My research

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Storytelling for improving English Skills

Storytelling for improving English Skills


Our colorful world

Monster shopping trip

Record breakers

Jack and the beanstalk 

The princess and the dragon

Song for improving English Skills

Song for improving English Skills

Head Shoulders Knees And Toes

weather song

people song

The Finger Family (Daddy Finger) | nursery rhymes & children songs with lyrics | muffin Te The Finger Family songs

Teaching Writing Skill

Teaching Writing

Teaching Writing in the EFL Classroom

We have created a podcast to complement this page.  You can download it from our podcast page.

Basic Concepts:

Teaching writing is often about teaching grammar.  If grammar comes up anywhere in EFL, it is in the writing classroom.  Most EFL students will have some writing skills when you get them.  But they will often have an idea that their writing is quite good and generally it will be quite poor.

Many EFL students will have had some experience with paragraph and essay writing, but, in fact, they often will have quite poor writing skills at the sentence level.  Therefore, you will need to take them back to sentence level and begin to teach them very basic structure and how to write simply.  Run-on and fragmented sentences will be very common until you correct those errors.

The more basic you get with your writing students, the better.  Once a good foundation is built, you can move on to basic paragraph writing and on to essays.  These skills take time to develop though and you will find that most textbooks will move your students forward too quickly.

Example of teaching Writing

Writing Plan

Unit: Myself Topic: Personal Information M.1writing download

Teaching Reading Skill

Teaching Reading

Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent "higher" forms of culture.

This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.

The communicative approach to language teaching has given instructors a different understanding of the role of reading in the language classroom and the types of texts that can be used in instruction. When the goal of instruction is communicative competence, everyday materials such as train schedules, newspaper articles, and travel and tourism Web sites become appropriate classroom materials, because reading them is one way communicative competence is developed. Instruction in reading and reading practice thus become essential parts of language teaching at every level.

Reading Purpose and Reading Comprehension

Reading is an activity with a purpose. A person may read in order to gain information or verify existing knowledge, or in order to critique a writer's ideas or writing style. A person may also read for enjoyment, or to enhance knowledge of the language being read. The purpose(s) for reading guide the reader's selection of texts.

The purpose for reading also determines the appropriate approach to reading comprehension. A person who needs to know whether she can afford to eat at a particular restaurant needs to comprehend the pricing information provided on the menu, but does not need to recognize the name of every appetizer listed. A person reading poetry for enjoyment needs to recognize the words the poet uses and the ways they are put together, but does not need to identify main idea and supporting details. However, a person using a scientific article to support an opinion needs to know the vocabulary that is used, understand the facts and cause-effect sequences that are presented, and recognize ideas that are presented as hypotheses and givens.

Reading research shows that good readers

Read extensively

Integrate information in the text with existing knowledge

Have a flexible reading style, depending on what they are reading

Are motivated

Rely on different skills interacting: perceptual processing, phonemic processing, recall

Read for a purpose; reading serves a function

Reading as a Process

Reading is an interactive process that goes on between the reader and the text, resulting in comprehension. The text presents letters, words, sentences, and paragraphs that encode meaning. The reader uses knowledge, skills, and strategies to determine what that meaning is.

Reader knowledge, skills, and strategies include

Linguistic competence: the ability to recognize the elements of the writing system; knowledge of vocabulary; knowledge of how words are structured into sentences

Discourse competence: knowledge of discourse markers and how they connect parts of the text to one another

Sociolinguistic competence: knowledge about different types of texts and their usual structure and content

Strategic competence: the ability to use top-down strategies (see Strategies for Developing Reading Skills for descriptions), as well as knowledge of the language (a bottom-up strategy)

The purpose(s) for reading and the type of text determine the specific knowledge, skills, and strategies that readers need to apply to achieve comprehension. Reading comprehension is thus much more than decoding. Reading comprehension results when the reader knows which skills and strategies are appropriate for the type of text, and understands how to apply them to accomplish the reading purpose.

Example of teaching Reading

Reading Plan

Unit: General Information Topic: Food M.3 Reading download

Teaching Speaking Skill

Teaching Speaking

Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

Language learners need to recognize that speaking involves three areas of knowledge:

Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation

Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)

Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.

Example of teaching Speaking

Speaking Plan

Unit: My Daily Life Topic: At home

Sub-topic: Free Time Activities P.3 speaking download

Teaching CLIL

Content and Language Integrated Learning  (CLIL)

What is CLIL?

