Skip to 0 minutes and 4 secondsHello, everybody. Hey, Lindsay. Welcome to our first end of week video. Hello, Mary Therese. Hello, Lindsay. Hello, everyone. It's lovely to see you all here today. And isn't it exciting and fun? It is. It's been a great week we've really enjoyed reading your comments, so thank you very much. We got, amazingly, over 10,000 participants - Great - from 168 countries. So it really is global Absolutely. Yeah. We've got a lot of people from the UK, Russia, Brazil, and India. But really, we've got people from so many other countries, from all four corners of the world. We've got Democratic Republic of Congo, people from Mali, Bolivia, Guatemala, Uzbekistan, Myanmar, Madagascar, Jamaica, Argentina, Mongolia. I mean, it's just incredible. Absolutely fantastic.

Skip to 0 minutes and 51 secondsWelcome, everybody, especially those of you - my compatriots in the Caribbean. And also I think, Lindsay, the other thing that's really interesting is the kind of diversity of experience that we have on the course. So we have people who are really, really experienced teachers. We have teacher trainers that have been - that deliver DELTA and CELTA courses. And we have people who have just come off CELTA courses, so people with very, very little experience and people with loads of experience. And then online teachers - we have people who have masses of experience, people that have their own businesses teaching English online.

Skip to 1 minute and 23 secondsAnd we have people who have no experience, whatsoever, and kind of find this a whole big, new, scary world. [LAUGHS] So the thing it's really great is that we able to kind of pool that experience and bring it all together. And people are so gracious with their comments and sharing their experience. Isn't it lovely? It's wonderful. It really is. Yeah. And people are doing the course for a whole bunch of different reasons, as well. So we have, for example, Viv says that she's just come off a CELTA course and she's doing the course because she wants to set up her own business. We have Mardy, who says, and I quote, he wants to enlarge his teaching horizons.

Skip to 1 minute and 59 secondsI like that comment. And we have John, for example, who's been teaching for many, many years, and has been teaching online, as well. But he says he wants to do the course, and I quote, "to teach online properly, rather than muddle through." And John lives in Westgate-on-Sea, which is where I went to school. So that's why I picked that one. [LAUGHS] We also have Christopher, who I liked his comment. He said he's very sceptical about online teaching, so he's here to be convinced. I mean, I'm not sure it's our job to convince him, is it? You know, it's up to him. But we would be very interested to hear at the end of Week Four, what you think, Christopher.

Skip to 2 minutes and 32 secondsSo do let us know. Absolutely. Absolutely. And it's the way of the world now, isn't it? It's the present. It's not the future anymore. And I think also, Lindsay, we looked this week mainly, I think, it's how to start teaching. And we looked at the technology and platforms. And we covered three platforms, which we chose them really because they're free, they cost no money, and also because they work well. We looked at Skype, we looked at Zoom, and we looked at WebRoom. And I think it would be useful for everybody if you could give a little recap. So can we start with Skype? I give you one minute to talk about Skype.

Skip to 3 minutes and 11 secondsSo Skype is probably the most common, and therefore it's comfortable for students and teachers because they often are familiar with it. However, it's not designed for teaching. So it doesn't have all the tools that you might need as a teacher. You can share your screen, though, so you can show Word documents and PowerPoint slides and web pages. And you can use an interactive whiteboard elsewhere, so something like Miro, as we suggested. And you can share your screen so students can see that. So it's entirely possible to teach by Skype, and it's completely free. It does sometimes have video and audio issues, as well.

Skip to 3 minutes and 49 secondsIf we move onto Zoom and WebRoom, they have the whistles and bells in terms of platforms, sorry, features, tools in the platform. So it's got the interactive whiteboard. It's got the chat box. It's got the breakout rooms for pair work if you're teaching groups, which is fantastic. WebRoom, though, is limited in the sense that you can only use it on Google Chrome and Firefox, and only later versions of those two. If you had an old device like my iPad is an iPad 4, I can't use it on that. Zoom - the issue with Zoom is - oh, by the way, WebRoom, you can have up to eight students in your group. Yeah. And it's entirely free.

