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Pearson English Benchmark Young Learners

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Pearson English Benchmark Young Learners

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An alternative YL ESL exam suite.

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The powerful, engaging and interactive English proficiency test for a new generation of learners

English Benchmark Young Learners is the fun, interactive English proficiency test for young learners. While young learners feel more like they are playing a game, this deceptively powerful test delivers in-depth reporting across speaking, listening, reading and writing, for both individuals and groups.

It also recommends what to teach next, based on the skills gaps that it identifies, to help you plan your lessons around the needs of your learners.

Originally designed for tablet, this test-that-doesn't-feel-like-a-test is now accessible via laptop or desktop computer, thanks to our free emulator software.

What our customers say

With over 200 schools across 100 cities in China, American Baby International (ABIE) language schools trust Pearson's English Benchmark Young Learners to objectively test their students' language skills and track learning outcomes.

Stress-free testing

Beautiful graphics and animations help students feel like they are playing a game instead of taking an English test. The stress-free experience ensures that young learners perform naturally, allowing the test to calculate the most accurate results.

Tips for improvement

English Benchmark Young Learners simplifies lesson planning by providing recommendations for what to teach, based on your students' performance. If you are following a Pearson English course, such as Big English, Wider World, Now I Know or others, you can find specific recommendations mapped to that title.

Informative reports

The scenes and objects within the test design will be familiar to young learners, and include a mix of accents and people. The question style reflects real-life English, asking students to listen and respond, instead of just completing multiple choice questions.

Detailed results at your fingertips

English Benchmark Young Learners' password-protected administration tool, School Portal, gives teachers easy access to view detailed descriptions of capabilities for individual students and across the entire class, recommended lessons and activities in partnered courseware for improvement, suggested Global Scale of English (GSE) Learning Objectives, and instant download access to teacher and parent-friendly reports.

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English Benchmark Young Learners | Assessment | Pearson English

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The powerful, engaging and interactive English proficiency test for a new generation of learners English Benchmark Young Learners is the fun, interactive English proficiency test for young learners. While young learners feel more like they are playing a game, this deceptively powerful test delivers in-depth reporting across speaking, listening, reading and writing, for both individuals and groups.

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Cambridge Starters, Movers and Flyers YL exams

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Cambridge Starters, Movers and Flyers YL exams

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Please note, despite the image, this is NOT about IELTS.

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A child's first steps in English

In January 2018 we updated Pre A1 Starters, A1 Movers and A2 Flyers to make sure we continue leading the way in assessing young learners. Backed by extensive research into how children develop language skills, our exams for children are designed to make learning English fun, motivating and build their confidence for future success in English.

Watch our video to learn more about Starters, Movers and Flyers and the updates to the exams:

Do you want to offer Cambridge English Qualifications to your students?
Find out how to use our exams in your school and what support we offer existing schools.

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Discover more detailed information about our exams for children, including information about the tests, results and how to prepare for the exams.

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Communicative ESL tests, often taken by YLs.

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Authentic communicative skills for real life

GESE exams are for people of all ages who want to develop communicative English language speaking and listening skills for use in real life - whatever the purpose, whether for immigration, work, study, leisure or employment.

Genuine discussion format

GESE exams are one-to-one, face-to-face assessments of English language speaking and listening skills with a Trinity examiner, who encourages the candidate to show what they can do through prompts and authentic interative dialogue. The exam length is 5-25 minutes depending on the grade.

Focus on building confidence

Because candidates can plan ahead to discuss their own interests and opinions in the exam, this motivates learning and aids natural speech - which helps them to relax and perform at their best during the exam.

Mapped to the CEFR

GESE is available at 12 levels: Grades 1-12 (pre-A1-C2 CEFR levels).

Grouped by development stage, GESE exams offer a progressive framework for the development of English language skills and an assessment for every learner.

Grades 1-3 - Initital stage - Pre-A1-A2.1

Grades 4-6 - Elementary stage - A2.2-B1.2

Grades 7- 9 - Intermediate stage - B2.1-B2.3

Grades 10-12 - Advanced stage - C1.1-C2

Guidance and resources

GESE is designed to support classroom teaching and maps easily to general English language curricula and coursework and Trinity provides a wide range of guidance, videos, support and resources for each level.
Go to GESE levels
Learning progression

For people requiring English language reading and writing skills qualifications in addition to speaking and listening skills, Trinity also offers Integrated Skills in English (ISE) qualifications which are ideal for people seeking to develop transferable skills required for academic study and employability.

Reliable evidence of skills

Trinity's GESE qualifications provide individuals and institutions with reliable evidence of English language speaking skills at different levels from beginner to advanced. Read more about the research leading to CEFR alignment and learner profiles.

Our GESE exams are regulated by Ofqual in the UK - see regulatory information. They are listed on the UK's Regulated Qualifications Framework (RQF) and are aligned with the European Qualifications Framework (EQF). Find out more at Certificate information.

Trinity's GESE A1-C2 exams have been awarded the ALTE Q-mark by the Association of Language Testers in Europe demonstrating that they meet strictest of quality criteria.

Recognised and accepted

GESE is a UK government-approved test for settlement and visa application purposes when taken at a Trinity SELT Centre.

If you are preparing for GESE as a Secure English Language Test (SELT) for visa purposes in the UK, please visit UK visa tests.

GESE is a suitable exam for students at the end of study-abroad courses, such as the Italian PON-funded programme.

Find out more about PON in the UK, Ireland and Malta

Read more about international Recognition of Trinity's English Language qualifications.

Register as a Trinity exam centre

To run our exams you must be a registered Trinity exam centre.

Book exams
*CEFR = Common European Framework of Reference for languages

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GESE - Graded Examinations in Spoken English

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GESE exams are for people of all ages who want to develop communicative English language speaking and listening skills for use in real life - whatever the purpose, whether for immigration, work, study, leisure or employment.

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Somewhere to direct trainees to for CPD.

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As young learner teachers, we understand the importance of rhymes, which have been promoted as effective for developing children's phonological awareness and reading skills. However, starting to use rhymes in class might be a bit challenging for newly qualified...

"Curious" but "uncertain", "temperamental" but "quiet", "rebellious" but "self-conscious", "restless" but also "compliant" and sometimes "lost", these are only some of the adjectives that describe my personal favorite group of learners and their perfectly imperfect...

