1 Survival Guide Clandfield

Survival Guide
onestopenglish.com/methodology/teaching-tips/survival-guide/
Welcome to the language teacher’s Survival Guide; a series of invaluable articles and
activities by Lindsay Clandfield and Duncan Foord that will prepare you for any ELT-
related emergency!
Inside Survival Guide

Introduction to Survival Guide
We’re Lindsay Clandfield and Duncan Foord; two language teachers, teacher
trainers and writers based in Spain. With more than forty years’ experience
between us, we also consider ourselves survivors.
Teacher's survival kit

Author: Lindsay Clandfield and Duncan Foord Type: Article
Lindsay Clandfield and Duncan Foord give a run-down of the ten most important
tools in a teacher’s locker, plus five survival tools for mobile devices.
Teaching under the influence

Lindsay Clandfield and Duncan Foord ask you to consider what impact different
teaching methods have had on your teaching and learning and present a brief
history of EFL.
Surviving the job interview

Here we offer support in preparing for a job interview, including practical advice,
questions you wished you’d asked and, importantly, what NOT to say!
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First classes
Prepare yourself for an influx of new students with twenty exciting activities to
kick off the new term in style.
Surviving young learners

Author: Jo Budden and Lindsay Clanfield Type: Article
Jo Budden and Lindsay Clandfield delve into the world of young learners, sharing
tips to help you manage your class and suggesting fun activities to try with your
students.
Culture shock
Lindsay Clandfield and Duncan Foord highlight signs of culture shock and give us
tried and tested tips on how to deal with it.
The emergency activity file

Some of our favourite activities requiring little or no preparation - designed to be

used in a minor or major emergency!
Professional development
Keeping yourself interested in your work and becoming a better teacher is

important for you and important for your students – but it takes a bit of effort.
Surviving teaching in companies

Teaching English in companies can involve teachers working in an unfamiliar

environment with restricted resources and a range of cultures, customs and
constraints they are not accustomed to.
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Surviving technology
We have put together a list of ten things you need to know to get the most out of
technology such as the internet, computers, phones, tablets, email, apps, social
networks, blogs and so on, followed by a few ideas on how to use technology
inside and outside the classroom. You can find plenty more of course … on the
internet!
Surviving acronyms
The world of English language teaching (ELT) is awash with acronyms! Here’s a
collection of the most common ones.
Using L1 in the classroom

Every language teacher has, at some point, felt guilty, puzzled and frustrated
about their students’ overuse of their mother tongue in the classroom. In a
monolingual context this can become quite a problem.
Troubleshooting
Oh no! The photocopier isn’t working again … and it’s not just the photocopier!
Teachers come up against all sorts of minor and major frustrations every day.
Relax and take a deep breath. Our troubleshooting guide will sort everything out
for you.
Surviving grammar
How’s your grammar knowledge? Before you read about surviving grammar, take
this short test to find out how much you know and how much grammar you are
comfortable with!
Effective teacher body language

Do you come across as relaxed and at ease in the classroom? Or do you give off
signals of nervousness and discomfort? Like it or not, your body language speaks
volumes about how you feel in class.
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EFL exams
Here is a quick guide to EFL exams to help you choose the right ones for your
students.
International TEFL qualifications

A quick guide explaining which qualifications teachers might want to get before or
during their English teaching career.
Surviving the staffroom

Have you ever worked at a school where the staff morale was terrible? Have you
ever felt lonely and disconnected because no one talked to each other in the
staffroom? This article takes a look at staffroom blues and offers a range of
possible cures.
Learning Teaching
A superb textbook for initial training courses and a no-nonsense handbook for
practising ELT teachers.
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Introduction to Survival Guide
onestopenglish.com/methodology/teaching-tips/survival-guide/introduction-to-survival-guide/
We’re Lindsay Clandfield and Duncan Foord; two language teachers, teacher trainers
and writers based in Spain. With more than forty years’ experience between us, we also
consider ourselves survivors.
Why do we use the word survivors? Well, many people enter English language teaching
with the idea of wanting to help others. Some want to ‘share’ their language (if they are
native speakers) or ’share’ their knowledge and interest in the language (if they are non-
native speakers). Some want to use the profession in order to travel, as English
language teaching is one of the few really international portable professions. These were
certainly some of the things that motivated both of us when we began in English
language teaching.
However, the daily reality of the classroom and school was very different from what we
were led to expect during our initial teacher education. We expect this to be the same for
many teachers entering the profession now. Even if your training has included practical
teaching experience, it has probably been short and the conditions have been fairly
‘safe’, meaning that you have had little to worry about other than your lesson plan. Talk
to any teacher who has been ’at it’ for a few years and it may be that the lesson plan is
the least of their worries!
In this series, we want to address some of the day-to-day issues that teachers face inside
and outside the classroom, based on the belief that the glue holding your lesson plans
together is you and if you don’t feel right, then your lessons won’t be right. It could be
called Surviving being an English language teacher.
This is not a methodology series about teaching. We think there are already a lot of very
good books and articles like that, and you can find some excellent examples right here
on onestopenglish in the methodology section. However, we will address some
methodological issues. This isn’t going to be a series of photocopiable worksheets or a
series of activities for Monday morning either. Again, there are lots of these available
right here on this website. But we will share activities that teachers can use. This series
is going to be about ‘surviving teaching’.
We will be talking about job interviews, job stress, the staff room and teacher
development. We will try to help you feel more comfortable and confident about being a
teacher before you sit down to plan your lesson.
We will also cover topics that you will find in other books, such as grammar, teaching in
company, using materials and teaching children. For each of these, we are taking a
slightly different angle. Our approach is to take typical challenges voiced by teachers
themselves as our starting point and work through them.
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We are going to look at body language, culture shock and using mother tongue in the
classroom because we think these subjects are part of the fabric of teachers’ day-to-day
lives but seldom dealt with in-training courses or basic methodology books.
We’ve prepared a potted guide to the history of EFL, which gives an overview of
language teaching methodologies and helps you to situate yourself within the ‘bigger
picture’. We hope too that it will make you curious to find out more. We’re also putting
together short reference guides to English language exams, teacher training and other
aspects of ‘the job’.
Finally, we will still include lots of practical teaching ideas in the series, including a
must-have emergency activity kit. Well, you can’t have too many of those, can you?
On a personal note …
When I first learnt to ski, my ski instructor encouraged me to enjoy the snow, which was
a good idea because I spent a lot of time in those early stages flat on my face eating it!
“The snow is your friend,” he would say, and he was right! We’re writing this to help
you enjoy teaching. You’ll want to stay upright most of the time and get up as quickly as
possible when you go down, but don’t worry if you do find yourself with some snow on
your lips from time to time. It tastes OK.
Duncan Foord, 2013
One thing I can honestly say about teaching is that, for me, no two days have ever been
the same. What I’m teaching might be different (a new language point, a new word that
has never come up before), how I’m teaching might be different (trying a new method, a
new activity) and who I’m teaching might be different (new students, same students
acting differently). Sometimes this is good and sometimes it’s not so good. But, at least
it’s different. Surviving teaching is seeing and appreciating these differences – they are
what helps you keep going.
Lindsay Clandfield, 2013
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SURVIVAL GUIDE
By Lindsay Clandfield and Duncan Foord
Teacher’s survival kit
What is a teacher’s survival kit? Well, we asked some language work that can be derived from a simple
teachers what they would take with them or buy photo is considerable; if it is a personal photo (with
on arrival to teach in a new location, given minimal a story behind it), it is considerably more. Personal
luggage allowance and budget. What emerged material is very motivating for learners, who are
was the top ten things teachers like to have with naturally curious about their teacher as a person.
them. We’ve added some explanations of why and Leading by example can encourage learners to
a few more ideas for exploiting these aids. They are bring in their photos. In the past, we would have
all very cheap, very easy to find and very portable. said to bring these in a physical album, and this
Not all of them are absolutely necessary but, as they is still possible. However, many teachers would
say in America, “It’s better to have one and not probably now have photos on their phone, tablet
need it than need one and not have it.” or computer. If this is the case for you, make a
special album for sharing with students.
1. Stationery pack: Included in this pack are the

basic tools of the trade that every teacher uses at 3. Music: Have different playlists for classroom
some point: pens of different colours (at least one use. One playlist contains classical music (Handel,
for writing, one for marking), scissors (teachers are Bach, Mozart can help relax and inspire learners);
often cutting things up), sellotape or a gluestick for another playlist contains something more noisy
putting together your own materials, paper clips and upbeat. These serve as background music to
or a small stapler and Blu-tack (for putting things suit the activity type: from quiet writing or pairwork
up on the wall or bulletin board). Label your tools! to a ‘find someone who’, or an ‘at a party’ type
It is second nature for English teachers to make off role-play. A final playlist contains some of your
with someone else’s stapler or scissors. favourite songs (you’ll need the lyrics too, of
course), which you can use with your learners.
2. Photos: A collection of photos. Include photos

of your family, your home, you at a younger age 4. Dice and counters: Lots of coursebooks and
(or at a time when you looked quite different), resource materials include language games
a place you have visited, etc. The amount of that are played on a game board. These often
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require dice and counters, and they don’t come for resolving communication problems in class
included with the books! Plus, dice can be used but also for helping the teacher prepare. Why
to randomly nominate students or randomly not look up the words you are going to teach
select questions to ask. learners and give them a translation exercise; or
let them find the items themselves if they have
their own? Dictionaries tend to have more than
just words. There are useful phrases for different
situations (shopping, in the restaurant, on the bus,
etc.) and verb tables which can be exploited.
Again, a dictionary app on a phone can serve the
same purpose but be wary of looking like you are
distracted by your phone (see 5).
5. Notebook: Apart from using a notebook to jot

down lesson plans, it is great for taking down
students, errors in communication activities. The
type with tear-out pages is best, in case you
want to give the page to your students. Use the
notebook to write down feedback from your
students and any requests. Use it to write your
own reflections on some of your classes: a great
way to help yourself develop as a teacher. 7. Portable data storage device: Many schools
The notebook format means you can look now have at least one computer somewhere on
back if you want. We recommend A5 size. You the premises. Your own personal data storage
can, of course, use a notebook function on a device is very useful to have. This is most likely
smartphone but this is harder to give to learners to be a USB memory stick. You might prepare
and, if done wrongly, can look like you are material for a class on an outside computer but
sending text messages during class! want to print it at work. Or a colleague might have
a great exercise on the school computer that you
would like to adapt. Another thing to keep would
be a ‘my favourites’ collection of websites for easy
access at home or at work. Finally, many teachers
carry the class audio of their coursebook on a
memory stick and play it via the computer and
speakers in class. This is much handier than fiddling
around with CDs.
6. Pocket-size bilingual dictionary: If you are

new in a country and don’t speak the language,
you will probably have one of these anyway.
Seeing you grappling with their language can
be a great source of inspiration and comedy to
your students. The dictionary is not only useful
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portable resource has many uses. Use the cards

to organize group and pair work either for random
groupings or teacher-chosen groupings, also for
deciding who goes first in feedback slots (lowest
card starts) and assigning roles in role-play and
simulation activities. Cards ace to six will serve as a
substitute if you lose your dice (see below).
There are many language practice activities that

