In the two previous posts in this series looking at personalization in the classroom, I focused on the individual learner and how teachers and materials can make the language and topics of the classroom relevant to him or her. However, personalization isn’t just about making sentences using the words ‘I,
I want a house with a swimming pool. That’s what a friend said to me during my first week at college. It was my first understanding that we are all motivated by different things. And it’s as true of language learners as it is of mountain climbers, entrepreneurs or ex-smokers.
Did you miss TED Speaker Hetain Patel and ELT materials writer Lewis Lansford’s recent webinar? The good news is you can still watch it here on the In Focus blog. Read on to find out more about the talk, learn about the speakers and watch a recording of the live
A simple hack to control language level In the first post of this blog series TED Talks work for all levels: Try it!, I talked about how TED Talks can be used in the classroom for students at any level, as long as the activities that support them are level-appropriate.
The previous post in this series looked at how personalization in the classroom helps to build rapport, add authenticity and make classroom activities more motivating. It’s an aspect of teaching that is normally seen as beneficial and desirable. However, integrating personalization into your teaching is not without ‘risk’, according to
Why do we assume personalization is good for language learning? The idea of ‘personalizing’ language learning naturally has positive connotations; after all, an ‘impersonal classroom’ doesn’t sound like a very pleasant place to be! But in what ways does personalization actually enhance learning? Primarily, personalization in the classroom can lead
If I told you that TED Talks started in the same year that one pound notes were taken out of circulation, Virgin Atlantic had its maiden flight, Michael Jackson released Thriller, and Ghostbusters, Gremlins and The Karate Kid were some of the year’s biggest films, what would you think? TED
Here’s a question for you. How often do you use the listening scripts in the back of the book for follow-up work or additional activities? Be honest! Now, I’m going to guess most of you are thinking ‘not often’, and you wouldn’t be alone. From my experience of doing countless
Any teacher knows students like to have fun, both inside and outside the classroom. And so we have to bear this in mind when planning our classes – lessons need to be fun. As Plato famously said nearly two and half thousand years ago, “Do not train children to learning
I remember the first project I ever did very clearly. It was with a class of intermediate level young teenage learners, and I was a little nervous about how it might go, as with anything you’re trying for the first time. There were lots of questions in my mind –