For millions of children across Africa, the end of primary school is the end of their education because too few secondary schools exist. Also, the existing schools charge unaffordable fees. So, only around a third of African children have access to secondary...

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As young learner teachers, we understand the importance of rhymes, which have been promoted as effective for developing children's phonological awareness and reading skills. However, starting to use rhymes in class might be a bit challenging for newly qualified...

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Information for session on Continuing Professional Development.

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Teaching Young Learners Extension Certificate (TYLEC)

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This specialist certificate is designed for qualified English language teachers and is designed to equip them with the skills and knowledge to teach English to children and adolescents in the age range 7-16. TYLEC courses are designed to build knowledge, understanding and confidence in areas such as using resources, classroom management and lesson planning.

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Some validated course providers of the Trinity CertPT course (which focus on teaching resource evaluation, adaptation and creation) offer a YL focus course.

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The Trinity Certificate for Practising Teachers (CertPT) is a new qualification that supports the professional development of English language teachers.

Promoting the development of pedagogical knowledge and skills, the Trinity CertPT enables practising teachers, including those with language proficiency below CEFR Level C1, to access specialist training and certification that can transform their teaching practice.

Trinity certified professional development

The Trinity CertPT is for teachers seeking to update, improve and enrich their professional teaching practice. It draws upon qualified TESOL teachers' existing knowledge of teaching practice and theory, while promoting the acquisition and refinement of the specialist skills needed to develop and use effective teaching resources.

Course participants develop their ability to evaluate, adapt, create and reflect on the use of context-specific teaching resources. Teaching contexts include, for example, teaching young learners, teaching English for specific or academic purposes, or teaching within CLIL (content and language integrated learning) settings. The Trinity CertPT is a Level 6 qualification, which is between an initial Level 5 teacher education certificate and an advanced Level 7 diploma qualification.

Innovative assessment model

Depending on course provider arrangements, teachers can learn through face-to-face, online or blended courses. Because the CertPT assesses pedagogical skills rather than language ability, they have the option of submitting their written assignments solely in English, or bilingually in English and Spanish or English and Mandarin Chinese. Allowing the submission of assessment tasks in these languages extends access to Trinity-certified professional development to practising teachers working in a range of different local teaching contexts.

Key features

Flexible course delivery:
Face-to-face, online or blended courses, depending on course provider

100 hours total qualification time:
30 hours guided learning (minimum) plus 70 hours self-study

Four assessment tasks:
Evaluate, adapt, create and reflect on the use of resources, informed by knowledge and insight

Bilingual options:
Training and assessment options solely in English, or in English and Spanish or English and Mandarin Chinese

Assessment criteria for each task are listed within the CertPT Specifications and Validation Requirements.

As with all Trinity qualifications, there is a strong emphasis on context, personalisation, practical application and critical reflection.

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The Trinity Certificate for Practising Teachers (CertPT) is a new qualification that supports the professional development of English language teachers. Promoting the development of pedagogical knowledge and skills, the Trinity CertPT enables practising teachers, including those with language proficiency below CEFR Level C1, to access specialist training and certification that can transform their teaching practice.

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A useful resource for those moving into the YL classroom.
Session on teaching YLs.

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Inspirational ELT teaching tips | Herbert Puchta

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Inspirational teaching tips, videos, event handouts, articles and interviews with Herbert Puchta - ELT author and teacher trainer.

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An example of an LMS (Learning Management System) that is aimed at YLs. Can be integrated into session on teaching online.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Crazy Animals and other activities for teaching English to YLs - BC

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Crazy Animals and other activities for teaching English to YLs - BC

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Some great example activities for YLs to explore with trainees.
Session in teaching YLs.

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Crazy Animals and other activities for teaching English to YLs - BC

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Nice overview on some ways How YLs differ from adults, and some classroom adaptation recommendations.
Session on teaching YLs.

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A toolkit for teacher development.
integrate into session on assessing learners.

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CLIL YOUNG LEARNERS LESSON OBSERVATION and TEACHING TECHNIQUES

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CLIL YOUNG LEARNERS LESSON OBSERVATION and TEACHING TECHNIQUES

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A collection of observations of CLIL classrooms, showcasing a variety of subjects.

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To print the story please do so via the link in the story toolbar.

Present Share

...

How to ENGAGE using WARM UPs and activities

12' Watch until 3.35 HEALTHY FOOD

The teacher provides a lot of exposure to listening and at the beginning elicit answers from individuals, yet then she leads the lesson and the students are passive.

This lesson can be easily criticised. The level seems quite good, but the students repeat the same sentences again and again and appear very bored. 1.50 They start drawing, and the teacher tries to use the activity to elicit and prpvide language (but this is inneffective because learners are not really angaged). She is morre successfull when she engages the stdents by interacting with them.

10' Listen until 6.35.

INTERACTIONS Healthy Eating Engaging - a variety of interactions. the teacher interact asking questions, the stidents work in groups. "How many types of food can you write?" (in groups, interacting) 1.50 classifying "healthy / not very healthy" in groups. 3.45 still in groups, classifying according to the food pyramid (graphic). 5 Eliciting individual speakers from the whole class. 6.00 Using the food pyramid to engage in content vitamins, fibres,

HOW TO INTEGRATE YOUR ENGLISH LANGUAGE LESSONS WITH THE CLIL SYLLABUS.

USE THE ELT TO INTRODUCE STRUCTURES, AND EMBEDD THEM INTO THE CLIL LESSONS.

USE MATERIALS FROM CAMBRIDGE YOUNG LEARNER -

Watch the video:

http://www.cambridgeenglish.org/it/exams/young-learners-english/

"STARTERS" TEST - Download the materials: (ZIP FILE)

www.cambridgeenglish.org/it/Images/174139-cambridge-english-young-learners-sample-papers-vol-1.zip

NATIONAL GEOGRAPHIC YOUNG LEARNERS

USING IMAGES to teach vocabulary.

You can use picturecards in the traditional way, to present them and teach the words.

Yet, you can also use a game, like 'STOP': 1) TELL a word (an object, animal, action... ) 2) then show some flashcards and telle the words ... 3) until the children see the word they are lokking for and shout 'stop'.