can be built around a pack of cards. Here are
a few examples: you can teach your students
card games which will help them learn the meta
8. Diary: To make sure you are in the right place at
language of games (you go first, it’s my turn, pick
the right time: classes, meetings at school, etc. Use
up a card, etc.) as well as the numbers, suits,
it to block in periods of lesson preparation time,
etc. Cards can be used for communication gap
write to-do lists, set and mark work, exams, etc.
activities, where a student has to arrange the
Keep a record of dates with students for reporting
cards hidden from his partner and then describe
back on out-of-class tasks such as watching films
the arrangement for his partner to replicate.
and reading books. Encourage your learners to
Picture cards (King, Queen, Jack) can represent
use a diary too to register their ‘appointments
characters in stories … the list goes on.
with English’ in and out of class. The diary makes it
serious. If you are serious, there’s a good chance
they will be.
A diary is a good teaching resource for days,

months and numbers. Copy blank (or filled-in)
pages for reading and speaking activities, tense
practice (yesterday, tomorrow …), and so on.
Some diaries contain additional information,
such as time zones and maps, which can also be
usefully exploited.
As with many of the other things on this list, the

diary can be a digital one on your mobile device. 10. Bag of sweets/mints: For those teachers with
We personally still like using paper diaries but that children’s classes, a bag of sweets is a good thing
may be us showing our age! to have on hand to reward students. However, this
practice doesn’t need to be restricted to younger
learners! A breath mint is often a necessary bit of
equipment for the teacher, especially for those
one-to-one classes after a garlicky lunch!
The most important thing: All the teachers who

were asked what things they would include
in a survival pack unanimously agreed that
an invaluable tool was the teacher’s HEAD.
Your head contains all that imagination, ideas,
experience and knowledge which you bring to
your classes. Effective use of this item is a must for
9. Deck of cards: Apart from playing solitaire when the survival of any teacher!
your students turn up late, this very cheap and
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TOP FIVE SURVIVAL TOOLS ON A MOBILE DEVICE 5. Onestopenglish App: Finally, no teacher’s
mobile device would be complete without the
We’ve mentioned how several items on our list
Onestopenglish App now, would it?
above could be compatible with other tools
such as smartphones, but as mobile devices
(smartphones, tablets, etc.) are becoming more
and more frequent we thought we’d add a
special section on ‘must-haves’ for such items.
1. Camera: Of course, this is good for taking the

obligatory end-of-term group photo; but you can
also use your camera to make a quick record of
your boardwork or to create your own more
local versions of photos to serve as a warmer for a
unit topic.
2. Voice recorder: Use this for making your own

version of a listening text in the coursebook
(this way you can change names or references
to make them more local) or for recording a
student’s presentation or students’ pairwork – with
their permission of course. Recording students’ oral
work and listening to it afterwards in more detail
gives you more time to assess their oral proficiency.
3. Ringtones and a timer: Most new devices,

especially phones, will come with a variety of
ringtones. Combine these with the timer to use for
activities in class, e.g. ‘When you hear the dog
bark/explosion/alarm bell/police siren, then put
your pens down.’
4. Sounds: Here we don’t mean more sound

effects; we mean Sounds, the award winning
pronunciation app! Sounds is an interactive
phonemic chart that’s great for practice and
review of English pronunciation. Really good
especially if you are training your students in
recognizing the phonemic symbols.
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grammar-translation method direct method silent way communicative approach

task-based learning community language learning audio-lingual method suggestopedia
content language integrated learning and immersion total physical response
A look at the methods behind the madness

B Language is presented orally, and
Every teacher was a learner once upon a time. practice consists of the imitation, drilling and
What influence did your teachers’ methods have on memorization of sentences and dialogues.
you as a learner? And how have different teaching Recorded material is used and may contain
methods influenced the way you teach today? gaps in which students have to respond to
If you’re reading this, you probably are, have been, prompts. Mistakes are rigorously corrected,
or are about to be a language teacher. You almost vocabulary is minimized until basic structures are
certainly are or have been a language learner, mastered, and there is no language analysis until
too. The activity that follows is designed to make students are familiar with a target structure.
you reflect on both experiences. Each of the texts  I experienced this as a learner.
describes a different approach to teaching. Read
the descriptions and then decide if 1) it reflects your  This has an influence on my teaching.
experience as a learner and 2) it has some influence Teaching method _____________________________
on your teaching. Tick all the boxes that apply to you.
Next, see if you can match the paragraphs with C A group of learners converse about a topic
the teaching methods in the box at the top of this they choose. In early lessons learners might do
page. When you’ve done this, read the article, this in L1. The teacher, who stands outside the
which sets these methods in their historical context. group, helps the group to express their messages
This will allow you to check your answers and in L2, and these messages are recorded. The
might give you an insight into where you and your conversation that emerges is reviewed and
teachers learnt (or acquired!) the tricks of the trade. analyzed in a later class.
 I experienced this as a learner.

A In groups, students carry out an oral  This has an influence on my teaching.
communication task with a clearly defined
outcome. They do this in L2 with no linguistic Teaching method _____________________________
support from the teacher. Next, groups report
to the class on the outcome of the task. As they D The teacher presents grammar rules in L1.
prepare their report the teacher helps students Students then practise applying these rules by
to express what they want to say. Students may translating sentences and texts into and out of L2
then listen to native speakers doing the same with the aid of bilingual wordlists. Oral practice
task and analyze the language used before rarely goes beyond the reading aloud of their
repeating the task to improve their performance. finished translations.
 I experienced this as a learner.  I experienced this as a learner.
 This has an influence on my teaching.  This has an influence on my teaching.
Teaching method _____________________________ Teaching method _____________________________
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E At first students just listen and are not expected H Rather than studying L2 as a separate subject,
to speak until they feel ready. When they do, the L2 is the medium for studying another subject.
teacher reacts to meaning, not form. There is a Students may attend a history class conducted
focus on vocabulary but there is no reference to exclusively in the target language, or learn how
grammar. Teachers may include structures they to cook in L2, for example.
think students are ready to learn in their speech
but won’t draw attention to them.

 This has an influence on my teaching.
Teaching method _____________________________

Teaching method _____________________________
I In the early stages of learning, students are only

F The teacher, who rarely speaks, uses coloured expected to react physically to the teacher’s
Cuisenaire rods to represent structures and commands and are not required to speak until
students apply their minds to working out they have received about 120 hours of tuition.
structures and how to use them in situations When they do start speaking, there is little
that are also defined using rods. Pronunciation correction at first, but correction increases as
is dealt with using Fidel charts on which colours their speaking develops.
represent L2 phonemes.
Teaching method _____________________________
Teaching method _____________________________
G Classroom practice will vary considerably

J In a brightly decorated classroom, 12 students
depending on the teacher. There may be a
sit in a circle in reclining chairs. Students get a
textbook and an overt grammar syllabus or
new name in L2 and a new identity. A dialogue
students may dictate class content with the
and its translation are introduced and discussed;
teacher introducing and focusing on language
then the teacher recites the dialogue against a
as the need arises. But there will be regular
background of slow, Baroque music.
opportunities for learners to practise real
communication in L2.  I experienced this as a learner.
 I experienced this as a learner.  This has an influence on my teaching.
 This has an influence on my teaching. Teaching method _____________________________
Teaching method _____________________________
Answers:
A Task based learning; B Audio-lingualism; C Community language learning; D Grammar translation method;
E Direct method; F The silent way; G The communicative approach; H Content language integrated learning and
immersion; I Total physical response; J Suggestopedia
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A brief history of EFL

How are second languages learnt? And what’s the best way to teach them?
Everything we do as teachers can be traced
back to attempts to answer the two questions
above. What follows is a brief account of the
historical context in which theories became
teaching methods. The story is complex
and at times confusing. And as always with
history, what parades as fact is often just
interpretation. Or misinterpretation!
It all started back in the 18th century. People had
been learning foreign languages ever since the
advent of commerce and foreign conquests but this
was when foreign languages started to appear on
school curricula, requiring a systematic approach
to teaching them. This was generally done in much
the same way that Latin was taught and by the 19th
century what we now call the grammar-translation
method was the standard model. But an increase
in travel in the second half of the 19th century
created the need to speak foreign languages and
the only oral practice students got in the grammar- the 1950s. But as applied linguistics matured into
translation classroom was the reading aloud of a scientific discipline, both were increasingly called
finished translations. It was noted (not for the first into question. In Britain, work on word frequency,
structural complexity and language use in real-life
An increase in travel in the second contexts provided objective criteria for deciding what
half of the 19th centruy created the to teach and when to teach it, and emphasized the
need to speak foreign languages. importance of introducing new language in situations
where students might need to use it. By the 1950s
situational language teaching had emerged as the
time) that children learn to speak with no reference standard EFL approach. Its influence was later
to grammar at all and a method was launched which reflected by the success of the Streamline
put oral proficiency at the top of the agenda. The textbook series.
direct method was the first of many so-called natural
methods that claim to teach a second language Meanwhile, on the other side of the Atlantic, US
the way first languages are learnt and it achieved entry into World War II created the need to teach
worldwide publicity through the Berlitz schools. oral proficiency in foreign languages quickly to large
Classes were small, and there was plenty of drilling numbers of troops. This sparked off major changes
and correction, but no L1 and no rules. in the way languages were taught, changes that
found a strong ally in the late 1950s in behavioural
Grammar-translation and one form or another of the psychology. The audio-lingual method was born.
direct method dominated EFL teaching right up to Speech became just another habit to be acquired.
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No rules, no need to even comprehend (not at first, can activate this process. Language emerges in its
anyway). As a recent advert says: You listen, you own time, errors and all. Consequently, teachers
repeat, you understand! Countless learn-in-a-month adhering to the natural approach expose their
audio-based courses hit (and continue to hit) students to as much comprehensible input as they
the marketplace. can and focus on meaning rather than reacting to
form. Many now contest the idea that formal study
The audio-lingual method was influential in the 1960s cannot lead to acquisition, but the concept has taken
but the humanistic values that shaped the times led in such a firm foothold in EFL thinking that whether or
the 1970s to a series of methods that focused more not acquisition takes place is one of the main criteria
fully on learners’ needs and abilities. The silent way, used to judge methods past and present. It gives
developed by Caleb Gattegno, saw foreign language extra force to TPR and Asher’s claim that what you
learning as an intellectually engaging process of understand you will later produce automatically.
problem-solving and discovery. The teacher remains Acquisition theory also provides a rationale for
silent and guides the learning process, while immersion teaching, an approach that has developed
responsibility for working out the rules falls on the to meet the linguistic needs of people who live in
learner. Community language learning, devised by
American psychologist Charles Curran, was based
on humanistic counselling techniques. Learning is The weak communicative approach
seen not only as an intellectual process, but also has had the most far-reaching
as an emotionally engaging group experience. The impact on the EFL world.
group decides what happens with the teacher, or
“knower”, in the role of consultant. And from Eastern bilingual communities. Students study subjects in
Europe came suggestopedia. By inducing a relaxed both languages from the day they start school, often
but aware mental state in the learner through the with no formal language teaching at all. On a smaller
use of music, classroom décor and ritualized teacher scale, content teaching, the idea that language can
behaviour, Bulgarian psychiatrist Georgi Lozanov be learnt through studying another subject (like
claimed that the power of the memory could be cookery, for example) in the target language, also
optimized, resulting in greatly accelerated learning. draws on acquisition theory.
The 1970s also brought total physical response
(TPR), a natural method developed by psychologist So where are we now? It is impossible to make sense
James Asher and based on the observation that of current EFL teaching, especially in the West,
children learn in stress-free environments by without reference to the communicative approach.
responding to commands before they start speaking. This grew out of sociolinguistics in the 1970s and
And, last but far from least, there was the hugely the view that there is more to communication than
influential communicative approach. But more about just grammar and vocabulary. Communication
that later. involves communicative competence – the ability
to make yourself understood in socially appropriate
The 1980s saw the natural approach, and with it ways. The claim is that L2 is learnt best when the
linguist Stephen Krashen’s seminal views on how learner struggles to communicate real meanings.
languages are learnt. Krashen claimed that language Nowadays most teachers and students take for
learning is a subconscious process of acquisition. granted the need for real communication in class but
The human brain is geared to acquire structures in EFL history clearly shows that this has not always
a predetermined natural order, and only exposure been the case! Within the communicative approach
to language we understand (comprehensible input) itself the precise role of communication is a moot
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point. The so-called weak form of the approach sees There is no shortage of material available to language
communicative activities as opportunities for students teachers. Some argue that there is even too much
to practise new language and develop fluency. This material, that teachers are over-reliant on it. Dogme
weak communicative approach has had the most far- ELT is the name of a loose collective of teachers who
reaching impact on the EFL world, probably because argue for a pedagogy of “bare essentials, unburdened
it has meant adapting rather than rejecting existing by the excesses of materials and technology”. Dogme
methods. But task-based learning, one of the most ELT was co-founded in the late 1990s by Scott
talked about of recent methods, can be traced back Thornbury, who argued that ELT needed a movement
to the so-called strong communicative approach, similar to the Danish film movement Dogme95, whose
which holds that communicative competence can founders and followers produce films using minimal
develop only if students are thrown in at the deep end means for maximum effect.
and required to carry out tasks that demand real-life
communication. Communication comes first, and And where does it all go from here? Lately, there
new language is introduced only if students need it is talk that ELT has grown out of methods. We live
to communicate; it is never studied for its own sake. now in what the educationalist B. Kumaravadivelu
In task-based learning, students start by carrying out calls a “post-method condition”. This means that
a communicative task with no help from the teacher, teachers can choose the best practice from a variety
though focusing on language use once a task is of approaches, selecting them and shaping them in
completed is accepted as an aid to acquisition. ways which are appropriate to their own classrooms.
This has also sometimes been called an
We also know much more about English vocabulary eclectic approach.
than we did before. Thanks to the arrival of corpuses
(enormous databases of recorded examples of However, is there another wave of methods around
spoken and written language), we can understand the corner? Will the increased role of technology in
more about how English works. This brings us classrooms and in the home lead to the development
beyond grammar and vocabulary, and into the area of of a new way of learning? Or will the devices we use
what is sometimes called lexicogrammar. The lexical prompt us back towards an older method such as the
approach, developed by Michael Lewis in the 1980s, direct method? As knowledge of the workings of the
takes vocabulary as the main focus for syllabus human brain develops, will methodology take a new
design and classroom teaching. It looks at word path altogether? It would be interesting to know how
frequency and collocation (how words go together). our students will look back tomorrow on the way they
As more and more corpus data becomes available, were taught today.
the influence of the lexical approach has been seen
more in contemporary teaching materials.
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You never get a second chance to make a When to arrive

