Skip to 0 minutes and 1 secondHello, everybody. Welcome to the end of Week 3 review. We're now at the halfway point. And, as Bill commented, you've had the introduction and the appetizer, and we're now on to the main course. So, thinking about how you might use a picture, how you might use a song, in the context of a whole lesson. This week, lots of people commented on the difference between receptive and productive skills. But quite a few people said that receptive skills were passive. And Sitra, for example, said, well, actually, no, you actually need to be active when you're reading or listening. And the brain is processing information. So we need to think about what tasks we can use in reading and listening activities.

Skip to 0 minutes and 41 secondsSo, Mary, could you make some suggestions for tasks for reading and listening activities? Yep, absolutely. And people had great suggestions, as well, in the comments. For example, I really like Marina's suggestion of a KWL chart, which I hadn't heard of before. So you have three columns on a board or piece of paper - K for "students Know," W for "Would like to know," and then L for "learnt." So, before they read, the pupils put down what they know, what they would like to know. And then, after they read, they see if they found that, and they put what they've learnt, together with the teacher.

Skip to 1 minute and 15 secondsSo that's a great way of thinking about what you know and thinking about what you need to know to really make you active when you're reading. There was another idea from Suzanne, as well, about really making learners interested in text before they read it. So her suggestion was that you think about the person in the text - this could be any text that you have. You could think about - show a picture and say, who is the person, what are they doing, and where are they going? So, lots of ideas to make it interesting. That's great. [LAUGH] So what about the terminology? Had everyone got to grips with the terminology? Ah.

Skip to 1 minute and 52 secondsSo, lots of comments about the terminology and particularly about skimming and reading for gist. That came up in the test. So, in the test, there was a question which I know a lot of people found quite difficult, which was, which of these things do you read for gist? And reading for gist, of course, is when you read for general understanding, and so maybe you read through quickly to find out what a story's about or what an article's about. So the answer was to read a story, but people had suggested maybe you can skim a menu or a timetable. Whereas, in fact, for those you would read for information, so you would read quite differently.

Skip to 2 minutes and 39 secondsBut that's the great thing about doing a test - is that you can learn what you didn't know before. Yeah. And most people did, I think, get the idea that you read in different ways for different purposes, didn't they? Yes. Although sometimes the terminology got a bit muddled up. Yes, yes. And also the glossary - I think a lot of people have said how useful that is. And thank you for the people who suggested that we make a downloadable glossary. So Muhammad, Mario, Atad, Bill, Nasser - lots of people suggested that we give a glossary that you can download, so we're going to do that in Week 6.

Skip to 3 minutes and 15 secondsWe'll give you a glossary of all the words so that you can download it, keep it, and refer to it. Yeah, that'll be really useful, I think. Yeah, I think so. Yeah. The other aspect that we looked at this week was productive skills. And there were lots and lots of comments about speaking and especially the fear and the anxiety that learners have when they speak. And a number of you commented that what you have to do to encourage learners to speak is not focus on mistakes. Gabi, for instance, made that point very strongly. You've got to build people's confidence. Not everybody agreed. Some people thought that if you don't correct mistakes then you don't learn.

Skip to 3 minutes and 51 secondsAnd I think the answer there, is to be selective about correcting mistakes. And lots of teachers save the mistakes till the end of the lesson and then go through the mistakes at the board - make mistakes that they've heard during the lesson, but not to stop people when they're trying to communicate. So to focus on the message - focus on helping people communicate what they mean. Focusing on the fluency. So that came up, as well. What's the difference - accuracy and fluency? So fluency is getting the message across, for speaking and writing, whereas accuracy is getting the words exactly right. Yeah. And there's times when you focus on accuracy and times when you focus on fluency.

Skip to 4 minutes and 29 secondsSome people, I think it was Muhammad, mentioned that we use nonverbal communication when we speak, as well - - facial expressions, gestures - [LAUGH] - and somebody said, well, how do you intimate when you want to speak? How do you let the person you're speaking to know you want to speak? And very often it's a gesture, isn't it? You look at their face, and they've got a question that they want to ask. So, Mary, what about going forwards now into the next week? Well, next week, as Bill said, we're on the main course, I think. Because next week is all about language, which is a key area for anyone starting English-language teaching. So we'll be looking at grammar, vocab, pronunciation.

Skip to 5 minutes and 9 secondsSo, before you go to next week, the same way that we had Suzanne suggesting you think about what you're going to read, you should think about what you're going to learn. It's a really useful thing to do. So what would you like to learn next week about grammar, vocab, and pronunciation? So if you write down one specific thing you want to learn, write it in a step, and that will help you prepare for next week. Another comment somebody made which I really liked was the idea of a recipe being a story. And I thought that was a really nice metaphor for a lesson. And then we've got Bill referring to the meal.

Skip to 5 minutes and 44 secondsSo I wondered if you'd like to think about a metaphor for a lesson. Maybe think about lessons that you've been taught or lessons that you teach, if you teach already. And perhaps you could also comment on how you see a lesson. You deliver a story, or you're thinking about a meal that you're preparing, and make some comments on that. Yeah. Or journey. Metaphors are a great way to see different ways of thinking about things. So we look forward to reading your - um - what you want to know about language and also reading about the metaphors you have for a lesson. So we really look forward to seeing those comments next week.

Skip to 6 minutes and 18 secondsSo, on to Week 4, and we'll see you again at the end of next week. Thank you. Bye. Bye.

Video review of Week 3

In this video, the educators look back from all around the world at some of the main talking points of this week. The video will appear here on Friday 24 June at around 4pm (UK time).

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This video is from the free online course:

Exploring the World of English Language Teaching

Cambridge Assessment English