Skip to 0 minutes and 1 secondHello, everybody, and welcome to Week 5. I'm here with Mary this week. Hello. You've met Mary on the Q and A. And Mary's been following closely. She's been following the course closely, putting in comments during the course. Mary was responsible for a lot of the resources on the course. So we've got a good person to have here today to talk about resources. First of all, I say thank you so much for all the poems that you put on Padlet. They were a joy to read. And congratulations to people who wrote their own. But lots of really good poems there. I like the one about pronunciation. There were a few that were really difficult. I had to read them out loud.

Skip to 0 minutes and 38 secondsSo yeah, thank you. So that's a real challenge. Now, the other thing that we, and also the points you made about what you've learned, that was great to see. And the comments I loved were where people were saying, I love grammar. And Dominique said, language is amazing. And I love that. If we've convinced you that language is amazing, I think we've done a really good job. And the other thing that we were really impressed with was your resourcefulness in Step 5.8, where we asked you to put a resource that maybe, if you haven't got many resources use, what could you use? And there are some lovely ideas there. So we're going to talk about one each.

Skip to 1 minute and 13 secondsThe one I liked, actually, was a really simple idea from Pam, which was, imagine you're on an imaginary bus. So Mary and I are on a bus together. And you can put some prompts on the board like where, why, how, how long? So Mary, where are you going? I'm going to my yoga class. That's great. And how long have you been doing yoga? About a week. Are you good? No, I'm terrible. That's why I'm going to the class. Do you enjoy it? Yeah I really enjoy it. It's really difficult, but I feel great afterwards. OK, well done, Mary. What about you're idea? Well, I had a lovely idea from Yolanda.

Skip to 1 minute and 48 secondsAnd this is to practise present simple and verbs, saying you like, you love, you adore something. So her idea is that you get your students to come up to the front of the class. They mime something that they love doing in their free time. So, for example, playing the piano. And then the students guess what it is, but also they ask questions. Why do you love it? When did you start doing it? So I thought that was great idea. Thanks Yolanda. And lots of others, but we can't mention them all. But do look at Step 5.8, some really good ideas there. Definitely. Yes, and we had some really interesting questions as well.

Skip to 2 minutes and 24 secondsSo we had one from Nabila, who had a really good question about what you do when you have of course book, but it's really, really difficult and above the students' level. So I thought that was good question. Yeah, in Nabila's context, I think the student, the learner's education is being disrupted. So they weren't at the level that they were supposed to be for the age that they were. And she was asking, well, what can you do if the text and everything is in the book is too difficult for them. So one suggestion is to kind of use some of the ideas in the book, she mentioned mountain climbing.

Skip to 2 minutes and 55 secondsSo maybe you could introduce the vocabulary, talk about mountains, maybe some very simple sentences about the topic in the book. Use some of the vocabulary in the book if you can and make little games. But basically, I think the solution is, perhaps, to abandon the book, Mary. Yeah that's yeah sometimes if it's really hard it's a bit de-motivating. So if you have to use it, look for the things you can make use of, like the pictures. But supplement with other materials, and other ideas, and other activities as well. Because learners can only learned just beyond the stage that they're at, can't they?

Skip to 3 minutes and 28 secondsIf there's too big a gap between where they are and where you want them to be, they're not going to learn. So they've got to be, the learning's ought to be slightly difficult for them, slightly above their level. But not to difficult. The next thing they need to learn. We had another question from Gloria and Natalia. And their problem is, they said, there's so much material in the course book, lots of activities, ideas, in the course book itself, and they only teach for two or three hours a week. Yep. I've had that problem where I've had one hour of class a week, and just a really big coursework with great activities.

Skip to 4 minutes and 2 secondsSo one piece of advice could be you can use some activities in the class, but choose some activities, things that are practising the language that you've introduced, maybe reading texts, and give them to your students for homework. But also involve the parents, so that maybe help them by giving them a list of activities that you expect their children to do. And that way, the parents are involved. The parents see you using the book, because if they've had to buy it, it might be quite an investment. And also, it helps the students get into the idea of practising a bit at home, as well. So that's one way you can make use of a book with lots of materials.

Skip to 4 minutes and 40 secondsAnd you can also take some text from the book and maybe apply some of the games, or some of the ideas that we've given you on the course, to that, the grammar auction, for example. You could take some of the grammar in the book and do that. I think the mantra for coursebooks is select, reject, and supplement, isn't it? So choose what's good. There may be texts that aren't particularly interesting. Maybe there's a text about baseball and no one plays baseball or is interested. Maybe you can choose tennis, or football, or something that they are interested in. Music, so work with the learners' interests, I think, there. Definitely.

