# data[].attributes.body
HeartELT

ESOL Teaching Resources link on NATECLA

Excellence Gateway

British Council, ESOL Nexus, English My Way

Busy Teacher, Teaching with Limited Resources,

British Council, How to create resources from nothing

EMTAS, Teaching Materials

One Stop English, Teaching English with minimal resources

One Stop English, Teaching children

ESL KidStuff

Busy Teacher, Talking Heads: Role Play Using Masks

British Council, How to build confidence among low-level learners of English

Advanced online Refugee Phrasebook. See here for basic conversational phrases. Refugee Phrasebook is created by volunteer translators. The data is licensed with a Creative Commons license (CC0) and can be reused for refugee projects everywhere.

# data[].attributes.body
Only important words should be taught before the learners see the text;
It’s a good idea for learners to predict what the text is about before they read;
In a classroom setting, questions are given before the learners read the text. Questions given afterwards become a memory test!;
On the second reading learners should answer detailed questions;
quite often teachers set a task to do after

learners have read a text

, for example, completing an application

form in response to reading a job advertisement

# data[].attributes.headline
Helping learners with reading and writing

# data[].attributes.subject
Helping learners with reading and writing

# data[].attributes.body
Don’t assume that your learners can read and write in English or in their first language.

Do break reading and writing activities down step by step.

Don’t ask them to read or write huge amounts of text.

Do focus on individual words or sounds.

Do find out whether they can read and write from left to right.

Do be aware that there may

be a gap between your expectations and

what the students can do.

Don’t write huge amounts on the board and expect them to copy it down.

Do keep it simple.

Don’t use EFL resources.

Do use appropriate resources

# data[].attributes.headline
What do teachers need to do before, during and after a pair or group work activity

# data[].attributes.subject
What do teachers need to do before, during and after a pair or group work activity

# data[].attributes.body
Before the activity, they need to:

•

set

up the

activity

really

carefully

with

clear

instructions

•

check

their

instructions

before

the

activity

starts

.

During the activity they need to:

•

check

that

students

are

on

task

at the

beginning

of the

activity

•

take

notes

on

errors

and

good

uses

of language

•

feed

in language

or questi

ons

to keep

the

discussion

going

•

help

the

students

if they

need

or ask

for

help

•

make

sure

everyone

is participating

.

After the activity

teachers take notes of errors as well as good language used

during pair and group work. After the activity

has finished,

the teacher

uses

this information to give the students feedback on their language

# data[].attributes.headline
The advantages of getting students to work in pairs and groups are:

# data[].attributes.subject
The advantages of getting students to work in pairs and groups are:

# data[].attributes.body
It creates an opportunity for learners to use the language they

have been learning (activate  learning).• Students

enjoy

interaction.

•

It develops

their

ability

to communicate

(get

meaning

across

with

the

English

they

already

have)

.

•

It increases

‘student

talking

time’

(time

they

are

speaking

as opposed

to the

teacher).

•

It creates

energy

in the

classroom

# data[].attributes.body
Skills Workshop

# data[].attributes.body
using role play as a rehearsal for real life interactions. Read the following outline of a role play activity aimed at helping learners with basic English to buy things at a market.

Practise basic food items such as fruits and vegetables, and tinned foods, using packaging or actual food items if possible.

Give students coins and ask them to hold up 1p, 5p 10p, 20p, 50p, and 1 pound coins.

Students receptively practise numbers which they find difficult, for example 13, 30 by circling the number that they hear.

Students count how much money they have in total.

In groups students price the food items.

Divide class in half and give half of the class roles as stall holders at a local market, for example, stalls selling fruit and vegetables, fish, bread, rice, lentils, spices etc and distribute food items between them.

Give the other half the opportunity to visit the stalls and buy 1 or 2 food items.

Students practise buying items and try to find the cheapest prices at different stalls.

# data[].attributes.body
Backchaining is a drilling technique intended to help learners pronounce difficult sound groups, words or phrases. The teacher begins with the last sound, which the learners repeat, and then gradually builds up the word or phrase by going 'back' to the beginning.

Example
The following sequence is an example of a backchaining drill:
Teacher: Known
Learners: Known
Teacher: I'd known
Learners: I'd known
Teacher: If only I'd known
Learners: If only I'd known etc

# data[].attributes.body
looking for a job, education, health, where you live, daily life
An engaging activity is:

engaging

(enjoyable, fun, sufficiently challenging)

-

useful

-

interesting

-

accessible
Practical considerations when planning a lesson are:

type of activity and number of learners; layout of the

classroom; what resources

you will need; how much time you’ve got

# data[].attributes.body
get feedback about the lesson so you can plan what happens next.

# data[].attributes.body
plan for a ‘Let It Land’ moment so that the activity can complete.

# data[].attributes.body
use key language to talk about the activity and encourage practice between learners.

# data[].attributes.body
involve everyone in the activity in ways they feel comfortable.

# data[].attributes.body
set up the activity and include those who are interested in preparing the materials.

# data[].attributes.body
make an offer to your learners so they understand the activity they are about to take part in and decide if they’d like to take part.