Skip to 4 minutes and 36 secondsWith Zoom you can have one-to-one lessons for as long as you like and as many as you like. But if you want to teach a group of students for longer than 40 minutes, then you do need to pay a monthly fee. Yeah. And I have an account with Zoom. We should say also, Lindsay, that we are using Zoom right now. Yeah. I'm in my house, you're in your house. And I'm in Cambridge, and you're in some God forsaken place in the middle of nowhere. [LAUGHS] I'm in Devon. There you go. There you go. And we're using Zoom. So for us, it's really user-friendly. I have an account with Zoom. It costs 11 pounds a month.

Skip to 5 minutes and 11 secondsThe fee has actually recently gone down. It must be the only thing in the whole world that's gone down in price, but I think it's worthwhile to have. So to recap, if you use Zoom, one-to-one free. Up to 40 minutes for any - for up to 100 men in the group is free. If you want more than 40 minutes for group work, then you need to pay the basic upgrade. OK. OK. So we hope that that makes it a little bit clearer for you, the three platforms that we're suggesting. And we have a lot of people, I think, also on the course that have a kind of anxiety about the whole thing.

Skip to 5 minutes and 48 secondsI keep reading comments where you explain I'm not techie, I'm not techie I don't know what to do. And Lindsay, a bit of advice about that? I think it's just taking it step-by-step. So obviously, we can't take you to every platform step-by-step ourselves because you'll be using a different platform. But choose one, follow the video tutorial, just follow what the person is showing you step-by-step. And then employ a friend, employee a family member, get them to be your student and try it out with them. Just play with it. Yeah. Absolutely. The practice is the only thing really that will help you with it. And actually, they are not complicated and they are not difficult.

Skip to 6 minutes and 26 secondsSpeaking as old people, I think even old people can - if I as old people can learn to do this, so can you. It is not difficult. It's not complicated. But it does require practice, and it does require a little bit of exploring. OK, Lindsay, so the other thing that we were going to look at, as well, were questions. The interactive - the white board. The white board. Yeah. Oh, goodness gracious, I forgot the best bit. [LAUGHS] [INTERPOSING VOICES] Because we talked about interactive white boards, we thought we'd just a little demonstration so you can see how it might look in the classroom.

Skip to 7 minutes and 4 secondsSo you probably saw a bit of this in the video clips that you saw that were the live lessons. But basically, I'm now going to share my screen. So I'm going to click on Share, which you might not be able to see. And I'm going to choose White Board. So can you see my white board, Mary Therese? I can see a white board, and I hope it's yours. I can see a pen, as well. Great, and that's mine. So I have a menu bar, which again, might not be able to see. But I can choose Text to Draw, Eraser, and I can choose the colours and also draw some shapes.

Skip to 7 minutes and 36 secondsLet's imagine that we have - I've been telling you about my future plans for tonight. This is like a grammar lesson. It's a grammar lesson. And the way that I've introduced the language is I've told you about my plans for this evening. Right. So we've talked about it. You've shown me that you've understood what I'm talking about, what my plans are. And now we're going to do the grammar clarification stage. OK. So I've said this sentence already, and I've said other example sentences already in the lesson. And now you're showing me about the grammar. Exactly. Yeah. So I've got an example sentence here, and we're going to have a look at it. I'm going to see a film tonight.

Skip to 8 minutes and 12 secondsYes, thank you. So I'm going to draw under the natural grammar that we're looking at. And now I'm going to ask you to tell me the form. So you've understood the meaning. We're not going to look at the form. So it's about plans. You asked me some concept questions before, and I answered. And we discussed that this grammar means using this language when I'm talking about future plans. Yeah. So we have the subject, and then we have am or - So subject plus am or - If it's he, she or it. It is is or are. They are - And the next word? - going to. And what word comes after it? Infinitive, see.

Skip to 9 minutes and 0 secondsOK. So we've analysed the form. And I might get you to make some more sentences on that, a bit bigger. And then I might get you to pronounce it. So I might highlight and get you to repeat - I'm going to see a film. - the sentence, yeah. And I might use my drawing pen to actually draw the schwa sound, although probably not very well, just to highlight this. I'm going just to - I'm going to see a film tonight. Oh, fantastic. I'm going to see a film tonight. Very good. So we might do some pronunciation practice of that.