CLIL aims to introduce students to new ideas and concepts in traditional curriculum subjects (often the humanities), using the foreign language as the medium of communication - in other words, to enhance the pupils' learning experience by exploiting the synergies between the two subjects. This is often particularly rewarding where there is a direct overlap between the foreign language and the content subject — eg Vichy France, Nazi Germany, the Spanish Civil War.

How does the CLIL approach benefit pupils?

Although it may take a while for pupils to acclimatise to the challenges of CLIL, once they are familiar with the new way of working, demonstrably increased motivation and focus make it possible (and likely) that they will progress at faster-than-usual rates in the content subject, providing that the principles of CLIL teaching are borne in mind during planning and delivery. CLIL aims to improve performance in both the content subject and the foreign language. Research indicates there should be no detrimental effects for the CLIL pupils (and often progress is demonstrably better). Other advantages include: stronger links with the citizenship curriculum (particularly through the use of authentic materials, which offer an alternative perspective on a variety of issues) increased student awareness of the value of transferable skills and knowledge greater pupil confidence.What are the practical implications of introducing CLIL into the school curriculum? The content subject should always be the primary focus of any materials used in the CLIL classroom. CLIL should not be used as an opportunity to use texts as glorified vocabulary lists, or to revise concepts already studied in the mother tongue. However, it is impossible to transfer existing content subject lesson plans across without modifying these to take into account pupils' ability in the target language, and therefore the planning process is vital. It is likely that, especially to begin with, lessons will need to be challenging cognitively, with comparatively light linguistic demands. Schools need to design materials to suit the needs of their learners, and to enable them to develop until they are working at high levels of cognitive and linguistic challenge.

What is the best approach to CLIL teaching?

The diversity of CLIL activity in UK schools is striking. It is not possible to generalise to any extent about the subjects chosen, the type of school pioneering such approaches, nor the ability of the learners chosen to participate. The predominant language of the projects is French, although a number of projects are operating in German or Spanish. It appears, then, that no approach to CLIL can be set in stone. One of the purposes of the Content and Language Integration Project is to compare the outcomes of different approaches in a variety of different schools.

What about staffing?

Although availability of CLIL-trained teachers is limited, preliminary research carried out by CILT indicates that schools have adopted a wide variety of different approaches to staffing, from non-native speaker linguists with no specialist content subject knowledge, to native speaker subject content specialists, and every possible permutation in between. CILT's evidence suggests that CLIL teaching is frequently delivered through a combination of solo and team-teaching, often supplemented by collaboration between departments in non-contact time.

How do schools tackle timetabling issues?

CILT research revealed a range of different approaches to timetabling CLIL, from isolated lessons over the school year and 'bilingual days', to modules and even occasionally a whole year's commitment. Many schools are starting to combine such work with class visits and/or partnerships with link schools abroad. Some schools choose to launch fast-track GCSE foreign language courses in Years 8, 9 and 10, after an initial diagnostic period. These run alongside lessons where the foreign language learning is integrated with another curriculum subject. See also organisational issues.

What about national accreditation for courses and modules taught in this way?There is currently no formal accreditation for bilingual work in the UK. This in part explains the preponderance of KS3 initiatives in the case studies that CILT is monitoring.

Where can I learn more?

CLIL compendium

Developed with funding from the European Union, this site offers a comprehensive guide to different CLIL methodologies, and links to a number of European sites.

Euroclic

This network aims to actively promote exchanges of information, experience and materials between the different categories of players in the field of content and language integrated teaching as well as promoting their interests at a national and European level.

CLIL Axis

This project presents best practice examples of Team Teaching as a CLIL method in the world of professional education and work. The target groups are vocational educators who teach content through a foreign language, language teachers, and working life representatives who co-operate in the planning and implementation of educational programmes.

CLIL Quality Matrix

A web-based CLIL quality matrix, which shows core quality factors required for successful implementation of teaching and learning through a foreign language.

Sources of authentic materials

French

Cyber-Profs

A teacher's compilation of sites of materials created for Geography, History and Education Civique in French.

German

LeMO (Lebendiges virtuelles Museum Online)

Resources for various periods of German history, including summaries of issues and periods, and audio and video streaming.

Lehrer-online

A German site with extensive links to materials in German across the curriculum, together with a section on materials and advice for bilingual teaching.

Bilinguales Lernen Online

Another German site devoted to bilingual teaching; although biased towards CLIL in English, many of the links are to materials of use in the German CLIL classroom.

Example of teaching CLIL