first impression
It’s pretty obvious that you shouldn’t arrive late
Finally! Someone has seen your CV/résumé for an interview for any job. Many people err on
and called you back. Your time has come for the side of extreme caution, arriving 30 minutes
that teaching job you’ve had your eye on. You early. This can lead to the uncomfortable
know you’re ready; now all you have to do is situation of sitting around the receptionist’s
convince them. desk reading and re-reading the notices on the
bulletin board. It’s best to arrive five minutes
Whether you’re a newly qualified teacher fresh off
before the interview. If you do find that you are
a training course or out of university, or a seasoned
far too early, go for a walk and get an idea
teacher changing schools, you will have to come
of the school’s surroundings. How close is it to
to terms with the nerve-wracking experience of
public transport? Is there a cheap café in the
the job interview. Any search on the internet for job
neighbourhood? Is there a place close by
interview tips will give you hundreds and hundreds
where you could make photocopies in an
of websites ready to dispense advice on how to sell
emergency situation?
yourself during an interview. Here are some words
of wisdom particularly relevant to teachers, based What to wear
on our own experience both being interviewed and
How you dress for your interview depends very
placing teachers in jobs over the years.
much on the culture of the country where you
What to do before the interview are working. Jeans and tatty sweaters are not
a good idea no matter where you are. Dress
Find out as much as you can about the school
comfortably and formally. As the saying goes,
before you start. Do you know the answers to the
you never get a second chance to make a
following questions?
first impression. Take out any piercings for the
• How large is the school? interview. Men should show up clean-shaven or
with their facial hair looking neat. Women should
• How many students per classroom?
avoid wearing very short skirts. Don’t wear overly
• What is the student profile? Are the students
loud clothes, even if they are formal. Would you
grouped by level of English, or are the classes
employ someone who came to an interview in a
of mixed ability?
lime green suit and orange tie?
• What is the hierarchy within the school system?
Are there senior teachers? Is there a What to do
director of studies responsible only for the Your interview begins when you walk into
English department? the building and continues until the moment
• What outside factors influence the school? Is it you leave. Keep this in mind. Be nice to the
publicly or privately funded? receptionist or secretary; they can have a lot of
• How stable is work there? clout, and they are often the ones who hold the
real power in the school.
• Have there been any recent labour disputes
(strikes, layoffs)? During the interview, sit up straight. Slouching
gives an impression of laziness, and even
The best way to find the answers to these questions
insolence under the worst circumstances. Do
is to ask other teachers who work at the school
not avoid eye contact with the interviewer, but
or nearby. You can also ask other local people
don’t stare them down either. Finally, try not to
(landlady, taxi driver, waitress in the coffee shop).
fiddle, especially not with objects on
News, especially bad news, about schools tends to
the interviewer’s desk!
spread quite quickly.
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What to say in the ‘What to do before the interview’ section,

although we don’t recommend asking the last
Think of at least ten good things about yourself in
three. Knowledge is power, so be sure you are
relation to this job. Squeeze them into the interview
making the best-informed choice you can before
and your CV. Make sure that your interview
you accept a new job. To help you do this, read
behaviour reflects them as well.
the information at the end of this article.
Ask a critical friend to give you a mock interview
Be sure to thank the interviewer at the end of
before the real one. Try out some of the sample
the interview.
questions from the end of this article. Make sure
you can say something about each of them! Some final words
Always answer questions honestly. It’s easier
Remember that in this situation, the power does
to remember the truth than lies. Listen to the
not only reside with the interviewer. It’s also your
questions you are asked, reflect briefly on them
choice whether or not you work there. If the
and then answer them succinctly.
interview makes you uncomfortable, or if you just
Here are some things to avoid in an interview: get a bad feeling about the school, then it’s your
right to leave.
• talking too much
• talking on and on about personal experiences BIBLIOGRAPHY
• mentioning negative relationships in • Pollock, Robert W. Teacher Interviews.
previous jobs Advanta Press, 2002.
• making promises you can’t keep • Brause, Rita S.; Donohue, Christine P. and
• insinuating that this job is a stepping stone to Ryan, Alice W. Succeeding at Your Interview:
something you really want to do A Practical Guide for Teachers. Lawrence
Erlbaum, 2002.
The interview may include a dreaded grammar
question. This could be the interviewer just
checking that you do indeed know what you’re
talking about as an English teacher. Here are
some favourites. Research these tricky areas
of grammar:
• some versus any

• present perfect
• third conditional
• article use
• countable versus uncountable nouns
Finally, the interviewer may ask you to prepare a

lesson plan or even teach a sample lesson before
they decide whether or not to hire you. Have a
few lesson plan outlines ready that you could
produce quickly and confidently.
What to ask
At the end of the interview, you will often be

given the opportunity to ask questions. To begin
with, you may want to ask one of the questions
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THE ANTI-INTERVIEW
Look at the typical TEFL interview questions on the left. Match them to the ‘bad’ answers on the right,
then prepare your own good answers!
1. Why do you want this job? A. In my last school they were all idiots,
especially the principal, who was a real jerk.
I can’t understand it because I’m a really
easy-going person.
2. What are your strengths and weaknesses? B. I’m really funny, and my mum says I’m great
with people. I guess my weakness is that I’m
a perfectionist.
3. What problems have you C. Well, I really need the money.
encountered teaching?
4. How do you feel about teaching children? D. My approach to discipline is a principled
one: he who shouts loudest, shouts last. I
once had a teenager who wouldn’t listen
to me. I made him sit in the corner for the
whole term with his face to the wall.
5. Describe a situation where you had a E. I don’t know really. I’m at a bit of a loose
problem with classroom management. end and thought I’d try teaching.
How did you deal with it?
6. Where do you see yourself in five years? F. Not here [laughs]. No, seriously, I see
myself with a real job and making some
good money.
7. What’s your approach to teaching English? G. The teaching bit is OK – I like talking and
explaining things to people. I often have
problems with the students, though – they’re
just so lazy.
8. How flexible are you? H. I can’t stand the little monsters. Don’t give
me any kids’ classes.
9. How do you feel about working in a team? I. I usually walk through the front door, open
the book and we begin.
10. Why should we employ you rather than J. I haven’t been to the gym in months
any of the other candidates? [laughs]. In terms of work, I don’t want to
work mornings, late evenings or Saturdays.
And no kids’ classes.
1. E 2. B 3. G 4. H 5. D 6. F 7. I 8. J 9. A 10. C
Answers:
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“If only I’d known ... !”

We asked teachers and people who interview
teachers what were the most important or
useful things to find out at an interview. Many
of them are clarified during interviews anyway
but sometimes they are forgotten – to the
teacher’s regret! Here’s what they told us.
Cancellations and conditions

• What happens if a class is cancelled at the
last minute?
• What happens if a course I’m teaching is closed
(e.g. due to insufficient numbers of students)?
Contracts and holidays

• What kind of contract do teachers have?
• Are there paid holidays?
• Are teachers paid for lesson preparation time?
Resources
Health issues • Are there resource books for the teachers?
• What happens if I’m sick? • Do I have a photocopy limit? What happens if I
• Is there health insurance? go over (i.e. do I have to pay)?
• Do students buy their own books?
Legal requirements (for foreign teachers)
• Do teachers have access to computers, the
• What legal documents do I need in order to
internet and/or a printer?
work? How will the school help me obtain them?
• What other technology is available to teachers in
• Are there any important laws I need to know
the staff room or in class?
about (e.g. things that cannot be discussed
in class)? Finally …
Professional development One director of studies told us that the questions
teachers ask the interviewer are often the most
• Are there workshops for teachers at the school?
revealing part of the interview! If you only ask about
• Is there a staff room? Is there a place for sick pay and holiday pay then that says something
teachers to share ideas? about your expectations. If you go in and show
• Are there chances for advancement in the school interest in your potential professional development
(e.g. senior teacher, mentor)? then that says something else.
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First classes
The first time a new class meets is often a nervous

moment for the teacher and students alike. It
always helps to have a few tried and tested first
class activities up your sleeve to break the ice
and get started on the right foot. Here are twenty
activities to get your new classes off to a good start:
1 Learn your students’ names. This is perhaps

