels it would be the ending point after some preparation and learning vocabulary for success, failure and talking about results and achievements was learned.

________________

this year is almost over..

so are you doing something to wrap up all the year’s results and achievements? Do you have any favorite activities you do at this time of the year?

I’m asking because I’ve been working on a kind of a framework activity now, and just about to test this on one of my students.

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a more personalised approach to ING and TO

The gerund vs infinitive grammar has always seemed quite tricky for teaching to me: I have always felt there wasn’t enough really good materials, especially for the one-to-one situation.  Of couing to questionsrse there are all kinds of gap-fills and contextualised gap-fills (like short gapped texts and stories, where students have to choose right forms of verbs, then they can retell the story or discuss it). And that’s mosly it. Or I was looking in some wrong place.  To me these activities seem to have a serious drawback: not much room for personalisation.

Moreover, gerund and infinitive never seems to easy a thing to my students, so as I want to provide more practice for them, I have to expose them to more and more stories and gap-fills. Which is useful, but not terribly creative – the fact that usually brings some kind of excusing intonation into my voice. Something like “I know it’s not particularly creative or interesting to you, but you have to do it because you keep saying “I suggest to talk about it later” “. And that is actually another important point: even after having done tons of exercises they keep making the same mistakes when they speak – because they tend to forget the infinitive/ gerund grammar once they are out of the exercise frame.

So here is my little attempt to make the gerund/ infinitive grammar a bit more personalised and functional, fresh, from today’s morning class:

Is there anything you’d suggest /do to improve life in your city?
Is there anything you couldn’t afford/do 10 years ago but can afford /do now?
What do you think there is no point /do after the sanctions were introduced?
What do you wish you stopped/do but can not?
What do you want your colleagues /do this week?
Do you mind/talk about personal issues with business partners?
What do u regret /not do last weekend?

These simple questions served well as a follow-up on gerunds/infinitives, were a good lesson starter and invited some speaking at the very beginning of the class.

What do you think? And what do you do about gerunds/ infinitives apart from the standard things?

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“8 secrets of success” TED-talk lesson plan

here is the lesson plan based on the TED talk by Richard St John that I referred to in my previous post about my teaching in a field. Hope you’ll find it useful.

The talk itself conveniently takes only 3 minutes, but I’ve found there is a lot to discuss and to take away.

The lesson starts with refreshing some basic vocab and introducing some people the speaker mentions in his talk (he actually bases his talk on some utterances from famous and successful people), then proceeds to watching and discussion, and finishes with a look at some viewers’ comments and some vocabulary recycling.

I’ll be happy to get your feedback if you take the lesson to class!

8 secrets of success TED worksheet

http://www.ted.com/talks/richard_st_john_s_8_secrets_of_success

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