# data[].attributes.body
Definition: Keep it simple and focus on one thing at a time.

Why this is important: Learning is dependent on how you show up, not what you bring. Choose one activity that you feel very confident to teach. If you can teach something that you don’t have to think too much about to facilitate well, you can keep your attention free to focus on the needs of the learners and their language acquisition no matter what is going on around you.

# data[].attributes.body
Definition: Create a safe space for teaching.

Why this is important: Learning only happens when everyone feels safe, including you. Understanding what your own signs of stress are will help you notice if/when you are getting overwhelmed. You are responsible for your own wellbeing, so ensure you are teaching in a place where you feel comfortable and have the support you need to run a great session.

# data[].attributes.body
Definition: Think about how you communicate.

Why this is important: Learning can be co-constructed through conversation.

The way you communicate is as important as the language you are teaching. In a Crisis Classroom lesson we communicate through the activity, which becomes our main method of building learning relationships. Even in situations where there is limited common language a smile can speak a thousand words. Try to ensure that you are using open, non-judgemental talk and keep the atmosphere helpful and friendly.

# data[].attributes.body
Definition: Make space for learner input.

Why this is important: Learning increases when everyone is free to contribute.

As a teacher, it can feel as though you have a great deal of responsibility for the learning taking place, but this step reminds you that there are other people in the lesson too. Draw on the life experience in the room and allow space in your activities for things to be done differently to the way you might expect. If you can lead activities that allow people to be creative and help each other, there will be more space for you to help people individually with their language needs. For example, lessons that involve food and cooking can open up huge possibilities for creativity and lots of opportunity to practice language at many levels.

# data[].attributes.body
Definition: Allow space for feeling.

Why this is important. Learning only lasts if there is time to process what has happened. Build in moments for you and your learners to stop and feel what is going on. This is not necessarily a cognitive realisation. Processing in this context is more emotional. ‘Let it Land’ moments are about satisfaction, celebration and pride, not assessment. Often, learning really settles when you have a chance to share your work – to present to the group, to share a meal or to look at some art work. In these moments it is possible for everyone to integrate the experience and for you as the teacher to hear what has been learned.

# data[].attributes.body
Definition: Respond to what was learned.

Why this is important: Learning can continue if you understand and build from what has already been gained. Coming out of the ‘Let It Land’ moment, you will be able to reflect on what happened in your lesson and design the next stage of the learning in direct response to what you discovered.

# data[].attributes.body
Definition: Make space for learner input.

Why this is important: Learning increases when everyone is free to contribute.

As a teacher, it can feel as though you have a great deal of responsibility for the learning taking place, but this step reminds you that there are other people in the lesson too. Draw on the life experience in the room and allow space in your activities for things to be done differently to the way you might expect. If you can lead activities that allow people to be creative and help each other, there will be more space for you to help people individually with their language needs. For example, lessons that involve food and cooking can open up huge possibilities for creativity and lots of opportunity to practice language at many levels.

# data[].attributes.body
This is the difference between Integration and Inclusion – Integration requires your learners to change to suit you, Inclusion allows your learners to participate as they are.

# data[].attributes.headline
The situation of newly arrived migrants	

# data[].attributes.subject
The situation of newly arrived migrants	

# data[].attributes.body
In Teramo there are some associations who support migrants and refugees: A.N.F.E., CSV , Centro Melting POinT .
Data by Prefettura say that the number of migrants is getting higher: at the moment the 17 structures are hosting 525 migrants but they could be 800 in a few days. This is related to Immigrant First Reception Centers . In those centers there are about 100 males, 50 familiesi; in Campli, a small village near Teramo, where my school is situated, there are 60 migrants. And other centers will be created.
Migrants are much more if we consider also the Second Reception Centers, called Sprar, managed by the social association named Domus caritatis. There is a difference between the first and the second reception: «People who arrive on the coasts are sent to CAS, extraordinary reception centers. Those who are worthy and have the right to remain are sent to the Sprar (System of refugees' protection) managed by the town hall». While the Cas hosts migrants in collective centers, the Sprars are arranged in flats because their aim is the integration. They offer work training and literacy. In Campli some migrants work socially, in local associations because they speak 3 languages.

# data[].attributes.body
I am very happy with using Learning Design because I have already done it in a previous course about the CLIL methodology and coding

# data[].attributes.body
Hi! I am Lia and I teach English and ICT at Primary school. I live in Teramo, a small town in the centre of Italy, near the Adriatic Sea. At the moment I am at home: schools are closed because of the earthquake. Anyway, I am happy to have some free time to make the activities for this course. In my school there are lots of students from foreign Countries, especially from Morocco and China. In addition, in Campli, the place where the school is situated, there are some people coming from Syria. Cultural diversity is the main aim of my school plan. Every year a sum of money is given to school by a local association to arrange activities and projects for the students who cannot speak Italian. Some years ago I attended a three-day seminar in Wien about diversity and its promotion through school linkings. I find European projects very important to develop the awareness of cultural diversity. I am an eTwinning Ambassador since 2009 and an expert assessor of KA2 Projects. ICT can support teachers to develop their innovative and creative teaching through collaboration with other schools. In my school I have a good Internet connection and some laptops that I can use in the classroom together with mobile phones and tablets (teachers' own devices!). I plan activities that involve technology even if sometimes it is not so easy because computers are not enough or because I have one white interactive board, in one class.