12' Watch until 3.35 HEALTHY FOOD

The teacher provides a lot of exposure to listening and at the beginning elicit answers from individuals, yet then she leads the lesson and the students are passive.

This lesson can be easily criticised. The level seems quite good, but the students repeat the same sentences again and again and appear very bored. 1.50 They start drawing, and the teacher tries to use the activity to elicit and prpvide language (but this is inneffective because learners are not really angaged). She is morre successfull when she engages the stdents by interacting with them.

10' Listen until 6.35.

INTERACTIONS Healthy Eating Engaging - a variety of interactions. the teacher interact asking questions, the stidents work in groups. "How many types of food can you write?" (in groups, interacting) 1.50 classifying "healthy / not very healthy" in groups. 3.45 still in groups, classifying according to the food pyramid (graphic). 5 Eliciting individual speakers from the whole class. 6.00 Using the food pyramid to engage in content vitamins, fibres,

HOW TO INTEGRATE YOUR ENGLISH LANGUAGE LESSONS WITH THE CLIL SYLLABUS.

USE THE ELT TO INTRODUCE STRUCTURES, AND EMBEDD THEM INTO THE CLIL LESSONS.

USE MATERIALS FROM CAMBRIDGE YOUNG LEARNER -

Watch the video:

http://www.cambridgeenglish.org/it/exams/young-learners-english/

"STARTERS" TEST - Download the materials: (ZIP FILE)

www.cambridgeenglish.org/it/Images/174139-cambridge-english-young-learners-sample-papers-vol-1.zip

NATIONAL GEOGRAPHIC YOUNG LEARNERS

USING IMAGES to teach vocabulary.

You can use picturecards in the traditional way, to present them and teach the words.

Yet, you can also use a game, like 'STOP': 1) TELL a word (an object, animal, action... ) 2) then show some flashcards and telle the words ... 3) until the children see the word they are lokking for and shout 'stop'.

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CLIL YOUNG LEARNERS LESSON OBSERVATION and TEACHING TECHNIQUES

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How to ENGAGE using WARM UPs and activities 0.52 TPR Total Physical Response use MOVEMENTS to teach vocabulary (word and VERBS). 1.05 STORYTELLING using narration, intonations, different voices for different characters to engage. Use videos, gestures, body movement ... realia. You can use puppets USING IMAGES to teach vocabulary.

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A Child’s Guide to Language (BBC Horizon)

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A Child’s Guide to Language (BBC Horizon)

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A bit dated (in a fun way), but some interested points are made in this documentary.

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Recording of a CUP ELT webinar.
Integrate into session on developing writing skills.

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Storytelling and story-writing for Cambridge English: Young Learners

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Using arts and crafts to teach languages to young children.

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Using arts and crafts to teach languages to young children.

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Part of the session on teaching YL or Project based learning.

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Using arts and crafts to teach languages to young children - Tea Time Monkeys

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Arts & crafts can be a great way to teach languages to young children. Learn how to best to use them in your classes and maximize language learning!

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Top tips (written and podcast format).
Integrated into session on classroom management.

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Online English Language Teacher Training Courses

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This month, Moira Allen, a Young & Very Young Learners teacher based in Seville, Spain, has shared with us some of her advice for teachers who find themselves in a YL classroom. Read her highlights below and listen to us talking about classroom managment on the podcast.

Ok, so you have finished your CELTA training and are armed with lots of pedagogic knowledge, principles of effective teaching and files full of perfect lesson plans. Next step, you get a job. Great! First step achieved. Next stop the classroom.

Well, very likely you are on your own with no tutor or peer assessment and the niggling suspicion that perhaps this might not be as easy as you might like to think it is, to actually put it into practice.

My first class after the CELTA course was a class of about 12 six year olds. Now looking back, I think, what a doddle and it was only 45 minutes! At the moment, I teach 23 five year olds and have been in Early Years Education for about 8 years and prior to that 7 years in academies.

Before landing myself that first job in teaching, like many people I had come from a different background. Mine was in HR and training and I naively thought it might help, as I had been giving training sessions to adult professionals for many years and thought that quite challenging. However, I would have to say that nothing quite prepared me for the intimidating audience that is teaching kids in a language that is not their own.

My first experience of a large three year old class I will never forget. As armed as I was with theory and some practice, nothing quite prepared me for it. As I stood there with my cheery "Hello Everybody" and interactive whiteboard plans I scanned the room of little faces to see at least 2 or 3 randomly moving towards another part of the room or the toilet, one or two almost asleep, a few more under the tables and quite a lot looking at me with fearful faces and maybe less than half a dozen actually listening, as far as I could tell. But I wasn't even sure if they were! And, I almost forgot, there was one pulling on my trouser leg as I was talking.

Where do I go from here? Grab my bag and make a run for it or stick it out? Well as you might have guessed I stuck it out, but it was touch and go.
So what advice can I offer? Well I will begin with this.

Do what works for you.

Make the class your own, and the students. This is true for any age. It is your space and theirs, for that time whether it is an hour class or a 3 hour class.
Be practical and learn to think on your feet. That is, if something is not working think of a way to change it or make it work. Of course it is important to have a lesson plan but teaching is also about your learning, learning from your mistakes and your successes.

Be creative in terms of your teaching methods.

A child may quite often bring in a toy or an English book they have at home. Use it or any other resources (something you bring in from home yourself) to make it an interesting learning experience for all.

Have routines too.

This is especially true for young children as they like routines and although they can be the backbone of any class, learn to expand on those routines and add to them.
Pay attention to the mood of the class. That is listen and observe your audience and go with the flow. So if you feel they need to play, let them play for a bit. If you feel a chat would work then go with that. Be prepared to change your plans. This doesn't mean you don't follow your lesson plans but let them have a say in how they learn. It is up to you to guide them and bring them back to task when the time is right.

Kids spend so much of their time in schools being talked at as opposed to communicated with, it is no wonder they can't pay attention or don't want to. Would you be able to spend all day being talked at, while sitting still?

Be prepared to have good days and bad days, good classes and bad classes.

Everyone does, even after all these years I still do. You will think oh that worked really well or that was a disaster. You will find yourself wondering what am I doing wrong and comparing yourself to that teacher in the next class who seems to be getting it all right. They will have their bad days too.

Gain the students respect and demand it from them too.