your most important task during a first class. Try
writing their names on the board in the order in
which they are seated and use them as much as
possible in that first lesson. If the names are difficult
to remember, ask them to tell you where the stress
is (a good way of introducing the notion of word
stress) and whether it means anything, whether it is where you are standing and each take hold of
a family name, a regional name, a diminutive, etc. one end of string. Let go of the string so that the
students can discover who their mystery partner is,
2 Make sure your students know each other’s
i.e. who is holding the other end of their string. The
names. One technique is to do a round of the
students then take it in turns to stand back to back
class, where each student takes a turn to say, “My
with their string partner and describe their partner
name’s _____ and I’m interested in ____.” while
to each other – what they look like, what they’re
recapping the other students who have already
wearing, etc.
introduced themselves, such as, “Her name’s
_____, and she’s interested in _____.” You can 6 Find out how much vocabulary students can
repeat this every time a latecomer arrives. remember after their holidays. Students take it
in turns to say a word, but the first letter of their
3 Give learners a chance to prepare some
word must be the same as the last letter of the
questions to ask you about yourself. They can do
preceding word. For example: school, life, exam,
this in pairs (by now they should know each other
madness, etc.
well enough), taking it in turns to read out their
questions for you to answer. Don’t feel obliged to 7 Help the students find their way around the
answer them all. Saying, “I’ll pass on that one.” is school and discover what facilities are on offer.
a useful way of establishing that the students, too, You could write some true / false questions which
don’t have to answer every question that’s put to the students can answer only by exploring the
them. They can then ask the same questions to building, e.g. The library is opposite Room 21.
each other, working in small groups.
8 Spend the break with the students. You don’t
4 Show beginner-level students how much they have to do this all the time, but chatting with them
already know by putting them into groups and informally will give you a sense not only of their
telling them to make a list of all the English words language level but of their personalities.
they are familiar with. Then, get the groups to write
the words on the board. The idea is that the board 9 Younger students might enjoy a treasure hunt
will be covered by a mass of words. This should around the school building. Write a sentence of
boost the students’ confidence. about seven words with each word on a separate
piece of paper. Leave the pieces of paper pinned
5 Cut several lengths of string (half the number to the walls in different parts of the school. On
of students that are in the class). Clasp the lengths each piece of paper, you should write instructions
of string in the middle so the ends are hanging on explaining where to find the next piece. For
both sides. Next, tell the students to take a good example: Go upstairs, turn right and look beside
look at each other. Then, tell them to come to the fourth door on the left. The students follow the
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First classes
instructions, making a note of the seven words make grammatical sense when the words have
that they find. They should then put the words into been deleted, even if the meaning changes.
the correct order. Give a prize to the student or Although this may sound like an impossible task,
group that finishes the activity first, then provide it is nearly always possible. At the next class, you
feedback on what the students discovered about could start with the one word that remained at the
the school. end of the previous class and try to reconstruct the
whole paragraph. The students will have already
10 Write a short story which has the same worked so hard on the paragraph that this should
number of sentences as there are students in
be relatively easy.
the class. Give one sentence to each student
but not in the correct order. Each student then 13 Write words on the board and get the
reads out their sentence in turn. By listening and students to put them into columns headed noun,
understanding, the students have to put the verb, adjective, preposition, etc. Alternatively, give
sentences into the correct order and sit beside the them a short article from a newspaper and give
student who has the preceding sentence. When them tasks such as find a countable noun, find a
they have done this, they should read out the past participle, find a phrasal verb, etc.
complete story. Here’s an example of the kind of
story that works well:
14 Write a list of words and numbers on the
board that are relevant to you, for example,
Edinburgh; 45; country and western; etc.
Yesterday, a man was walking in the park The students then have to discover what the
when he saw a gorilla. He asked a policeman information means by asking you questions. You
what he should do. must answer truthfully. Don’t be too obvious with
your choice of words. The questions: Where were
The policeman said, “You should take the you born?, How old are you? and What kind
gorilla to the zoo.” of music do you like? might not be the correct
The next day the policeman was in the park questions for the answers above.
when he saw the man again. He was still with 15 Take objects to the class that give away some
the gorilla. information about you and your character, e.g.
“I thought I told you to take the gorilla to the your passport, car keys, a book you are reading,
zoo,” he said. your favourite song. The students should then
give as much information as they can about you.
“I did,” said the man, “and he enjoyed it so They can then make sentences about themselves
much that today we’re going to the cinema.” related to the objects, e.g. “I can’t drive.” or “I
prefer reading magazines.” This activity also works
with holiday objects to elicit information about
your or your students’ holidays.
11 Students can, of course, write their own stories
word by word. Each student takes it in turn to say 16 Write four sentences about yourself and your
a word, making sure that the words build into past on the board. Two of the sentences should be
sentences to make a story. When a student feels true and the other two invented. For example, you
that the end of a sentence has been reached, might write:
they can say “full stop”. The next student then
starts the next sentence. I am married.
I used to be a rock singer.
12 Write a paragraph on the board and tell the I have written four novels.
class that they have to reduce the text to one I was once stopped by the police for carrying
word. They can take out one, two or three words, an elephant.
as long as they are consecutive. The text must still
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First classes
The more obscure the sentences are, the better 19 Put students into groups of four or five and
the activity. Now, tell the students what you have tell them to stand up and push aside chairs and
done and explain that they must decide which tables as far as possible to create a bit of space.
sentences are true and which are false. They Ask them to introduce themselves to each other
should do this by asking you detailed questions and tell them that that they are going to work as a
and trying to catch you out. The students can then group to make shapes of letters with their bodies,
do the same in small groups. using arms and legs, and standing, sitting, bending
over, etc. Give them more letters to create,
17 Ask the students to draw a five-pointed star
gradually increasing the pace as they get used to
on a piece of paper. Then, get them to stand
it. You can spell words or names, and use capital
up and form a line from the biggest star to the
and lower-case letters to vary the shapes. At the
smallest. They should then pair up with the person
end, ask them to tell you what word they
next to them. Tell the students to write a name that
were spelling.
is significant to them personally on the topmost
point of the star, on the next point they should 20 Designing a class mascot is a particularly
write a number, on the next a date, on the fourth good idea for kids’ classes, but can be useful for
a place name, and on the last a logo or symbol adult classes as well. Having a class mascot will
that has personal meaning. They should then talk make life more fun whenever you need to give
about their stars with their partner. examples and don’t want to resort to drawing stick
figures on the board. Use the activity to revise parts
of the body, instructing the students what to draw.
Ask each student to draw a mascot and, when
they have finished and presented their mascots,
take a class vote on which to adopt.
18 What do your students think about what

goes on in a classroom? Elicit different classroom
activities and write them on the board, e.g.
speaking, reading, writing … Start a pyramid
discussion. Individually, students put the activities
into a personal order of importance. They
compare their list with a neighbour, discuss the
two lists and produce a new one. The pairs then
form groups, and so on, until you can produce a
final class list on the board. Challenge the class to
defend their choices. This activity can also work
with different subjects, e.g. the qualities a good
teacher (or student) needs.
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By Jo Budden and Lindsay Clandfield
Young learners is a growing area in the TEFL focal point to guide them through the lesson. By
industry. Many teachers start teaching young saving the lighter activities such as video work or
learners with little or no previous experience of project work to the end, they will clearly see what
the age group, and it can often be a ‘sink or swim’ they have to get through in order to get to the
experience – with a fair bit of treading water in nicer bits of the class!
order not to drown.
2 Establishing the ground rules
It is vital to establish what you consider to be

acceptable and unacceptable behaviour at an
early stage in the course. Children and teenagers
need to know where the boundaries lie and what
will happen if they step over them. Don’t wait
until you’re a month into the course to establish
some ground rules. Talk about what is and isn’t
acceptable behaviour in the very first class. It’s
much easier to start off on the right foot than to
try and back-track when things start to go wrong!
It is usually more effective to negotiate the rules
of the class with the students rather than simply
imposing them yourself. With very young children,
a simple smiley face and sad face in two columns
on the board and some miming can work. With
older children, you can ask them what they think
should go in the two columns. With teenagers, get
them to make a poster or a class contract with the
Tips for teaching young learners rules on for all students to sign. Keep the contract
displayed on the wall so you can refer to them
When referring to young learners, we are generally
when you need to.
talking about five- to 12-year-olds, but many
schools include teenage learners in their young 3 Early finishers
learner offer. These tips are relevant for teachers of
both children and teenage learners. In all language classes you will have students
finishing tasks at different times. With young
1 Establishing routines learners, it’s vital to have activities ready for the
early finishers to keep them busy before moving
Children need classroom routines, and they
the whole class on to the next activity together.
will need to learn the language involved in the
It can be a good idea to keep a box of activities
routines early on. Instructions such as sit in a circle,
in the class for early finishers – things like memory
stand in a line, hands on heads, and stop and
games, word searches, crosswords, puzzles and
listen need to be taught as early as possible and
story books are great for this. If you have a small
used in every class so students remember them.
class, a library of graded readers or magazines
If you want your learners to come into the room,
can be a good option for early finishers too, or if
hang up their coats and bags and sit in a circle
they have laptops or mobile devices they could
on the floor to do the register, you must get them
spend the extra minutes on a language learning
used to this system from day one. By the third
site. It’s sometimes tricky to get the whole group
or fourth class they will do it automatically and
back on track when some of them have started
you will always get the class off to a good start.
early finisher tasks. So think carefully about this and
Teenagers need routines too and often like to
work it into your plan. You may decide it’s easier
know what they’re going to do in the class, so
to get the early finishers to help other students to
writing a ‘class menu’ of activities will give them a
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finish, so you can keep everyone on task for the just lost a tooth! Take time to listen to them and try
following activity. to use their comments to create opportunities for
real communication. Teenagers really appreciate
4 Lesson planning it if you tailor your classes to their interests and use
When you’re planning your lessons for young topics which are naturally motivating for them.
learner classes, it can be a good idea to try to Talk to your students and find out what music, films,
run through the class in your mind and anticipate magazines, sports, websites and games they are
potential problems. Think through the activities into; then, try to incorporate these interests into
and make notes of which students may need extra your classes.
help or who will find certain activities easy. Think
7 Disciplinary procedures
about which students would work well together for
any pair or group activities. It’s often best not to When the established rules are broken, you need to
leave grouping up to the learners and after a few be consistent with how you deal with the students
weeks with a new group you’ll know how to mix involved. Most schools have disciplinary procedures
the groups so as to get the best out of everyone. in place and you should be informed of them before
Don’t forget that the lesson plan is only a guide – if you start work. One in-class system to deal with minor
students are getting a lot out of an activity, then behavioural problems is to write the names of the
be flexible and let it go on longer, and if you see misbehaving students up on the board. If a student’s
that something is just not working, then cut it short name gets written up three times in one class you
and move on. move on to the next stage of the procedure, which
is normally referring them to a senior teacher or
5 Giving instructions and changing activities director, or contacting their parents.
Keep instructions as simple as possible. Think about
8 Motivation
how you’re going to explain a task when you’re
planning the class. Demonstrations can often be Motivation is essential for all learning experiences,
much more effective than wordy explanations. and it’s no less important with young learners.
Changing activities efficiently is crucial to the Teenagers can be potentially challenging to
smooth running of the class. Establish a system motivate, so talk to them about why English may
that works for you. A round of ‘Simon Says’ or be important to them in the future and try to
some simple instructions like If you’re listening to create activities where they need to use English to
me, point to the door, etc., should get everyone’s communicate. Internet-based activities are great
attention before you deliver the next set of for this and so are songs. Even reluctant language
instructions. With teenagers you could try using learners can see that knowing some English will be
the timer on an IWB if you have one, or use the useful for them to be able to understand the lyrics
stopwatch function on your phone. When the of their favourite songs and to use the internet
alarm bell rings you can round up the task and effectively, so it’s worth tapping into this to help
move on. This often keeps students on track and raise levels of motivation.
focused and will wake up any sleepy teenagers
when the bell rings!
9 Use of L1
It is widely agreed that use of the students’ mother

