Часто мы чувствуем себя неловко, если не можем ответить на вопрос заданный учителем. Но редко кому приходит в голову, что проблема не в вас, а в учителе, т.е. вопросе. 

Как переформулировать часто задаваемые вопросы, чтобы избежать зловещей тишины в ответ?

• What is your favorite song? => What song do you really like?
• Who can explain the plot? => In a few minutes, I’m going to ask someone to identify and describe the story’s main conflict.
• Does that make sense? => replace comprehension questions with thumb up/thump down questions OR response cards.

И парочка полезных техник:

• Give clear directions => What I want you to do first is think quietly about your answer. Then I’m going to ask for three volunteers to share their answer with the group.
• Ask for a written response from everyone before calling on an individual student or a group of students to share.
• “Think-pair-share” exercise => students collaborate on responses before sharing with the larger class.  

Подробности и оригинал статьи. 

⭐️ A goldmine for teachers ⭐️
This booklet is full of warmers, icebreakers and fillers – categorised by age and language level – with complete instructions for how to use them in class.
Download it here.
Thanks British Council España!

Как происходит освоение языка?
В англ есть термины exposure и acquisition.
Где первое – exposure – это факт нахождения в языковой среде, экспозиция. Вот я такой хороший нахожусь где-то на белом свете, а вокруг меня все говорят по-английски. А acquisition моя способность это язык воспринять, освоить. Для успешного изучения языка крайне важно, чтобы language exposition был не только в классе, но и при любой удобной возможности (подкасты, фильмы, блоги на языке), тогда шансы к successful language acquisition серьёзно повысятся!

Great ideas and inspiration in this article . How to teach medicine using zombies as examples. Really. Teaching today is not only about knowing your subject but mostly in presenting it creatively, juggling the images your students are keen on.

The PPP (Present-Practice-Produce) lesson shape approach:

• can be useful in building a student’s confidence in using a grammar item or lexical set,
• it can shift the focus from meaning to form and
• deprive the student of opportunities to negotiate meaning and to utilize their existing knowledge of the language.

OPINION: The interaction hypothesis states that face-to-face interaction is key to language learning.

The opportunity to interact and to negotiate meaning promotes language development.
Why?

In trying to get our meaning across, no matter how weak we feel our language ability might be, we learn to become communicatively competent by:
🍑 drawing on all the linguistic resources we have e.g. existing knowledge of grammar, lexis, pronunciation, discourse;
🍑 practising communicative strategies like paraphrasing, using synonyms, explaining, summarizing, repeating, asking for clarification;
🍑 using paralinguistic or non-linguistic features like gestures, intonation, facial expressions.

In interacting and having a conversation,
🥦 we receive feedback (albeit not always explicitly) on our language use and adapt it to make ourselves understood;
🥦 we learn from the language use of our interlocutors: expanding our lexical range, opportunities to notice new structures and discourse patterns, and our exposure to different pronunciation models;
🥦 we hone our listening skills and our spoken fluency;
🥦 we become aware of the gaps in our knowledge and therefore are more able to bridge those gaps.

MINUSES: Too advanced speaker may lead to decrease in speaking confidence.