I remember hearing that old chestnut..."Don't smile until Christmas". I realise now what they were trying to say was don't let them "rule the roost". Of course demanding respect and some kind of order within the classroom is very important but what I would suggest is this:

Get to know each individual

Engage with each of your students on an individual basis and although this might take until Christmas it will be worth it. So eye contact, a smile at the right moment, a question an observation or comment will help towards that engagement. Don't get me wrong, you are not trying to make them your friends so I am also talking about picking them up on negative behavior but you do need to build a bridge of sorts between you and them. So be firm and be fair but also be human.

Learn some tricks of the trade.

That is, learn or invent some motivational techniques to get their attention. A counting game, a song, a clapping game, a chant, whatever it is, it will be worth its weight in gold when you need it.

Learn or rob ideas from other teachers, teaching websites, Pinterest or whatever comes your way. That is ok, everyone does it, but do amend or change those ideas to suit you and your class.

Monitor you mood.

Stay calm and try not to let the little things get to you. Your mood will most definitely affect the class, more than you might like to think, so try to keep your cool and most of all try to enjoy it because there will be many more classes to get through before you are done.

Keen to get equiped for the YL classroom?

Our Teaching English to Young Learners Course covers what Moira has experienced drilling down into the issues, with lots of techniques, ideas and approaches for effective and fun classrooms.

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Post CELTA: Managing the Young Learner Classroom - Online English Language Teacher Training Courses

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This month, Moira Allen, a Young & Very Young Learners teacher based in Seville, Spain, has shared with us some of her advice for teachers who find themselves in a YL classroom. Read her highlights below and listen to us talking about classroom managment on the podcast.

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How to teach English to very young children with songs

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How to teach English to very young children with songs

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Session on teaching YLs.

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How to teach English to very young children with songs - Super Safari

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Five Ways to Teach Speaking to YLs - by Maria Conca

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Five Ways to Teach Speaking to YLs - by Maria Conca

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From the IH Journal.
Integrate ideas into session on developing speaking skills.

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Can we teach speaking to YLs?
One of the most frequently asked questions on YL training sessions I have been to or that I have run is 'Can we teach speaking to YLs?'. While many ESL/EFL teachers agree with the idea that 'it is not necessary (or even possible) to teach speaking in any real sense' (Richards,1990:78), I believe many of us would agree that as language teachers we should always provide opportunities for oral interactions in the classroom. This is particularly important when you are teaching in a non-English speaking environment and your learners have generally limited practice opportunities out of the classroom; it is crucial when you are teaching teenagers aged 10-14.

Before you carry on reading, think for a moment of the practice opportunities and the interaction tasks that you set to your learners in your class and answer these questions:

Which speaking activities do you integrate in your lesson?

Do your learners have to complete a task?

Do your learners actually use the language?

Do your learners enjoy speaking?

I have asked a group of EFL teachers I'm currently training. Unsurprisingly, they admit that they had never thought that they could teach a speaking lesson. They would rather plan a speaking activity at the end of the lesson to practise the grammar and vocabulary they have taught. Speaking activities are mainly games, acting out conversations/dialogues, role-plays, Q&A, questionnaires, which learners usually enjoy. It is quite rare to see learners using the language meaningfully and spontaneously in a less controlled speaking activity.
Types of speaking and approaches to teaching
There's nothing wrong with using games or role-plays as speaking activities to practise or reinforce grammar, but is that the objective of speaking?

When we speak, we hardly do it to show off our vocabulary or excellent grammar. In real life, people speak to get their message across, to get something done or simply socialize. YLs aren't that different. Their motivation to speak is socializing, sharing information, learning new things from their peers, expressing their own world of feelings and ideas. Teaching speaking to YLs is therefore possible and necessary for learners' language development. How can we do that effectively? Speaking tasks and activities need to reflect the motivations and the purposes of real life communication. Think of the last five conversations you have had this morning.

These are mine:

1. I talked to a restaurant manager to book the end of term dinner

2. I chatted to a colleague about her weekend in Rome

3. I interviewed a Job applicant for a teaching position in my school

4. I invited a friend to see a play next week

5. I recorded a Whatsapp voice message for a parent to let him know exam dates & times for his child

You may have had completely different conversations to mine with different people and on different topics. However, the purposes of your conversations are likely to be the same:

(Brown & Yule, 1983)

Depending on your habits or situations, your conversations may have been on-line, face to face or off line/delayed and planned or unplanned.

Speaking activities for YLs need to promote learners' ability to manage exchanges for a variety of communicative purposes relating to their interests and real life situations, in which the motivation is given by the expected outcome, both social and practical. This is why, among the wide range of speaking activities available that teachers can use in class, task-based activities with a clear objective are the most suitable to deliver a speaking-based lesson. Interactive tasks in order to be communicative need to feature the following:

An information gap

Immediate feedback

Choice (Johnson and Morrow,1981:62-63)

In order to maximize YLs' oral output, the context or the situation must be set very clearly through a variety of inputs as well as pre-speaking tasks, e.g. visuals, realia, vocabulary activities, videos, short listenings/readings, dialogue reconstructions, class surveys, presentations. Pre-communicative activities (Littlewood, 1981) will introduce the topic and offer practice opportunities, in which YLs can gradually build their own set of words, chunks, phrases required to complete the speaking task successfully.
Planning speaking activities
How can we make speaking tasks more motivating, effective and targeted for meaningful language use in the classroom? Think real life. What would YLs do or say in a given situation in their real life in their L1? Observe your learners: make notes of the things they like doing or talking about. Plan activities that will provide them with authentic models and the language they need to perform a task. Give them time to plan, prepare and rehearse if necessary. Set a manageable task they can perform with a peer while having fun. Here are some examples of speaking activities that work with teens aged 10-14.
Organize an end of term dinner with your teachers

Pre-speaking activities

v Show pictures of local restaurants

v Discuss options: What's your favourite? Which one would you like to go to? Which is the best/the cheapest?

v Set the context: End of term dinner is coming soon. Which restaurant would like to go to?

v Brainstorming: What information do you need e.g. address, opening times, vegetarian menu, prices?