6 Personalizing
tongue should be kept to a minimum in the EFL
Find out as much as you can about what your classroom. However, it is impossible to eliminate
students are interested in. If you don’t usually have it completely, so don’t try to fight a losing battle
much contact with young people of the age of and aim for 0% L1 usage. Establish exactly when
your learners, you should take time to discover in the class you expect the students to speak
what is going on in their lives and what is important only in English. If you speak the students’ mother
to them. Very young learners will want to tell you tongue, use it to your advantage and have fun
all about their friends, their school and if they have with translation activities and realistic role-plays.
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With very young learners it can be an advantage Activities with movement

at the beginning of a course to explain procedures
and rules to them in their language and for them to Jump the line (all ages):
air any worries they have about this new learning
environment, which will seem rather alien to them Using either a piece of chalk or
at the beginning. some tape, make a line down the
centre of the classroom that’s long enough so
10 Dealing with parents everybody can stand on it. When all the students
When working with children it is inevitable that you are standing on the line, designate one side true
will be in contact with their parents. Establishing and one side false. Call out a sentence (e.g. There
a good relationship with the parents can be a are two teachers in the classroom). Students have
real advantage, and having the parents on your to jump to the appropriate side.
side can be crucial with tricky classes. Be ready Variations: Use this for simple reading
to answer questions from parents of six- or seven- comprehension questions, sound distinction
year-olds such as, When will Pablo be ready to (one side is /v/ the other side is /b/) or correct /
take the First Certificate? or When I speak to Ana incorrect sentences).
at home in English she doesn’t reply in English.
Shouldn’t she be fluent after a year in your Back-writing (ages six to 12):
classes?! Make sure both you and the parents
Organize the class so that the students are all
understand the objectives of the course and that
standing in a line facing the board, the student at
their expectations are realistic. Meeting students’
the front of the line being closest to the board and
parents often helps you to understand the bigger
the one at the back being the farthest. Give the
picture of an individual learner. Sometimes a
student at the front of the line a marker or piece
phone call or a quick meeting with the parents
of chalk. Go to the back of the line and give the
can iron out a small problem, which in the long run
last student a piece of paper with a secret word
may help towards the smooth running of the class.
on it. That student must not show or tell anyone the
secret word.
The student at the back of the line now writes the

first letter of the secret word on the back of the
student in front of him with his finger. When the
letter is finished, that student writes the letter on
the back of the student in front of her and so on.
When the student at the front of the line knows the
letter, he writes it on the board. Continue this way
until the secret word is spelt out.
Variation: Once students get used to this, you can

make it faster. You can organize two or more lines
and have a race (use two different secret words
so there is no copying at the board!).
Activities for young learners Race for it! (ages nine to 12):
The following activities have been divided into Write a series of words with their opposites on
three categories: movement, music and drawing. different cards or pieces of paper. The cards should
The age range of the learners is specified in each be big enough so you can see them from the far
case, along with variations for older or younger end of the classroom. Stick some of the words on
learners where appropriate. the board and keep their opposites in your hand.
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Move out all the chairs so that students can run Three things to draw (ages six to 12):
from the far end of the classroom to the board.
1. Special occasion cards. Whenever a special
Position yourself at the far end with your words. Call
occasion comes up (Valentine’s Day, Mother’s
two students to come and collect a word. They
Day, Easter, etc.) have students make greeting
must run to the board and find its opposite and
cards for their friends or family members. You
run back to give it to you. The first one back wins!
can help them with what to write inside. For
Continue with other words and other students.
more interesting texts than the standard ‘Happy
Variation: For younger learners, use pictures that Mother’s Day’, look at some of the many websites
go together. When they come back from the devoted to greetings (just type the words greeting
board, they must say the word pair. cards or e-cards into any search engine).
2. Coupons. Students can make a series of

Activities with drawing coupons into a little coupon book. They then give
the booklet to their parents as a present. Some
ideas for coupons include: Good for doing the
Circle drawings (all ages):
washing-up, Good for making the bed, Good
Arrange the students so that they for cleaning my room, Good for cleaning the
are sitting in groups of four or five. windows, and Good for help in the kitchen.
Instruct students to start drawing a picture of a Students could even make a class coupon book
city. After two minutes, tell them to change places for the teacher!
around the circle. Each student should now be in
3. DIY memory game. Every time you teach a new
front of a different picture. They continue drawing
vocabulary set, ask students to make their own
on the new picture. Students continue drawing and
cards for a memory game (also called Pelmanism).
changing places until they return to their original
Write the word on one card and draw the picture
drawing. The group then has to talk about what
on the other. When you have a set of around 20 or
was drawn. At the end, review city vocabulary
30 cards, play the memory game in which students
with the class. You can do the same activity with
must find the picture and word pairs.
different topics to revise different vocabulary sets,
e.g. at the beach, in the countryside, etc.
Draw me the story (all ages): Activities with music

For this activity, you need a picture book with a
Musical response (all ages):
simple story. The following books are excellent for
this activity: The Very Hungry Caterpillar or The Find an evocative piece of music
Very Busy Spider by Eric Carle; Brown Bear Brown for the class. Tell students to lie
Bear by Bill Martin Jr. with their heads on their desks. Play the music for
a minute. Then stop the music and tell students to
Bring in a story with a simple plot and good
take out a paper and pen. Play the music again
pictures. Organize the students so they are all
and tell them to draw what the music makes
sitting comfortably and read them the story,
them think of. They then work in pairs to explain
showing them the pictures. Highlight new words by
their drawings. Try this activity with different types
pointing to the picture. When you have finished,
of music and you, and your students, may be
give one student a board marker or piece of
surprised by the results. Reggae music tends
chalk and re-read the first part of the story without
to generate beach scenes whilst dance music
showing the pictures. The student must reproduce
tends to get city scenes. Music is a great tool for
the picture on the board. Pass the marker or chalk
changing the class dynamics.
to another student and continue.
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Classroom management through music

(all ages):
At the beginning of the school year, choose three

or four different pieces of music to mark different
types of activities in your classroom. Play the music
when you do the activity.
For example: classical music for quiet time, a

lively song for games, a special loud song for
when you have some important information
(like announcing a test, or a class party, etc.), a
special song for getting into pairs (the ‘find your
partner’ song), and a song for the beginning and
/ or end of the class.
Invent your own dance (ages nine to 12):
Divide students into groups in the previous class.

Each group chooses an English pop song and
brings it to the next class in a format you can play.
Together they choreograph a series of dance
moves for the song (or part of the song). When
they have the moves down (this might take more
than one class), go over the language they need
to teach it to another group (e.g. put your hand
on your hip, turn around, put your hands in the air,
wiggle, etc.). Groups then present their new dances
to the music and teach the others the moves.
Note: The popularity of singers who use heavily

choreographed dance moves means that students
of this age can find this a motivating activity (they
are probably doing it already in the playground!).
Variation: Have them lip-synch the song as they do

the dance!
BIBLIOGRAPHY
• Moon, Jayne. Children Learning English.

Macmillan Science and Education, 2000.
• Read, Carol. 500 Activities for the Primary

Classroom. Macmillan Science and
Education, 2006.
• Phillips, Sarah. Young Learners. Oxford

University Press, 1993.
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Culture shock
Culture shock questionnaire

How prone are you to culture shock? Do
this quick test to find out. Read each of the
sentences. If the sentence is true for you, mark it
with a tick. If the sentence is false for you, mark it
with a cross.
 I have experienced many changes in

my lifetime.
 I have had to move house and / or change

jobs several times.
Feeling like a fish out of water

 I have travelled to many different countries.
 I have experienced a completely different

Surprise, nervousness, anxiety, disorientation,
culture to my own.
paranoia ... These are all words teachers have used
to describe their feelings in a new situation. This could  I have lived in a different country.
be with a new class, a new level, a new school, a
new city or a new country they are working in. Relax!
 I am open to new ideas and different ways
of life.
These feelings are completely normal. They are part
of what is known as culture shock.  I know what culture shock is.
Are you now, or have you ever been, either of the  I am aware of the different stages of
teachers below? culture shock.
Teacher A: You have your teaching certificate.  I would go and live in another country even
You have your plane ticket to a new country if I didn’t speak the native language.
where you know that you have your first job
waiting for you. It is your first time abroad. Your
 If I were to live in another country, I
wouldn’t reject my own culture.
parents are worried, your friends are terribly
jealous. You feel excited and ready for the Count your ticks and crosses. If you have six or
new challenge … more ticks, there is a good chance that you
wouldn’t experience culture shock too seriously
Teacher B: You are an English teacher. You have
if you went to live in another country. If you have
your plane ticket to Britain or the United States
fewer than six ticks, you are somebody who,
where you are going to do a summer teaching
according to research, is prone to culture shock.
course. It is your first time abroad. Your colleagues
are terribly jealous. You feel excited and ready for
the new challenge …
If the answer is yes, then there is a good chance

that you have experienced (or will experience)
culture shock to some degree. In these pages we
take a look at the experience of culture shock.
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Culture shock
Culture shock defined

For the past 40 years, European and American
psychologists and anthropologists have been
researching culture shock. They have studied
the reactions and experiences during the first
few months in a new country of travellers and
diplomats, business people and international
students. Research has shown that what most
of these people have in common is a series of
reactions to the new culture. Culture shock can
affect people to different degrees, but there is a
predictable sequence of stages that everyone
seems to undergo.
Stage 1 The honeymoon (or tourist) stage
In this stage, everything is exciting and new. Stage 4 Acceptance or acculturation

People tend to idealize the new culture. Occasional
frustrations and anxiety are interpreted positively and This is the final stage, where people can live well
nothing is seen in a bad light. within the new culture. Although it is difficult to be
completely assimilated, people go through significant
Stage 2 Shock personal changes and growth as they become
integrated into the new culture. They develop a
In this stage, all the little problems and frustrations take
bicultural identity.
on much bigger proportions. People often become
preoccupied with cleanliness (Everything is so dirty Re-entry shock
here!); they feel like outsiders, confused and lonely.
Becoming paranoid about being robbed or cheated This is the shock of coming back home. Some
and fearing for one’s safety are also typical reactions. If participants returning from extended international study
the shock is too great, the traveller may go home. find no one willing to relive those fascinating, cultural
memories. Family and friends are waiting to greet you
Stage 3 The adjustment stage with open arms, but not always with open eyes.
Many people may not get to this stage if the shock in Facing the unbelievable ‘newness’ of home and the
stage two was too great. In that case, they will have unwillingness of friends to listen leaves returning
gone back home. But if they do decide to stay, they participants feeling more like strangers in their own
eventually learn to deal with the differences as they country. According to Judith Martin, an associate
arise. People try to integrate the new culture with professor of intercultural communication at the
their own beliefs. The occasional crisis will still occur, University of Minnesota, it is more difficult to come
but the newcomers will develop a positive attitude home. When you go abroad, she says, “you expect it
towards it. Adjustment can be slow, but it’s worth it to to be different; when you come home, no one expects
get to stage four. you to have changed”.
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Culture shock
Relevance to ELT 3 Try to make new friends in the host culture.

