Ten resources for today’s teacher training session:
Recorded TV and radio programmes that you can watch and clip
Statistics and charts on business, industries, consumer habits, etc.
Cross-referenced collection of reference books
Phrases used in academic writing
Cite them right online
Referencing tips and examples
UEA Library’s academic journals arranged by subject for easy browsing
Database of newspapers
Online magazine from the museum with articles on science, history, culture, etc.
For making online surveys and quizzes ( example). See also Google Forms.
Copyright-free images and videos
In 1986 Ray Williams formulated
10 principles for teaching EFL reading. They included:
In the absence of interesting texts, very little is possible.
The primary activity of a reading lesson should be learners reading texts—not listening to the teacher, not reading comprehension questions, [etc.].
In 2002 Richard Day and Julian Bamford devised
10 principles for teaching : extensive reading
The reading material is easy.
A variety of reading material on a wide range of topics must be available.
Learners choose what they want to read.
Learners read as much as possible.
The purpose of reading is usually related to pleasure, information and general understanding.
Reading is its own reward.
Reading speed is usually faster rather than slower.
Reading is individual and silent.
Teachers orient and guide their students.
The teacher is a role model of a reader.
These points are also discussed in
Extensive reading in ELT: Why and how? Sources
Day, R. and Bamford, J. (2002) ‘Top Ten Principles for Teaching Extensive Reading’,
Reading in a Foreign Language, 14(2). http://nflrc.hawaii.edu/rfl/October2002/day/day.html
Watkins, P. (2018)
Extensive reading in ELT: Why and how?. Cambridge: Cambridge University Press. Cambridge Papers in ELT. http://languageresearch.cambridge.org/images/Language_Research/CambridgePapers/CambridgePapersinELT_ExtensiveReading_2017_ONLINE.pdf
Williams, R. (1986) ‘”Top ten” principles for teaching reading’,
ELT Journal, 40(1), pp. 42–45. https://doi-org.ueaezproxy.uea.ac.uk:2443/10.1093/elt/40.1.42
Cambridge University Press publishes
Cambridge Papers in ELT, a series of research papers on various topics, including speaking and extensive reading.
At present there are 17 papers, which can be read and downloaded by everyone from the website,
Language and Pedagogy Research for ELT.
Blended language learning
ELT trends: beyond technology
Enhancing student interaction
Extensive reading for primary in ELT
Extensive reading: why and how?
Giving feedback on speaking
Immersive speaking tasks
Near peer role models
Personalization in adaptive learning
Personalization in mobile learning
Safe speaking environments
Successful learners and teachers
The development of Oracy skills
Time for speaking practice
Using mobiles in the classroom
Visual literacy in ELT
Online tools for making gap fill exercises (cloze tests) usually have something wrong with them.
This one, for example, looks nice and simple, but the “let me choose” option is buggy. More promising is the Gapfill Printable Exercise Generator (Version 2) at Random Idea English, which has been “Currently under testing” since 2012.
After pasting in your text, you choose one of four ways to make the gaps:
Manual (put square brackets around the words to be gapped), Random (with options), Auto (list the words) and Gapmaker (just click on the words).
You can see the finished exercise in various formats. For example, this a document-friendly version, which you can copy and paste into Word:
coffee · cruellest · desire · dried · forgetful · lilacs · roots · stopped · sunlight · surprised · warm
April is the
____________ month, breeding
____________ out of the dead land, mixing Memory and
____________, stirring Dull
____________ with spring rain. Winter kept us
____________, covering Earth in
____________ snow, feeding A little life with
____________ tubers. Summer
____________ us, coming over the Starnbergersee With a shower of rain; we
____________ in the colonnade, And went on in
____________, into the Hofgarten, And drank
____________, and talked for an hour.
Digital Tools for Teachers is an ebook by Nik Peachey. Aimed at English language teachers, it includes over 70 tools – divided into reading tools, writing tools, presentation tools, etc.
For example, under Reading Tools there is a review of
Rewordify and under Listening Tools you can find LyricsTraining.
The book is in PDF format, I couldn’t get the internal links (to the various chapters) to work, but the links to the tools were fine.
read more about the book. It costs $4.99, but there is a code you can use to download it for free.
Nik Peachey, who blogs about the uses of IT in English language teaching, is starting a publishing company. Teachers who write ELT materials are invited to sign up.
You can read about it
This book is aimed at English language teachers. Tip number 1 is “Start with a smile” and number 100 is “Do your own thing.” Here are some of the others:
Don’t give homework at the end
Use the coursebook – selectively
Do correct mistakes
Use mother tongue to explain
Avoid grammatical terms
Limit tasks by time, not amount
Don’t worry about the topic
Don’t always pre-teach vocabulary
Don’t make students read aloud
Talk a lot
Teach a lot of vocabulary
Teach spelling rules
The Resource Centre has a copy, which you can borrow.