v Revise vocabulary as necessary

Speaking task

v Divide the learners up into two groups

v Give out prompt cards with questions/information cards

v Learners A have information about the restaurants. Learners B need to find out menu, address, opening times, vegetarian menu, prices

v Call a friend or an English teacher to invite them to the dinner

Chat to a partner who has just come back from a school trip

Pre-speaking activities

v Ask learners about their last school trip: Where did you go? How did you travel? Was the weather nice? What did you see/do?

v Do you have any pictures on your mobiles? Show them to a partner and say: where you were, what you were doing etc.

v Write a text message to five people in the class (for real or on post-it notes) to tell them about your school trip. Start like this 'Hi there! You know what? I've had just been on a school trip to...'

v Revise vocabulary as necessary

Speaking task

v Learners choose five more people in the class to chat about their last school trip

v Make 1 minute video about your school trip and share it

Interview a celebrity

Pre-speaking activities

v Set the context using pictures, a short listening or

video of an interview, e.g. http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/interview-swimmer

v Give learners a situation: You want to interview a celebrity for your school magazine

v Ask YLs to give you the names of their international, local or even 'school' celebrities and write them up on board

v Negotiate the three most popular celebrities with the class

v Get learners to choose one celebrity to interview and make the groups accordingly

v Learners write five questions in groups

v Revise vocabulary as necessary

Speaking task

v Nominate or ask volunteers to pretend to be the celebrities. They can make up the answers if they don't know a lot about them

v Learners from each group take turns asking questions to their celebrity

Invite a friend to a school event or a festival for teenagers

Pre-speaking activities

v Show pictures of events/festivals to revise useful vocabulary

v Ask which events YLs have been to/are going to/would like to go to this year

v Get YLs to fill in information cards with place, dates/times, activities

v Give out a sample conversation to reconstruct and role play

v Revise vocabulary as necessary

Speaking task

v Learners invite each other to the events

v They can accept/refuse/make excuses

v Make 1 min video to advertise your school event on social media

Record a voice message to a friend offering help with his/her homework.

Pre-speaking activities

v Set the context by showing the picture of stationery

v Play a short recording or video about homework e.g. https://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/using-colours-do-homework

v Revise subjects, things you need and useful language, e.g. organize your notes

v Learners think of problems they usually have with their homework.

v They record a voice message with their mobile phone in which they ask for help or advice to peers

v Revise vocabulary as necessary

Speaking task

v Learners exchange mobile phones and listen to the messages

v Give them thinking and preparation time

v They record a voice massage to offer help, advice or suggestions

There is an endless combination of topics, tasks and communicative purposes for a speaking lesson depending on your YLs' situation, interests and language level. As language teachers, we should ensure that speaking tasks are sufficiently motivating, realistic and communicative in the sense that they actually provide a chance for interlocutors to negotiate meaning and acquire communicative competence through conversation and purposeful language use.

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References
Brown, G. & Yule, G. (1983). Teaching the spoken language, CUP

Johnson, K. & K. Morrow. (1981). Communication in the Classroom, Longman

Littlewood, J. (1981). Communicative language teaching, CUP

Richards, J. C. (1990). The Language teaching matrix, CUP

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Five Ways to Teach Speaking to YLs - by Maria Conca " IH Journal

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Can we teach speaking to YLs? One of the most frequently asked questions on YL training sessions I have been to or that I have run is 'Can we teach speaking to YLs?'.

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Five (Fun) Ways to Teach Listening to YL (Effectively)

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Five (Fun) Ways to Teach Listening to YL (Effectively)

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From the IH Journal.
Integrate ideas into sessions on developing listening skills.

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Why Teach Listening?

Teaching listening skills is possibly the hardest part of our job as EFL teachers. It is much harder when you teach listening to Young Learners (YLs) in a non-English-speaking environment. With very little English exposure at home or in mainstream schools in countries where English is not widely spoken, YLs need thorough guidance in approaching listening, particularly, to authentic language. In an English-speaking-environment, where English is everywhere, it is still crucial to teach learners to be effective listeners. YLs need to be engaged and have a good reason for listening and understanding what is being said. Listening plays a key part in the YLs' language development, simply because it is their main source of sample language and it constitutes the springboard for language acquisition and, hence, their future spoken production (Krashen, 1981). In this article, the focus will be on teaching listening to YLs aged 8-11 at A1 level (though some points made are transferrable to other age groups).

What Does It Take To Teach Listening Effectively?

In current ELT practice, listening skills are more often tested or practised than taught (Field, 2008). This is something I have noticed over the years when talking to newly-qualified teachers and many colleagues in a variety of teaching contexts. I admit I have been doing that for a long time myself with frustrating results. I used to pre-teach new vocabulary, to get learners to 'recognize' the words pre-taught and offer some sort of practice extension through listening comprehension questions and that was it. It took me a while before I realized that it's not sufficient to play a CD track to get your learners motivated to answer a list of (rather unchallenging) comprehension questions about a fake conversation, in which one of the interlocutors sounds like a YL. Teaching listening effectively takes a lot more than that.
a. Motivation
YLs love visuals, animations, games, fun things to watch, listen and do. Their main motivation is expressing their world to others and sharing experiences with peers. Listening tasks and materials should raise learners' interest and keep them engaged while they are doing things with the language they hear. Listening in class also has to be a chance for YLs to use all their imagination, creativity, curiosity and energy to learn.
b. Engaging Listening Tasks
What makes a listening task engaging for YLs? YLs are in the stage of their life in which they are gathering information from their world experience. They are gradually developing the abilities to listen carefully to get something done or just get the gist of what has been said for a purpose. In other words, learners are learning to decode messages purposefully and manage information with confidence. The teacher's job is to create real-life conditions in the language classroom, as much as possible, in order to 'train' YLs to develop effective strategies for understanding oral messages that have some connections with their world. Listening tasks must therefore clearly reflect YLs' real life experiences and everyday new discoveries.