Take up a hobby or join a gym; take an evening
There are two reasons that make culture shock class. One of the authors of this article took
important for ELT. dancing classes in Guatemala, which helped
enormously to adapt.
1 With increased immigration in many classrooms
becoming a hot topic around the world, many 4 Accept the feelings of sadness and loss, and
students in English classrooms may be new arrivals don’t try to repress them.
themselves. They could be going through any one
of these stages. 5 Have a sense of humour about things. Lighten
up and remember that in many cases things might
2 Many native ELT teachers begin their teaching not be better or worse, just different.
career in a foreign country with little training and
are ill-prepared for the culture shock they might 6 Keep your judgments about the new culture to
undergo. If we were worried about the students a minimum and try to be as flexible as possible.
in our classrooms undergoing shock, then what
7 Learn the local language! Take classes, do
about the teacher? However, culture shock
language exchanges, try to speak as much as you
could equally occur with teachers going for an
can with others. Practise what you preach!
extended stay in Britain or the USA.
8 Talk with fellow nationals about their
Dealing with culture shock experience with this process, but be careful not
to get into a collective moan. This can happen,
Here are eight tips on how to deal with culture shock,
especially when groups of expat teachers form
taken from various experts in the field and our own
their own ‘ghettos’. Try not to lean on others too
experience living in other cultures.
heavily. Be independent.
1 Become aware of the stages of culture shock.
Reading this article alone is a good step!
2 Keep in touch with family and friends back BIBLIOGRAPHY

home. With all the social media tools now at your
• Brislin, Richard W. Cross-Cultural
disposal this is easier than ever. It may be worth still
Encounters: Face-to-Face Interaction.
asking some friends or family members to keep in
Pergamon Press, 1981.
touch with you by sending the occasional paper
letter or postcard. This will feel much more tangible • Kohls, L. Robert. Survival Kit for Overseas
and real than a quick Facebook comment. Living. Intercultural Press, 1984.
• Lewis, Tom and Jungman, Robert. On

Being Foreign: Culture Shock in Short
Fiction, An International Anthology.
Intercultural Press, 1986.
• Oberg, Kalervo. Culture Shock:

Adjustment to New Environments.
Practical Anthropology 7: 177-82, 1960.
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The emergency activity file is designed to be used 3 Continue, allowing different team members to
in an emergency! Maybe it’s a minor emergency come to the front of the class to guess the word.
when you suddenly find you have five minutes left at
the end of a class and have nothing prepared. Or
maybe you suddenly think the class would benefit
from a shift in focus but you’re not sure what to do.
You might experience a major emergency when
you have to take over someone else’s class without
warning or discover that you don’t have enough
students to do the class you’d planned and need to
do something else while you make a new plan!
All of these activities require no (or very little)

preparation. You don’t even need to read the
instructions before you start using them!
First impressions
Minor emergencies
Summary: students create a picture on the board
(3-10 minutes)
and then invent a story based on the picture
Objective: vocabulary for describing; storytelling
1 Draw a horizontal line across the middle of

the board.
2 Hand the marker or chalk to a student and ask

them to add to the picture you have started. The
student might interpret the line as the horizon and
draw a house, or he might see it as the inside of a
room and add a chair – anything is fine.
3 Continue with students coming up to the

Back to the board board and each adding an item to the picture.
Summary: a short game in which the class gives a 4 When you feel the picture is sufficiently
student clues to help them guess a word detailed, ask students to name what they can
Objective: vocabulary revision see in the picture. This can be done first in pairs, or
directly with the open class.
1 Call for a volunteer who sits with their back to
the board, facing the class. 5 If there’s time, tell students in pairs to invent a
story that relates to the scene. Students tell their
2 Write a word on the board and tell the class stories to the class and vote which they think is
to give clues in English to enable the volunteer to the best.
guess the word.
This activity works especially well with younger
This can also be done as a team game. learners who enjoy drawing on the board and
have lots of imagination when it comes to making
1 Divide the class into two groups. Call for a
up stories.
volunteer from each group to sit facing the class.
2 Write a word on the board. Each team defines

the word for their team member. The first to say the
word wins a point.
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This is an excellent way to practise nationalities, jobs,

sports and how to ask questions. It can be made
more difficult by including historical figures, so the
students have to ask questions in the past tense.
The questions game

Summary: students have to guess the identity of a
Using the coursebook
famous person by asking yes / no questions. These
are questions that can only create the answer yes Summary: three activities encouraging students
or no. to review the vocabulary in their coursebooks /
notebooks
Objective: new vocabulary; vocabulary revision;
question forming Objective: sentence forming; vocabulary revision;
pronunciation
1 Think of a famous person (for this example,
we’ll use Tiger Woods). Anagrams
2 Tell students you have a famous person in mind 1 Tell students to organize themselves into groups
and that they must ask you questions to find out of three or four.
who it is. You will only answer yes or no and only
2 Meanwhile, look back in the coursebook and
respond if the question is correct.
select about five words that students have learned
For example: in previous lessons. Write the words as anagrams
Is it a man? – Yes on a piece of paper.
Is he English? – No
3 Tell students that you are going to write
Is he Spanish? – No
anagrams on the board and in their groups they
Is he American? – Yes
have to unscramble the words. The first group to
Is he an actor? – No
finish shouts Stop! and then reads out the words
Does he play a sport? – Yes
with the correct spelling and definition.
Does he play soccer? – No
Does he play golf? – Yes 4 If more time is available, groups look back
Is he Tiger Woods? – Yes through their coursebooks or their vocabulary
notebooks and write five to ten words as
3 When a student guesses your famous person,
anagrams for other students to decipher.
that student then thinks of a person and writes
the name down on a piece of paper. The other 5 Give each group a piece of paper and tell
students in the class ask questions to guess who it them to write down their anagrams.
is, and so on.
6 Pass the pieces of paper from group to group
4 If the class is large or the activity is rather slow, and get them to unscramble the anagrams.
put students into small groups to continue
the game. 7 Stop the activity. The group with the most words
is the winner. Ask the group to read out their list and
check spelling and meanings as they do so.
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Vocabulary definitions Major emergencies

1 Tell students to organize themselves into three (10-30 minutes)
groups.
2 Meanwhile, look back in the coursebook and

select about five words that students have learned
in previous lessons.
3 Define the words. The first group that says the

word wins a point.
4 For a longer version, tell students to look back

through their coursebooks or their vocabulary
notebooks and select five to ten words.
5 Each group then takes it in turns to define their Identities

words to the other two groups. The group that gets Summary: students pretend to be famous people
the word first wins a point and the group that has and try to guess one another’s identities
the most points at the end of the activity is
the winner. Objective: oral fluency development
Sounds Material: music (optional)
1 Write a selection of four or five phonemes on 1 Tell students to think of a well-known person
the board and ask students to think of a word that that they admire or can’t stand.
has each sound.
2 Students imagine they are guests at a party.
2 Divide the students into groups. Tell them Put on some music, if you have some. Students get
they have a given time to look back at their up and have to go round and start conversations
coursebooks or notebooks and to list as many with each other. Tell them they are NOT allowed to
words as they can find that contain each sound. mention their names but to try and work out who
The group with the most words at the end of the the other students are. Tell them not to say who
time limit is the winner. they think the other people are during the activity.
3 Check by getting the students to read aloud 3 When you see that students have spoken to a
the words they have for each sound and allowing number of other ‘guests’, stop the music and ask
the others to decide if they are right or not. students to sit down. See if they were able to work
out the identity of the people they spoke to.
4 If time allows, take four or five pieces of paper
and write one of the phonemes at the top of each
piece. Put these on the walls of the classroom and
tell students to go round and write up the words
they found on each piece of paper.
5 These can be left on the walls as a reminder

and added to in future classes.
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What’s Matilda doing? Obsession

Summary: a team competition in which students Summary: students try to dominate conversations
draw activities for other group members to identify with their ‘obsession’ and guess what their
classmates’ obsessions are
Objective: oral practice of the question; affirmative
form of almost any structure Objective: oral fluency development; expressions of
likes and dislikes
Material: paper and scissors
Preparation time: 5 minutes
1 Think of a structure that you have focused on
recently, e.g. the present continuous. Now think Material: slips of paper; music (optional)
of an activity you can express using this structure,
1 Cut up enough slips of paper to give one
e.g. eating spaghetti. On the board, draw a stick
to each of your students. On each slip write the
figure eating spaghetti. Tell your students this figure
name of something someone could become
is Matilda and ask What’s Matilda doing?
obsessed with, e.g. litter on the streets, people with
2 When students have told you what Matilda pet dogs, noise, motorbikes, shop assistants who
is doing (using the present continuous), divide are rude, etc.
the class into two or four groups and get each
2 Give a slip to each student and tell them that
group to list ten other activities for Matilda to do.
this is their obsession. Check they understand what
Tell them another group will have to draw these
it means.
activities, so they can make them challenging.
3 Tell students to stand up and get into groups of
3 Meanwhile, cut up some paper to create
three. Tell them to imagine they’re at a party. Put
enough slips so that each group has ten, and
on music, if you have some. They have to initiate
ensure you have enough paper for students to
a conversation about anything they want and
draw on.
manipulate it to try and talk about their obsession.
4 Give ten slips of paper to each group and get Tell them NOT to tell others exactly what their
them to write one of their activities on each slip obsession is.
of paper.
4 After a few minutes, stop the music (if it’s on)
5 Pass the finished slips from one group to and tell students to change groups so that they
another and give each group paper to draw on. are with two new people. Continue until more or
Place the slips face down in the middle. Group less everyone has spoken to everyone else.
members must take it in turns to pick up a slip and
5 Ask students to sit down again. Go round
draw the activity described. They cannot speak.
the class and see who can guess what their
When another group member says exactly what is
classmates’ obsessions were.
on the slip, someone else takes a turn. The group
that guesses all the activities first wins the game.
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You might want to use this activity to practise

language connected with strong likes and dislikes.
Scategories
Summary: students write vocabulary for different
Analyse this categories starting with a given letter
Summary: students create pictures and then analyse Objective: vocabulary revision and extension:
one another’s characters arguing your point of view
Objective: oral fluency development 1 Get students to copy a table like the following,
but without the examples given. (You can use any
1 Draw the following diagram on the board and categories you want.)
ask your students to copy it so that it occupies
about half a page in a small notebook. Letter Animals Food Countries Clothes Sports
D Dog Dessert Denmark Dress Diving
O
2 Put students into small groups (no more than
O five per group) and tell them that when you give
them a letter, they have to write a word that
starts with that letter under each category. Give
students a maximum of three minutes to do this
2 Tell students they have 45 seconds to draw a but if one group finishes before that they shout
simple picture incorporating the lines and circles in Stop! and everyone must stop writing.
each of the six squares.
3 Give groups points: five points for each correct
3 Tell students that each square tells them word they have and five extra points if they are
something about themselves. Write these the only group that has this word. Sometimes you
meanings above or below each square: (top row) will have to help resolve disputes. For example,
SELF, OTHERS, FAMILY; (bottom row) WORK, FUTURE, if students write dessert for the letter D under the
LOVE. In pairs, students should take it in turns to category ‘Food’ (see sample table above), is that
look at each other’s pictures and analyse the really food or is it a meal? Allow students to argue
meaning of what they see. Encourage them to use their points of view (this is part of the game), but
their imaginations and read as much as they can you have the final word.
into each drawing.
If you have more time, you could get students to

change pairs and do the analysis again and then
compare the different interpretations.
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Keeping yourself interested in your work and Here are some tips for developing professionally
becoming a better teacher is important for you that you can start right now. They cost little or
and important for your students – but it takes a bit nothing but the benefits can be great.
of effort. Avoiding teacher burnout can involve
making big changes like starting a new job, but
1 Start cooperating with colleagues. Research
shows that where successful peer support
more often it involves making small changes in
exists, burnout and staff turnover is dramatically
yourself, your teaching and your contacts with
reduced. So start sharing with others. The cheapest
other teachers. Here we look at some ideas for
and easiest way is to swap ideas for classes.
keeping the flame alive.
One way to do this is to set up a sharing board
in the staffroom. You can also set up a teacher
discussion group. Organize a meeting every two
weeks or once a month to discuss different ideas
or challenges you face when teaching. See the
box below for a list of ideas for teacher
discussion groups.
2 Watch another teacher teach. Observing

one of your colleagues teach is a great way to
get new ideas and see how others deal with
everyday classroom occurrences. If you have ever
wondered what happens in the other classrooms
around the school, or how your colleagues deal
with a difficult student, why not try to find out?
Choose a colleague who you respect and ask
them if they would mind if you observed them. You
could use the observation to borrow ideas for your
own classes.
Alternatively, ask a colleague you admire and