Skip to 5 minutes and 13 secondsAnd remember, you don't have to adapt this course book in the same way for everyone. So every learner is unique. And every learner will have things that are easier and more difficult. So think about ways you can differentiate as well. So by that, you can change the task or the way that the students do it. So maybe you have a reading text which is really difficult. So you can ask students who you know are stronger to write the answers, whereas other students who you know, may need more help have to match the answers. So there's lots of things you can do. We have overwhelmed you with resources this week.

Skip to 5 minutes and 46 secondsWhat we want to remind you of is that actually sometimes the simplest ideas work best and we're going to show you a couple of ideas. So my one is actually something I saw teacher do once. So it's not my own lesson. And this lesson we've got here, Larry the lamb. Hello, Larry. Now, where is Larry the lamb? He's on the box. Now where is he? He's next to the box. Next to the box. Now where is he? He's under the box. Now where is he? He's in the box. Now where is he? He's inside the box. Inside the box. Now where is he? He's - He's running across the box. Running across the box, here, or along the box, maybe.

Skip to 6 minutes and 30 secondsYeah. OK? So you see what you can do. This was a lesson that I saw a teacher do, someone we filmed. Fantastic lesson with little children. And in fact here, I've got Mary, Larry's sister. So you could actually do 'are'. They're running along the box or. Yep, present simple, 'are'. Hello Larry. So that's obviously an idea for younger learners. And Mary, I think you've got an idea to tell people about. Yep, so we talked a lot about digital resources. But of course, there's loads you can do, with just very few resources. So one thing I used to do, I would cut out pictures of famous people, so, Brad Pitt, Angelina Jolie, Rihanna.

Skip to 7 minutes and 5 secondsI would put them around the room, maybe kind of up high, next the board, under a chair. Students would come in. And I would tell them they had to find all the famous people in the classroom. And they had to write down where they were. And come and show me when they got all 10. So they would have to write sentences like, Brad Pitt is on the ceiling. Rihanna is under my chair. And that was a really good way to introduce prepositions, or to practise them, and get moving around as well. So that's two ideas for prepositions with different age groups, there. So I think our message is, keep it fun. Keep the learners active.

Skip to 7 minutes and 38 secondsSo lots of activities to do there. Some of you might be working in quite low resource, quite challenging circumstances. I don't know if any of you are working with refugees, for example. We'd be interested to hear if you are. But there are very simple things you can do with whatever resources you have around you. And so, there were one or two questions from the Q and A, Mary, that didn't get covered, due to lack of time. But perhaps we could pick them up here? One was that, what diagnostic activities you can do with adult learners. Yeah, that's a really good question. So there's lots of different answers.

Skip to 8 minutes and 11 secondsSo probably all the activities you do, you use them to learn what your students know. So, for example, your Larry and Mary the lamb activity, you could see if the students were saying, getting the words wrong. And use that as a diagnostic. And then feed the answer. At the beginning of the week or course, you might want to do something that feels a bit more like an analysis of a range of skills. So there's things, there's free tools, like the Cambridge English Test your English. You can do some questions and it will tell you roughly where you level is. That's quite useful.

Skip to 8 minutes and 45 secondsAnd also, if you have a coursebook, there's often progress checks that you can use, also, to check where gaps are in their knowledge. So you can almost use anything for diagnostic purposes, couldn't you? Give people something to do. And so Mary, what's coming up next week? So next week is our final week. So it's Week 6. And it's all about the skills you need. And how you can actually start your career in English language teaching. Or how you can go about finding qualifications, and courses, that kind of thing. We've got a Q&A on Tuesday. So it will be me, Monica, and Mary Therese of course. From New York. From New York. It will be good to see her.

Skip to 9 minutes and 28 secondsAnd the same as all the other weeks, lots of discussion and videos. There will be a last test, as well. So we have a test earlier in the course. And I know people sometimes ask about the certificates. If you get above 70% across the two tests, and you mark over 50% of your steps as complete, then you be able to get a certificate, as well. And do remember that if you do fall behind, you do have access to the course after the official end of course date, you can still get a certificate of achievement. We know for some people, Christmas is coming up. Life's getting very busy.

Skip to 10 minutes and 3 secondsJust in relation to next week's theme, do you remember at the end of Week 1, the end of week review? You finished those sentences about teachers, the kind of teacher that you want to be. And lots of people put some fantastic things there. So you might want to think back to what you said about how teachers should behave in that. And we will look forward to seeing you next week. So keep going. It's the last week. And well done for getting this far. See you next week. Bye.

Video review of Week 5

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 9th December at around 4pm (UK time).

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Exploring the World of English Language Teaching

Cambridge Assessment English