How can teachers make listening tasks more engaging? Think of all the different situations when YLs listen carefully to people around them. In which situations would they listen up for important details? Possibly, when they need to follow instructions to make something, e.g. crafts, or to do something 'fun', e.g. playing a guessing game. In these situations, there is a clear purpose for listening and extracting key information. This is called transactional listening (Richards, 1990). In this case, YLs' language knowledge can help them understand and select the information needed, which is called 'bottom-up processing' (ibid.). There is a lot YLs haven't experienced first-hand yet, but, while carrying out realistic tasks, they can still activate the world knowledge they have gained through games, books, stories or simply from parents' or teachers' talk. This is called 'top-down processing' (Richards, 1990): the context and the listener's background knowledge will help understand the message. New things will easily attract YLs. Selecting or designing materials that can feed YLs' endless curiosity and spark their imagination is just vital to make tasks engaging. While keeping learners motivated, listening tasks also need to create the opportunity for meaningful language exposure and life experience.
c. Appropriate YL Materials
Teaching listening involves providing a fair degree of motivation, purpose and engagement to a range of listening tasks that YLs can relate to their real life or their world experience and that will provide training for effective listening. Listening tasks need to be manageable in order to avoid demotivation or information overload for YLs (Brown & Yule, 1983). Authentic materials can offer a chance for real language exposure though task grading will be necessary, e.g. through visual aids or pre-listening tasks, not necessarily vocabulary pre-teaching. For instance, you could choose to use an example as a pre-listening task with an immediate response as to build learners' confidence before approaching the actual task (Lynch & Anderson, 1988). Listening materials surely need to feature motivating tasks, but also they need to provide interesting content and be visually attractive to a child aged 8-11. Selecting listening materials can be hard. You need to walk in your learners' shoes and see the world with their eyes not your own. Talk to your YLs as much as you can to find out about their interests and make a list of topics that are age and culturally appropriate to your class, not YLs in general. Materials should always have a fun and competitive element to make the exposure to real language more enjoyable.

Five Practical Classroom Ideas

Having outlined what makes listening tasks effective, here are five classroom ideas based on these principles.
1. Listen & play
Topic: Weather/Countries Functions: Understanding key information Aims: Developing listening skills for details using icons, maps & weather report video Learning new weather words & countries around the world through listening

Activity: Listen to the weather forecast around the world Match the weather icons to the flags/countries

Pre-taught vocabulary: none

Follow-up activity: Make a video about your local weather today using weather flashcards

Resources: https://learnenglishkids.britishcouncil.org/en/games/whats-the-weather
2. Listen & make
Topic: Making things Function: Following instructions Aims: Developing listening skills for live detailed instructions to make a fish origami Learning craft vocabulary e.g. fold, unfold, turn around, press

Activity: Listen to the teacher giving live instructions to make a simple fish origami

Pre-taught vocabulary: none

Follow-up activity: Listen & watch 3D Animation video 'Once I caught a fish alive' nursery rhyme https://www.youtube.com/watch?v=w49MQ6Wrqes

Resources: Square coloured paper
3. Listen & respond
Topic: Fruit & Veg, Food Functions: understanding requests Aims: Developing transactional/top-down listening skills in the context of shopping Learning quantifiers e.g. some, a lot of, and measures e.g. Kilo, a dozen

Activity: Listen to a customer (teacher) who recorded a message (video/audio) for the greengrocer (learners) asking to do the shopping for her and collect the items from the shelves (rows of desks in the classroom) Sample: 'Hello there! I'm very ill today. Sorry, I can't do my shopping. Can you please help? Can I have two kilos oranges, please? Then, I need some onions and a dozen eggs, please!'

Pre-taught vocabulary: Kilo/Pound; half a kilo; a dozen

Follow-up activity: Learners make their shopping lists in turn and get partners to do the shopping

Resources: Realia, toy fruit & veg
4. Listen & guess
Topic: Appearance Function: describing people Aims: Developing listening skills for selecting relevant information Learning new vocabulary and phrases to describe people through semi-authentic listening (different accents are featured in the text)

Activity: Listen to six people describing 6 other people they met in different situations Ignore irrelevant information. Focus on their appearance and match the description you hear to the face in the pictures

Pre-taught vocabulary: Beard, moustache, freckles. Other new items are taught in context through visual/aural input

Follow-up activity: Play 'Guess who?' game - one learner at a time describes a person from class/school/local town or celebrities. Other learners guess who they are

Resources: https://learnenglishkids.britishcouncil.org/en/games/face-match
5. Listen & tell
Topic: Positions Function: describing places Aims: Developing listening skills and predict key information using visual and aural clues Learning basic prepositions of place and describing places

Activity: Watch the video. Listen to the conversation. Tell where Hero was/is now

Pre-taught vocabulary: None New items are taught in context through visual/aural input

Follow-up activity: Play 'Treasure hunt' - Teacher hides small cuddly toys or nice kids' stuff in the classroom/school and sends learners on a treasure hunt. Learners in groups ask the teacher for clues. Good listeners usually win

Resources: https://learnenglishkids.britishcouncil.org/en/grammar-videos/heros-adventure

Conclusion

Listening is one of the key language skills for YLs' language development. The YL listening classroom needs to relate listening tasks and materials to YLs' experiences in real life and help develop strategies to decode messages effectively. In order to teach listening (not testing or practising) effectively, teachers should re-think what they do in the classroom and make choices: use authentic materials as input, design motivating tasks not comprehension questions, make use of textual and contextual resources, make listening purposeful and fun (Field,2008:25).

Author's Bio: Maria Conca has been teaching English for over nine years in the UK and in Italy, where she's based and has been running her self-owned language school since 2011. She took her CELTA at IH Rome in 2007 and has recently completed her Delta at IH Newcastle (Module two) and Distance Delta IH London (Module one & Three). She has worked as a teacher, teacher trainer in primary education and CLIL, DoS and academic manager. Her main interests are YL, Teaching oral skills, CLIL, SLA and materials development.

References

Brown, G. & Yule, G. (1983). Teaching the spoken language, CUP Krashen, S.D. (1981). Second Language Acquisition and Second language learning, Pergamon Lynch, T. & Anderson, A. (1988).Listening, OUP

Field, J. (2008). Listening in the language classroom, CUP Richards, J. C. (1990). The Language teaching matrix, CUP

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Five (Fun) Ways to Teach Listening to YL (Effectively)

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Why Teach Listening? Teaching listening skills is possibly the hardest part of our job as EFL teachers. It is much harder when you teach listening to Young Learners (YLs) in a non-English-speaking environment. With very little English exposure at home or in mainstream schools in countries where English is not widely spoken, YLs need thorough guidance in approaching listening, particularly, to authentic language.