Professional development? But aren’t trust to watch one of your classes. Observations
I already a member of a profession? often work really well if they are focused. Is there
something about your teaching that is bothering
You may have become qualified as a teacher,
you? Here are typical areas that language
and you may have been practising as a teacher in
teachers find frustrating:
a professional institution for some time. This doesn’t
mean that your development as a professional • Using the student’s L1
is over. Professional development is about being • Classroom management and discipline
the best possible teacher you can be. This is • Organizing group and pair work
particularly important if you are beginning to feel • Giving feedback to learners
the symptoms of burnout setting in; it’s time to take • Clarity of instructions
action now to avoid them. If you haven’t felt any • Timing of activities
burnout yet, it’s still a good idea to follow a couple
of these tips before you do start losing enthusiasm. Focus on one of these or something else that you
Teachers who successfully engage in professional specifically find frustrating and ask the observer to
development find they get a lot more out of watch you for that.
their work, feel more satisfied about their classes Some teachers have an obligatory observation
and themselves and get along better with their by their director of studies every year. For many
colleagues and learners. In short, survival becomes this can be a harrowing experience. Why not take
a lot easier! advantage of this and take the initiative yourself?
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If your annual observation is coming up, choose on. These could be related to teaching, learning,
an area (like one of those above) and ask the or syllabus design. In action research, the teacher
observer to pay particular attention to it during collects data related to his / her professional work.
their observation. Then discuss this, along with other This is followed by reflection on what has been
aspects of the lesson, later on in feedback together. discovered and then application to the situation.
This shows that you are serious about your teaching
The how and what of action research is a large
and recognize that you have areas you wish to
area. A good starting point would be one of the
improve – something that most directors of studies
books devoted to the subject, such as Action
would appreciate as a sign of professionalism.
Research for Language Teachers, by M. J. Wallace
3 Join a network or community of English (Cambridge University Press, 1997).
teachers. Setting up a discussion group, although
6 Change focus. Teaching can become
rewarding, may be difficult and time-consuming.
monotonous if you let it get that way. You may
What if you work in near isolation (for example,
have been teaching for five years (or 10, or 20),
in business classes)? What if nobody where you
but is it really five years of experience? Or is it
work wants to join you? Don’t let this stop you.
one year of experience repeated five times? This
There are lots of teachers’ groups that exist
kind of situation can occur if you consciously (or
already. Why not join a teachers’ association?
subconsciously) teach the same kind of class every
Many countries will have an association of English
year – the same level, or age of learners, or same
teachers or language teachers. There are also
book. And it’s called getting into a rut. Some of
international associations. Joining an association
the ways mentioned above can help you get out
can have many benefits. First and foremost it puts
of a rut, but sometimes a simple change of class
you in touch with hundreds of other teachers in
profile will do. Here are some tips, from easiest to
the same position as you. Often you will receive a
most difficult, that could help.
publication from the association several times a
year. And then there are conferences, where you • Change the coursebook
can go and find out about recent developments If you cannot change coursebook because
in teaching or even present something yourself. of school policy, change the way you work
One of the most attractive aspects about joining with it. Start from a different unit or try different
an association is that you can make new contacts supplement activities. If you have supplemented
which can help you advance professionally. a lot with extra material, try to go back to the
original with a more open perspective.
4 Become a student again. If you only have an
initial teaching certificate and are feeling that it’s • Change the level
all the same old thing, why not go back to being a Teachers often become wed to a certain
learner again? You could take a teaching diploma level. Ask to change completely. If you
(like the Trinity College Licentiate Diploma in TESOL have been with advanced, drop down to
or the Cambridge DELTA) or a master’s in TESOL. elementary. If you are always working with
Diploma courses tend to be more practically elementary learners, move up to advanced.
orientated to your teaching, while master’s courses
• Change the learner profile
are often, but not always, more theoretical. Either
If you teach adults, try to find some young
way, most teachers who go back to school regain
learner classes to teach, or vice versa. If
a lot of motivation from being back on the other
you teach general English, try to get some
side of the classroom.
classes teaching English for Specific Purposes
5 Do research. Another exciting area open to (academic English, or English for tourism) or find
teachers is action research – research done by some classes teaching in a business. If you are
teachers themselves. It’s usually done to identify used to teaching one-to-one classes and small
problems or areas the teacher would like to focus groups, try to find a larger group to work with.
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Change is difficult. It can sometimes be traumatic teachers – teachers with extra responsibilities.
at first. Some of the changes above might mean These may include running staff workshops,
finding a different place to work. You may be observing new teachers and acting as a
afraid of making the wrong decision. But if you feel mentor for them, organizing final exams,
yourself slowing down, it could be the best thing choosing coursebooks and helping the
that happens to you. director of studies (see below).
• Become a teacher trainer

Do you remember the trainers who taught
you to be a teacher? It is quite likely that they
came to that job after teaching for some
years. Many teacher trainers still teach English
part-time. To be a teacher trainer you often
need to have a diploma in teaching (DipTESOL
or DELTA are two examples) and be willing to
help others learn how to teach. It can be as
rewarding as, if not more than, teaching itself.
Watching others teach and giving feedback
can also have a very positive effect on your
own teaching. Many teacher trainers work
at universities or teacher training institutes.
Publishers also use teacher trainers to give
workshops related to their products.
• Become a director of studies (DOS) or an

assistant DOS (ADOS)
For those teachers who are more
Career paths for English administratively inclined, the post of DOS or
language teachers ADOS is quite attractive. Their responsibilities
All these ideas notwithstanding, some teachers include the running of the department of
may still feel that they need to do something languages, dealing with learners’ complaints
different, but don’t know what. What other and parents, hiring new teachers, observing
avenues are open to English language teachers? teachers and, in the case of private language
Here are five paths that teachers often take, while schools, drumming up new business. A DOS or
remaining in the profession. an ADOS usually spends more time in an office
than in a classroom.
• Remain a teacher – but become a
better teacher • Become a materials writer
Engaging in any of the activities above can Have you ever felt that the book you were
help to make you a better teacher. They using in class was hopeless? Do you think
can help to refresh you and give you a new you can do better? EFL / ESL materials writers
perspective on teaching. Many teachers do almost always are, or have been, teachers.
have the opportunity to try something else but If you are interested in getting into materials
they return to teaching because they enjoy writing, start saving material that you are
it so much. There’s nothing wrong with being already making for your classes. Write or call
a teacher, even less so if you are a better the local offices of publishers in your area
teacher than you were before! and send them your CV with a sample of
your material. Materials writers rarely start off
• Become a senior teacher or mentor by writing a major book by themselves; they
Some schools have one or more senior more often start by writing components of
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an existing course (for example, a workbook suggestions on presentation and necessity of

or resource material). You can also start the worksheets.
by applying as a writer to one of the many
websites for teachers or even create a website
5 Revision circus. Teachers bring along a revision
activity they like to do with students. They then
for teachers yourself.
teach each other the activity. This works well just
before exam time.
6 Organize a SWOT (strengths, weaknesses,

opportunities and threats) analysis of your classes
and compare.
7 Teachers Anonymous. Choose a common

problem area, such as discipline, and hold a
meeting where teachers individually confess
difficulties they’ve had in that area. Others then
provide support and help.
Teacher discussion group ideas

1 Read and report. Everybody reads an article
about teaching from a teacher’s magazine,
journal or website, and then the group has a
discussion about what they think.
2 Methodology experiment. Have everyone

read about a teaching methodology (e.g. Total
Physical Response, the Silent Way, Community
Language Learning) and try out an activity using
that methodology. Then meet and report on how
it went. Become a member of a
global profession
3 Language awareness brush-up. Before the
Two important teaching associations:
meeting, have each teacher submit a grammar or
phonology area that they are uncomfortable with. The International Association of Teachers of English
Discuss and clarify these as a group, or better yet, as a Foreign Language (IATEFL, www.iatefl.org) is
teach each other as though you were teaching based in Whitstable, Kent, in England. It has more
your learners. than 3,500 members in over 100 countries around
the world. Members receive regular publications,
4 Photocopy audit. Everybody brings in
including the association’s magazine, IATEFL
the photocopied worksheets they used / made
Issues, and two free publications per year. IATEFL
the previous week. Teachers then compare
also holds an Annual International Conference in
each other’s worksheets and make
England every year, for which grants are available
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to attend. There are 15 special interest groups

(SIGs) on a variety of issues of interest to English
teachers. See website for more details.
Teachers of English to Speakers of Other

Languages (TESOL, www.tesol.org) is an
international organization headquartered in
Alexandria, Virginia, in the United States, which has
more than 14,000 members. Members receive a
quarterly newspaper with articles on professional
issues and concerns, access to different sections of
interest (focusing on a particular aspect of English
teaching, often their own website and e-discussion
group) and the possibility of grants and awards to
attend the yearly TESOL conference in the United
States. See website for more details.
BIBLIOGRAPHY
• Richards, Jack and Farrell, Thomas.

Professional Development for
Language Teachers. Cambridge
• James, Peter. Teachers in Action.

Cambridge University Press, 2001.
• Wallace, Michael. Action Research

for Language Teachers. Cambridge
• Edwards, Corony and Willis, Jane (Eds.).

Teachers Exploring Tasks in Language
Teaching. Palgrave Macmillan, 2005.
• Covey, Stephen. The 7 Habits of Highly

Effective People. Simon & Schuster
Ltd., 1989.
• Bailey, Kathleen; Curtis, Andy and

Nunan, David. Pursuing Professional
Development: The Self as Source.
Newbury House Publishers, 2001.
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Teaching English in companies can involve However, it is very useful for you to get to know
teachers working in an unfamiliar environment your learners and their business. Ask your learners
with restricted resources and a range of cultures, to explain what they do in detail and what role
customs and constraints they are not accustomed English plays in that. A good idea is to conduct a
to. On the other hand, the scenario presents some needs-analysis test at the beginning of the course
great opportunities. Learners in this context often (see the example analysis we have provided at
have very immediate and specific language the end of this article). Use the company website,
needs and come to class highly motivated. It brochures, company promotional material or
can be very satisfying to work with them towards emails they have written and received (if they are
achieving these needs and to see the results first- not confidential). It doesn’t matter if the material
hand, when your students tell you about how the is not in English. Your students can explain visuals
lessons have helped them with this or that meeting, and explain or translate texts for you. They will
phone call, presentation or business lunch. probably teach you some of the special language
or terms they use. Showing an educated interest in
Here are six of the most common challenges
your learners’ business is much more effective than
mentioned by teachers, followed by our
trying to be an expert in it.
comments and advice.
2 My students hardly ever come to class. They

1 I don’t know ‘business English’.
are always so busy with their work.
This teacher feels daunted by the prospect of not
This situation can be tackled from two angles:
knowing ‘specialist’ language their students might
principled and pragmatic. In the principle-
need. Business is conducted in English by people
driven approach you make it clear to learners
all over the world but there is no real evidence to
that the situation is unsatisfactory and how it will
suggest that they use language much differently
adversely affect their learning goals. Discuss time
when they do business than in other situations.
management, prioritizing and company culture if
Students are more likely to want to learn how to
you and they feel this is helpful. If possible, talk to
interact in English in a range of situations which
the person responsible for language training in the
don’t require any specialist language.
company and / or your director of studies.
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The pragmatic approach is to deal cheerfully

and positively with the situation as it is. Develop
strategies. For example, if the class is interrupted
by a mobile phone, ask the student to recount in
English the gist of what the call was about. Take
advantage of the situation to teach common
phrases when doing this, such as:
Sorry, that was … (my wife, the manager, an

important client) 4 There’s no computer, audio player or even
He / She wanted … (to know about the project, a whiteboard!
another phone number, to talk with me)
This is a fairly common situation when teaching in
Or just relax and accept it. Plan self-standing companies, where classes take place in offices
lessons that learners attending irregularly will be rather than purpose-built classrooms. You may find
able to participate in comfortably. Always start you can use your own laptop, ipod etc. to bring
the lesson on time but plan activities so that late audiovisual materials into the lesson. However, this
arrivals can be incorporated easily. If you think of situation may have other advantages which we
the lesson as belonging to the learners, it can help will be exploring later on in our series.
avoid potential feelings of resentment.
5 My students just don’t seem motivated.