Skip to 9 minutes and 34 secondsAnd again, next step might be to ask you, Mary Therese, please type a sentence and tell me about your plan for tonight. OK. So I'm - What's your plan for tonight? So I need to activate my bit of the white board now. So I go to the top of my screen where it says View Options. And I click on Annotate, and then I click on Text. Because that will open up the typewriting part, the text typewriting for me. And so I'm writing, I'm going to visit my friend for dinner. I don't know why I have to add that. I always have to add something a bit extra at the end. OK. I'm going to visit my friend for dinner.

Skip to 10 minutes and 18 secondsAnd I'm going to put a full stop, because Lindsay always tells me off - [LAUGHS] - about the punctuation. So can you see my - sentence, Lindsay? I can see your sentence. Thank you very much. Thank you. I'm going to visit my friend for dinner. OK. So that would be clarification. Now I'm going to clear that board. And let's imagine, Mary Therese, that you are a younger learner. And I want you to - I don't know. We'll use some vocabulary. So can you draw me a house? OK. And can you tell me what you're drawing as you're drawing it, please? So this is a really fantastic tool, isn't it Lindsay, for young learners? It is.

Skip to 10 minutes and 48 secondsAnd so on along my - I have a bar at the top. And so I'm clicking on the squiggly line because it's the squiggly line that makes it a tool that I can draw with. So what did you want me to draw, Lindsay? Can you draw a house? [INTERPOSING VOICES] A house, OK. So here's a house with a - it has problems with its roof because it is kind of sunk in the middle. [LAUGHS] But there's the roof, and there's the wall. I'm going to put a chimney because it's the chimney that made the roof sink in the middle.

Skip to 11 minutes and 20 secondsThere's with smoke coming out/ and then it's got a door, and it's got a letter box, and it's got a number, 64. I live at number 64. [LAUGHS] Then it's got some windows. And you can see, Lindsay, that this is such a nice activity. Because the children are drawing, but also it's generating all that language. It is. Yeah. [INTERPOSING VOICES] It's not that easy to draw with the, with the mouse, though, because it can be problematic. It's better on an iPad or a tablet. But it's funny. It's funny that it doesn't come out brilliantly. Yeah. And it generates language, which is what you really want from the student. Exactly. Exactly. Fantastic. Thank you so much, Lindsay.

Skip to 12 minutes and 1 secondI'm sure that makes it a little bit clearer. And just to say, that this is included in the Zoom platform. Fantastic. Questions? Any questions? Very quickly. But actually, Lindsay, we're not going to answer any questions. We're not, no. Because people have asked a bunch of questions about setting up businesses and about how to run a business and how to find students. And we understand that this is the number one preoccupation. And it's not surprising. Because actually people are doing the course because they want to learn about teaching online, but also they want to set up - they want to find out how to make this something that they can work on. But we're not going to answer.

Skip to 12 minutes and 38 secondsBecause Week Four - half of Week Four we spend talking about exactly this subject. So we're asking you please to stay with us until Week Four, when we'll answer all of those questions. Also, Lindsay and I are trying to be as active as we can within our busy teaching lives, answering the questions on the platform, on FutureLearn. So please keep the questions coming. We love reading your comments and reading your questions. And it's so lovely to see so many familiar faces. We have people who did the course the last time around who are rejoining, which is wonderful. Nice to see you all again. Lindsay - I think it's time to finish, Mary Therese. Week Two? Sorry?

Skip to 13 minutes and 17 secondsWeek Two, yes, where we're moving on to teaching skills. So yeah, we hope to see you all there next week. Have a great weekend, everybody, and look forward to starting again on Monday. Lovely. See you. See you, everybody. Bye. Bye-bye. Bye.

Video review of week 1

We’ve come to the end of the first week of the course. In this video, Lindsay and Marie Therese look back at some of the main talking points of the week. The video will appear here on Friday 11 October.

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Teaching English Online

Cambridge Assessment English