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Reading while listening to learn:young EFL learners’ perceptionsElsa Tragant and Anna Vallbona

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Reading while listening to learn:young EFL learners’ perceptionsElsa Tragant and Anna Vallbona

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A study into the value of using graded readers with YLs. Integrate into session on developing reading skills.

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Error Correction in Speaking - The Fun Way: Herbert Puchta

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Error Correction in Speaking - The Fun Way: Herbert Puchta

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A practical classroom idea for trainee discussion.
Leads to discussion on useful posters/signs.
Integrated into sessions on classroom management or developing speaking skills.

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Error Correction in Speaking  - The Fun Way: Herbert Puchta (Teaching Teenagers Tip #4)

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Pronunciation exercises that would work well with teens.
Integrate into session on developing pronunciation.

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Observation video from a German language classroom. Guided Observation question examples:
- How does the teacher engage the learners?
- What language skills are learners working on?
- What could be the next stage(s) of the lesson?

Integrate into session on developing reading skills.

NOTE:The video works if you go to the Vimeo site!

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How to Create an Online Teaching Background Your Students Will Love

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How to Create an Online Teaching Background Your Students Will Love

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Integrate into sessions on teaching online or classroom management.

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By Krzl Light Nunes
July 20, 2020

You've ticked all the essentials for teaching English online - you tested your computer, headset, mic, Internet speed, and the online platform you will use for teaching. Then you noticed something's missing when you see yourself on your Zoom screen. Oh, no - you need to decorate your online teaching background! Don't panic. We've got a goldmine of ideas on decorating a teaching backdrop that will surely engage your online ESL learners.

First, what is the background for teaching online all about? Why is it important?

Do you remember entering a classroom in school and being fascinated by the colorful visuals and educational decor your teacher had put up on the walls? Much like in a real classroom, online students also feel more motivated to study in a visually appealing environment. And even though you're sitting in front of a computer, you can still make learners feel like they're in a real classroom!

Your teaching backdrop's design depends on who you work for and who you are teaching. Let's explore how each factor affects how you tailor your virtual classroom.

Creating a teaching background when you work for a company vs. as a freelancer

Are you working for an online English company like VIPKid or QKids? Chances are you will be required to have a teaching background, especially if you're teaching kids. Although companies don't have set rules or standards as to exactly what your backdrop should look like, putting in extra effort in building a unique virtual classroom setting will pay off when you see a spike in your bookings!

On the other hand, if you work for yourself as a freelance online English teacher, you're of course not compelled to construct a teaching background. However, it is still recommended to decorate your teaching space in order to stand out and build better rapport with your students.
Should you teach online for a company or start your own business as a freelancer?
Creating a teaching background for kids vs. adults

It's no secret that young learners have more fun studying when they see colors, shapes, and interesting things around them. In a virtual English class, a lively educational backdrop will surely keep your kids engaged. The pictures, toys, and other trinkets in your teaching space will also serve as your visual aids, props, or rewards for your young students while giving a lesson, plus they're handy for improvising games or activities for those extra minutes left before the class ends.

Meanwhile, an elaborate virtual classroom backdrop is not always necessary if you're teaching English online to adults. However, although you can teach with a plain wall or curtain behind you, having a visually engaging online classroom set-up will not only show your adult students some of your personality but also your professionalism as an online teacher.

What props or items should I use to set up my online teaching background?

Before you revamp that bare space behind your desk, make sure that your teaching corner has the basic setup:

A dry-erase whiteboard is important, as you can use it for writing your name and the company you work for, drawing visuals to explain something, and even for a fun game of Pictionary!

Keep your background free from clutter and distraction. Make sure that dirty laundry, posters, unnecessary objects, and other people will not be seen on your students' screens.

Check that you have good lighting, which could be sourced from natural daylight or a strong lamp. Ensure that the light is in front of you and that it doesn't cast any strange background shadows.

Pro Tip: You might also want to invest in a ring light to illuminate your face better, especially if you want to look fresh and energetic while teaching very early in the morning or at the wee hours of the night.

Learn more about the requirements to teach English online.
Teaching background decor for kids

You don't have to go-over-the-top with embellishing your teaching space for kids! You can use one or a combination of these items, as long as they look organized in your background.
Online teacher Mari's Background Decor
Maps

A colorful, kid-friendly world map is inexpensive and easy to find, plus it instantly makes any space look educational. Use it for teaching country names or pointing out your or your student's location! You can also laminate your map before hanging it on your wall or whiteboard so that you can mark places with a dry-erase pen.

Flags

A decorative flag of your country or your student's adds personality and color to your backdrop. You can print or buy flags, or even make them yourself!

ABCs or numbers wall décor

Alphabet charts always come in handy for practicing letters and pronunciation, while a number board is great for teaching kids to count in English. Aside from hanging up an entire chart, you can also stick individual letters or numbers onto a whiteboard and use them for spelling games!

A rewards system board

Get your young learners excited through secondary rewards for their class achievements! For this, you can print out small stars, animals, or fun images and set them up on a small whiteboard or corkboard beside you.

String lights

Adorn the edges of your whiteboard with generic white Christmas or decorative string lights to make your background brighter.

Flashcards

Instead of stacking those colorful flashcards on your desk, why not use them as decorations - and still have them within reach?

Banners

Even a simple but colorful party banner can easily be eye-catching. You can hang it as it is or stick big letters on its flags to spell out your company's or your own name.

Stuffed toys and playthings

Display cute teddy bears or animal characters in your background and see your kids' faces light up right away!

Use available materials at home

You can turn even the simplest of things into amazing online teaching props. Try drawing emojis on paper plates or making finger puppets on popsicle sticks!
Get more ideas for setting up a successful virtual classroom in the Bridge suite of courses, Specialized Certification in Teaching English Online.
Teaching backdrop decor ideas for adults

While you can keep certain decorations like maps and flags in the background for your classes with adults, you can replace the objects that look too kiddie-focused with other items. Here are some ideas:

Set up a shelf or a wall rack with trinkets that represent your personality and life story, like a trophy you won, souvenirs from your trips abroad, or objects related to your interests, such as books or vinyl from your record collection.

If you don't have a map, you can put up a decorative desk globe or hang up a beautiful painting behind you.

Print out colorful vocabulary or grammar charts and stick or tack them onto a whiteboard or a corkboard.

