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Enhance critical thinking, foster active engagement, increase intrinsic motivation, and promote long-term retention of knowledge, supports learner-centered learning, helps develop autonomy, build confidence, improve problem-solving skills by allowing them to explore concepts and make connections with support, reduces TTT and maximises student productivity

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an watercolour painting of a teacher teaching a large group of students

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Students do a task at home on what they will be learning BEFORE coming to class

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Personalized, active, deeper learning. Students can do it in their own pace at home.

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Students get an authentic writing piece to take home (article or review) with some instructions, such as highlighting linkers and connectors and making observations about the structure. They bring this with them to class where it is then reviewed before introducing a writing part 2 article/review wirh specific focus on linkers/connectors and structure before producing a piece of their own.

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Find your inner child, if you're not one👶

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Students build up their language foundation step by step, starting with simple things, like vocabulary, and then adding other more and more complicated language elements to it, it's like a natural order of learning your native language 

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Build a good language foundation, enhance critical thinking and "language intuition", boost up confidence and reach authenticity when using the language, promote long-term retention of knowledge, helps develop autonomy, etc.

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Vocabulary, Speaking, Listening, Grammar, Reading & Writing

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Flashcards and other visual materials, memory games, bingo, board games, role-playing, songs and videos, etc.

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forest classroom with teacher and students

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Make them work instead of you😉

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Pre-lesson preparation activity for a production stage in the classroom

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Controled practice in a fun way (constant repetition of grammatical structures, student-centered)

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Ask your students to prepare a short biography text about one of their favorite performers/celebrities/any famous people, and be acquainted with their life. Next lesson, play "Guess who" by asking your students to guess each other's people. Basically, you want them to practice Present Simple (affirmative/negative/questions) in a fun way, and make them constantly produce grammatically correct structures without lecture style approach. A2 level. Review of Present Simple.

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"the Socratic Method is a tool and a good one at that used to engage a large group of students in a discussion, while using probing questions to get at the heart of the subject matter" (University of Chicago Law School)

Eliciting language from students goes a long way.

Instead of lecturing and spoon feeding students, the teacher acts as a guide to the answers by asking questions.

If the students discover the solution to a problem themselves, the novelty and experience of approaching the answer will have more of an emotional trigger (excitement, inspiration), thereby providing the crucial elements to create a "core memory" of learning.

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An approach where the focus is on the students rather than the teacher.

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Longer lasting language acquisition and deeper understanding of concepts

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Present perfect simple vs past simple. Put Qs "What countries have you been to?" and "What countries did you go to last year?" Elicit answers and ask Ss to indicate "When" these events happened. For present perfect simple answer, it will not be possible to know when, thus, introducing the concept of an indefinite past. To go deeper, we can do the same with "What have you eaten today?" and "What did you eat today?"  Asking Ss to indicate in which one is the day over and in which one is the day still in course. 

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-Accurate material that students can refer back to                                                                -Focus on practice & confidence                       -Longer retention (esp. if students elicit the meanings/rules from context or samples)

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If it's vocabulary, students could try to find terms in a text using context. The first task would involve matching those terms to given definitions. The second task would consist of sentences with gaps that must be filled in with the learned words. The third (optional) task could be aimed at using those words in a more independent way, either in written sentences or in conversation (perhaps in the form of questions & answers).

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teen students doing a paiwork speaking activity in a classroom

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now it’s our learners’ turn 😎

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Rather than just lecture students, let students work their way through class content at home and come to class prepared and ready to communicate! 

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Promotes communication. Increases learner autonomy and responsibility. Makes learning more interactive and engaging. Students can review material at their own pace

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any EFL age group. Young learners: fun, visual, very short pre-class tasks. Teens: engaging, tasks to keep motivation. Adults: authentic, real-world materials and discussions.

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Students watch a video on Past Tenses and they create their own story in class. Students give feedback to each other. 

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To evoke personal and realistic responses to conclude the topic of conditionals. 

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Conditionals, sentence generation and variation. 

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This is a nice activity to conclude conditionals at a more advanced level with sentences incorporating the starting phrase of ‘I wish..’ Teachers may focus on conditionals too specifically without going over other structures such as ‘unless’, ‘when’ and, in this case, ‘wish’. To start, put WISH on the board and try to elicit different structures and their natural grammatical functions of the word. Get students to explain what they have a their examples, which in most cases will be personal - for example: ‘I wish I had done my homework.’ To make it more difficult, do S-S conversion by asking ‘what did he say..?’

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Caldea in another universe, Andorra (in anothet universe)

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🤽 The Natural Approach

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in this class, we learn about Caldea, the big spa in Andorra. We use English to talk about water, health, and relaxing. Students practise speaking, listening, and learning new words. We do fun activities like roleplays and games. We also watch videos and talk about what people can do in Caldea. It’s a fun way to learn English and learn more about a famous place in Andorra.

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by focusing on listening first, they understand more before they start speaking. There’s no pressure to be perfect because mistakes are part of learning. Vocabulary and grammar are learned through real situations, not just from a book, which makes it easier to remember and use. Because the topic is interesting and familiar, students are more motivated to speak and take part. This method is for real communication skills in a fun and natural way.

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this class focuses on listening and speaking skills through fun and meaningful activities about Caldea. Students build understanding by listening to videos, descriptions, and class discussions about the spa, without pressure to speak right away. As they get more confident, they will practise speaking in natural ways through simple questions, group work, and roleplays like being a tourist. The goal is to help students feel comfortable using English in real life situations, with vocabulary and grammar coming naturally through use  And not memorisation.

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watching a short video about Caldea and discussing what students understand, matching spa-related vocabulary to pictures or definitions, and doing listening tasks where students choose or match the correct response to what they hear. Students can also practise speaking through roleplays, such as a tourist asking questions and a Caldea worker giving information, or prepare a short spoken tour of Caldea using a simple map. Creative tasks like designing a Caldea brochure or completing an information gap activity by asking and answering questions, help reinforce vocabulary and real-life communication in a fun, natural way

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Call the judge!

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Students come in prepared and briefed on the topic. Students are ready to discuss. They will have been exposed to crime related vocabulary. 

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Email video with a few questions to reflect on. Encourage students to jot down unfamiliar words. In class, go over vocabulary. Open a discussion based on the questions. Guided discovery of passive voice.

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The student has become the teacher.

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Following the routine that the kids have become accustomed to, they 'take control' of the class by taking turns in the teacher role and encouraging peer correction while having fun. 

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Kids enjoy using their English, having fun while learning. It builds self-confidence. The children are practicing the target vocabulary and grammar.

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Have the children read out the roleplay. Let’s say it's to practice 'present continuous'. Ellicit some common verbs they have learnt from present simple that they should already know. Give a grammar task where they take turns as the teacher asking their classmates what the answer could be encouraging peer correction. Each student gets the teacher role. We finish off with a ten minute game on the present continuous, a good one would be musical statues and saying what they are doing. A big contrast at the end being silly from the serious role.