We’re starting to look into blended learning at Active Language and whilst chatting about it the other day, I remembered a colleague, John, mentioning EDpuzzle. This site allows you to add questions and comments to YouTube videos (and perhaps does other things though I haven’t explored it fully yet!). Here’s my first attempt at using it – unfortunately you do need to sign up to use it, although you can log in with your Google account. In fact, part of the reason for embedding it here was to see if it could be accessed by the class without needing to create an account – I don’t like obliging people to sign up to things.
Spanish learners often find phrasal verbs difficult and can have problems using the correct one in context, often resorting to more formal Latin-root verbs which they feel more familiar with. So, if you’re looking for extra practice for your classes or for self-study, you can now download a great new ebook by Michelle Worgan. The book is called Phrasal Verb Stories 1 and it’s available with English definitions or, in another version, with Spanish translations. Each story has a short video, which you can watch on the Phrasal Verb Stories channel, and a text to complete.
I did a fun activity with the B2 group today – a game taken from Straightforward Upper-Intermediate which practises word formation.
Each group of two or three students has a question board and there is a questionmaster who has the answer sheet. The object of the game is to get for boxes in a row (horizontally, vertically or diagonally). Learners choose a square and must produce the correct form of the word given; if they’re correct, they win the square and can colour it in.
Use of English activities can sometimes be a little dry and although this has the disadvantage of not showing the word in context (which goes a long way to helping identify the form of the word needed in the exam), it does make for an enjoyable, competitive way to practise this skill.
This post is related to a post from a while back on the urgency of some learners to gain an official qualification in English. In the other post, I mentioned university students who are desperate to get their B1, but in this post I’m thinking more about mainstream teachers who are frantically scrabbling to get a B2.
Our school works in a number of state schools which have recently implemented bilingual projects, which require their teachers to have a B2 qualification in the second language being taught and as such over recent years we have had a number of courses working with those teachers. In some cases, the teachers started the year with a B2 or even C1 level and were perfectly able to achieve their objective of passing B2 in June.
What has unfortunately happened though is that those teachers who started in lower-level courses are increasingly being pushed through the levels at an alarming rate, with the expectation being that they’ll be able to jump from A2 to B1 or B1 to B2 in a year. Whilst some learners are able to make that leap, with a great deal of effort on their part, others are struggling – often taking an exam against our recommendation and ultimately feeling despondent about their English level.
One of the factors which I think affects a learner’s ability to jump through levels is the amount of time they spend with the language which I believe affects their confidence in both production and comprehension. Some learners are so concerned with jumping through the examining body’s hoops that they spend little time looking outside the exam syllabus and hence lack the fluency and confidence of others.
How would you suggest learners spend more time with language? Here are some of my ideas:
Watch your favourite TV series and films in original version
Find a conversation exchange
Read for pleasure in English and focus on understanding gist
Use lyricstraining.com to practise listening for detail
Try to use English in your everyday life: write your shopping list in English or write a quick diary entry of what you’ve done that day
This post has been brewing for a while now as over the past couple of years in Spain there have unfortunately been more and more of these desperate conversations.
I need my B1, pero ya. (right now)
I’m graduating in two months, if I get my B1 by then.
If I don’t get my B2, schools won’t even look at my CV.
She failed her teaching exam, but got a job because she had a B2 in English. How can that be fair?
Changes to the European education system and the implementation of the Plan Bolonia mean that most university graduates are required to have proof of a B1 level in a second language. Reform to the Spanish education system mean that many schools are now implementing bilingual streams, requiring their teachers to have a minimum of a B2 level.
Whilst in the long-term I believe that this has a number of benefits, it means that during this period of adjusting to the new demands, many people are suddenly finding themselves in desperate need of an official qualification in English, leading to an increase in learners who are learning the language taking classes for all the wrong reasons and as such struggling to improve.