Teaching background ideas for digital nomads

If you are a teacher and a world traveler at the same time, you can avoid the hassle of carrying online teaching props or buying new ones on the road by carrying items that you can easily store in your backpack, such as:

A foldable map or map tapestry

A tri-fold board you can use as a background (in case your Airbnb doesn't have a suitable blank wall)

Colorful paper or cardboard banners

Letters, pictures, or stickers you can stick onto your tri-fold board or hang on a string

Flashcards

No time to pack up these things? You can also use a third-party application like ManyCam, which lets you easily change your teaching backdrop, add graphics and effects to your presentations, and use fun face masks and filters in your online classes!

How can I go the extra mile with my teaching background?

If you have been teaching English online for a while, it will be worth it to splurge a bit and invest in your teaching space even more. Here are some elements you can add:

Make your online teaching background brighter and more colorful with a panel light or stage lights!

Set up a special backdrop for special holidays or occasions. For instance, you can hang up pumpkin or autumn leaf banners for Thanksgiving or add a small Christmas tree during the Christmas season!

Get small toys or fun party headbands. These small but useful props for online teaching will keep your learners entertained when you use them for games and role plays!

Check out Mari showing her virtual classroom backdrop in this video:
Where can I find inspiration for decorating my teaching space?

Pinterest

The social media platform, Pinterest, is the perfect place to get inspiration and ideas for decorating your online classroom, whether it's for teaching kids or adults.

Fellow online ESL teachers

Do you have a family or friend who also teaches English online? If so, ask them for tips on making or improving your virtual teaching background. Who knows, they might even lend you some of their decorations or help you with creating do-it-yourself teaching props!

There are no limits to your creativity when it comes to decorating your teaching space. Your English learners will appreciate the work you put into bringing a dull space to life and building a better class experience for them, even in a virtual setup.

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How to Create an Online Teaching Background Your Students Will Love - BridgeUniverse

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By Krzl Light Nunes July 20, 2020 You've ticked all the essentials for teaching English online - you tested your computer, headset, mic, Internet speed, and the online platform you will use for teaching. Then you noticed something's missing when you see yourself on your Zoom screen.

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PODCAST: HOW TO GET YOUR KIDS TO BEHAVE IN ESL CLASSES

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PODCAST: HOW TO GET YOUR KIDS TO BEHAVE IN ESL CLASSES

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Something to download and listen to while on the move as part of a blended course.
Integrate into session on classroom management.

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How to get students to behave

Were you expecting little angels and found you ended up teaching little devils? Are your students more interested in running around the classroom than reading the course book?

Classroom and behavior management in ESL

Listen to hear the three keys to getting your students to behave without ever raising your voice. We'll look at student motivation, rewards and punishment and why bad behavior sometimes occurs.

Tagged: TEFL, TESOL, Education, Classroom Management, young learners, behavior management

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Podcast: How to Get Your Kids To Behave in ESL Classes - TEFL Training Institute

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Were you expecting little angels and found you ended up teaching little devils? Are your students more interested in running around the classroom than reading the course book? Listen to hear the three keys to getting your students to behave without ever raising your voice.

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Access contemporary online versions of YL teaching material examples to explore in sessions on adapting and using coursebooks.
- How do these relate to adult coursebooks?
- How do they differ?
- What mind need updating?

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Category: Talking Trinity - 2018 edition | Garnet Education

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This revised edition of our Talking Trinity series is fully matched to the latest Trinity GESE exam specifications and is approved by Trinity College London as suitable exam preparation material.

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Teaching young learners and teenagers English Are we all on the same page ?

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Teaching young learners and teenagers English Are we all on the same page ?

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Harry Kuchah's short article and webinar.
Session on teaching YLs.

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This presentation draws from my experience of working as an ELT teacher, teacher educator and researcher in relatively underprivileged contexts in sub-Saharan Africa. I hope the issues I have highlighted here resonate with teachers in other parts of the world. While policymakers continue to promote Curricula changes which focus on the development of communicative competence and learner-centred pedagogies, such policies are not often matched by a concomitant provision of human, material, or financial resources. As a result, classrooms remain overcrowded (some of my examples are taken from a classroom of 235 teenagers), and there is an acute lack of textbooks and other teaching and learning resources.

Teacher educators and teachers in this context, like elsewhere, have traditionally concerned themselves with teaching methods and techniques, teaching theories, learning materials, and classroom conditions. Yet there is evidence (e.g. from work done by members of the Teaching English in Large Classes Network, which shows that learners can play a very important role in the development of good practices. My own experience of working with young learners and teenagers in large under-resourced classrooms in sub-Saharan Africa has shown me that the best policies, materials, teaching practices etc. can only be as good as the learners for whom they are designed.

My research into context appropriate ELT pedagogy in Cameroon has shown that it may be possible to develop a pedagogic partnership which takes account of learner agency in teaching and teacher education processes. In this study, 11-year-old children claimed to learn better through collaborative tasks rather than quietly listening to their teacher.

Good teaching does not necessarily lead to good learning, but good learning can be achieved sometimes in spite of teaching. In an under-resourced context, learning must be a mutually constructed endeavour; a collaborative experience between teachers and learners, striving towards common goals. Both parties should have the same answers to the following questions:

What do we want to achieve?

How shall we achieve it?

Where shall we find the resources we need?

This collaboration between teachers and students in the design of content and process of learning is what I call a 'pedagogy of partnership'. The examples show that when students are involved in sourcing and or producing their own materials for the language classroom and when they are given opportunities to contribute ideas for classroom activities, they benefit from using language productively and authentically. What is more, student-generated materials become invaluable learning resources in resource-poor contexts.
Watch my webinar to learn more about my research, and the Pedagogy of Partnership.
Harry Kuchah has been involved in English Language Teacher education and materials development for 20 years. His interests are in developing appropriate learning resources and processes for English language education in under-resourced large class contexts.

Categories: Professional Development, Skills, Teenagers, Young Learners | Tags: ELT Resources, Teenagers, Textbook, Young Learners | Permalink.

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Teaching young learners and teenagers English | Are we all on the same page? - Oxford University Press

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This presentation draws from my experience of working as an ELT teacher, teacher educator and researcher in relatively underprivileged contexts in sub-Saharan Africa. I hope the issues I have highlighted here resonate with teachers in other parts of the world. While ... Continue reading →