3 We do the class in a huge meeting room
and there are only three of us! Three areas can affect motivation when teaching
in companies: content, method and attitude.
You can usually move chairs to avoid having Content may be perceived as not relevant
learners sitting miles apart or all in a line enough; perhaps the teacher is doggedly
facing you. It can be tempting to sit round the ploughing through a coursebook which isn’t
conference table for the entire lesson because it relevant to the learners’ needs (see below) or
feels more business-like. This isn’t business, though – perhaps the wrong agenda has been set by the
it’s teaching and learning. If learners need to work training manager. Perhaps the content is ‘too
in pairs or groups, make that happen. relevant’; classes usually take place in employees’
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free time, before, during or after a full working units you think are relevant and leave out those
day. Class time is part of the learners’ social rather you don’t. Supplement these with authentic (and
than working space, so simulating and discussing up-to-date) material from the internet and the
work situations can be demotivating. Discuss the learners’ own working environment.
balance of business and non-business content with
your learners.
BIBLIOGRAPHY
Let’s consider method or approach. In many
business cultures language training is thought • Emmerson, Paul and Hamilton, Nick.
of as something which is delivered – a bit like Five-Minute Activities for Business English.
lunch in the canteen. It is served up, more or Cambridge University Press, 2005.
less appetizing, and you consume it. Learner-
centred approaches and even communicative • Harding, Keith. English for Specific
approaches may lead to confusion on the part Purposes. Oxford University Press, 2007.
of the learner if not sufficiently explained by the • Frendo, Evan. How to Teach Business
teacher. If you meet resistance, be prepared to English. Longman, 2005
modify your approach to meet learners halfway.
• Barton et al. The business English
Learners in the company setting may be unwilling Teacher. Delta publishing, 2010
participants in the company’s language training
policy, which they neither understand nor care
about. It may simply be that they have no real
need to use English professionally or socially, at
least at present. If you have a group with this sort
of profile, you need to work on here and now
motivation. In other words, make the class itself an
enjoyable social and learning event that people
want to attend for its own sake.
6 My students don’t like the coursebook.
Business coursebooks, particularly the more

recent ones, contain many examples of texts
and language work (written and spoken) which
are interesting and relevant in a general sense to
learners. This is very helpful to teachers. However,
a coursebook needs to be treated as a restaurant
menu rather than a novel you read from cover
to cover. You and your learners can select the
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Example needs analysis for How much time do you want to spend on different
in-company classes areas of communication on this course? Circle a
Please complete the form below and return it to number, from 0 (no time) to 4 (a lot of time).
your teacher. This information will be used to plan
Discussions and meetings 0 1 2 3 4
future lessons and help us teach you better.
Telephoning 0 1 2 3 4
Name __________________________________________
Social English 0 1 2 3 4
What is your job and when do you use English in it?
Discussing products 0 1 2 3 4
_________________________________________________
_________________________________________________ Presentations 0 1 2 3 4
_________________________________________________
Negotiating 0 1 2 3 4
_________________________________________________
_________________________________________________ Emails 0 1 2 3 4
Writing reports 0 1 2 3 4
How do you use English outside your job?
_________________________________________________ How much time per week are you prepared to
_________________________________________________ dedicate to practising English outside class?
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________
Think of the last time you used English. What was
_________________________________________________
the situation? Who were you communicating with?
Did you have any problems? How did you feel? Do you have any other objectives for this course?
_________________________________________________ Is there anything else you would like to tell your
_________________________________________________ teacher to help him / her plan your course?
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________
What activities do you like doing to learn and _________________________________________________
practise English in class?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
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are planning to use a website or YouTube clip,

think about how you will replace that activity
with an alternative if you lose the internet
connection. Remember this is a language class,
not a technology class. The students will always
be able to learn some language whether the
technology works or not.
2 Get students to help you with technical

problems, they can often solve them and enjoy
contributing. It’s a good way to use English in an
authentic situation too.
3 Learn from tech savvy colleagues and

websites about interesting ways of using
technology in class. If you work in a school
with interactive whiteboards, find out at least
the basics on how to use one. Don’t pay
much attention to the ‘digital native vs digital
immigrant’ argument (this argument is often
used to portray teachers as luddites vs their
whizzkid students). You’re never too old to learn
something new, and you’re never too young to
make mistakes with technology.
The human race has always been anxious
4 Allow students some control over
about technology. The latest wave of anxiety
technology. For example, if you are using a CD
started some time around the mid-20th century.
or MP3 for a listening activity, get a student to
Perhaps it was all those sci-fi dystopias depicting
decide when to pause it. Encourage students
machines taking over the world. English teachers
to bring in their own listening or video materials
and even more so, English learners, have
to play. If you have a computer in class with
nothing to fear and much to gain from some of
internet connection, students can share their
the recent developments in technology, always
favourite websites for learning and practising
keeping in mind that it makes a great servant
English or use tools like online dictionaries to
and a terrible master.
check vocabulary. If your school is willing
Here we have put together a list of ten things you to allow it, let students use their own mobile
need to know to get the most out of technology devices to share audio, video and apps
such as the internet, computers, phones, in activities.
tablets, email, apps, social networks, blogs and
5 If you work with students in a computer room
so on, followed by a few ideas on how to use
with multiple computers or with sets of tablets,
technology inside and outside the classroom.
consider having them work in pairs or threes to
You can find plenty more of course ... on
encourage speaking as well as reading. With
the internet!
younger learners, be especially clear on who has
1 Sometimes things don’t work! Whenever control of the mouse or tablet at what moment
you use technology (and this counts not only and make sure they take turns.
for computers but also for DVD players and so
6 As a rule of thumb, welcome the use
on), always have a backup plan in place. For
of personal computers, phones and tablets
example, if you are planning to use a dialogue
in class. Exploit them when you can. Have
on a CD, you can read it aloud yourself; if you
students send each other messages in English,
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check vocabulary, video themselves speaking Six easy ways students can use
English, make notes and so on. If students are technology to practise English
playing games or texting their friends in their outside of class
own language, the problem might not just be
the technology, it could be that the lesson is
1 Set their devices to English (e.g. mobile
not engaging enough. That said, especially with
phone settings in English, browser homepage
younger learners, you may wish to negotiate
to the BBC or a similar site, Google search
blocks of time with no devices if you think it will
preferences in English).
help them focus more on learning English.
2 Record or video themselves speaking English
7 Technology, especially the internet, offers
or prepare speaking tasks in this way.
students great opportunities to practise English
outside class. Make some suggestions to your 3 Join an online group or forum about
students and get them to share ideas. There are something that interests them where the
six of these at the end of this article. language used is English.
8 Don’t overuse technology in class. Think 4 Do grammar and vocabulary exercises

about how it can help you introduce interesting on websites for learners of English and / or
content into the class and stimulate interaction, download an app with practice exercises.
rather than provide gimmicks like drag and
drop matching exercises, which are best done 5 Watch film and song clips with subtitles
at home. Use technology if it a. makes your / lyrics. Create playlists to share with other
class better or b. saves you preparation time. students in the class.
Preferably both! Saving photocopies is another 6 Download and listen to podcasts in English
good reason. relating to topics that interest them.
9 Set up an online group or something similar
like an email group with your students. This will
help you build rapport, manage homework,
share materials and links, and encourage further
practise of English outside class. Some teachers
use Facebook for this, but if that makes you
uncomfortable there are education specific sites
which are free and very good for this kind of
thing (e.g. www.edmodo.com )
10 Technology, particularly the internet, can

be a great facilitator for your own professional
development as a teacher. You can share
materials easily with other teachers, participate
in groups and forums, blog and access a wealth
of teaching materials and articles on line. There
are many online and blended courses available
allowing busy teachers and teachers in remote
locations to access development opportunities
more easily.
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BIBLIOGRAPHY
Although it may seem old-fashioned to

reference books in an article on using
technology, we believe that the following
works (available also in e-book format in
most cases) are very good authoritative
guides for English teachers in this area.
• Clandfield, Lindsay; Hockly, Nicky.

Teaching Online. Delta Publishing, 2011.
• Dudeney, Gavin; Hockly, Nicky. How to

Teach with Technology. Pearson, 2010.
Six favourite ways teachers use • Mawer, Kyle; Stanley, Graham. Digital
technology in class Play. Delta Publishing, 2012.
• Sharma, Pete; Barrett, Barney. 400

1 Use online image banks (such as Google Ideas for Interactive Whiteboards.
Images) to quickly clarify meaning with Macmillan, 2011.
vocabulary items.
2 Play a short online video clip relating to

the topic of the coursebook to help
engage students.
3 Prepare slideshows or PowerPoint

presentations of common lesson content (e.g.
grammar rules, skills work).
4 Get students to create quiz questions for their

classmates on a particular subject, researching
information on the web.
5 Get students to make a one-minute video

using their phones, scripted or improvised,
individually or in pairs or teams.
6 Create a class blog where students

and teacher can post stories, photos,
ideas, assignments.
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Surviving Acronyms in English language teaching
“ I’m a NS EFL teacher,

specializing in EAP. Right
Language learners
NS
NNS
Native Speaker
Non-Native Speaker
now I’m teaching a F2F L1 Language one (or first language,
mother tongue)
course for IELTS, and I’m
L2 Language two (second language)
doing a GE course tied to SLA Second Language Acquisition
the CEFR in a VLE.
”
YL Young Learners
When you join a profession, you need to Organisations for teachers

understand the discourse of its members. This
IATEFL International Association of Teachers of
involves technical terms, jargon and especially
English as a Foreign Language
acronyms and abbreviations. And the world of
English language teaching (ELT) is awash with the TESOL Teachers of English to Speakers of
latter! Here’s a collection of the most common Other Languages
ones. Become fluent in them all and you’ll be able SIG Special Interest Group
to hold your own at any teachers conference!
Ways of organising a lesson

Different kinds of English PPP Presentation Practice Production
ELT English Language Teaching ARC Authentic Restricted Clarification
ESL *English as a Second Language ESA Engage, Study, Activate
EFL English as a Foreign Language OHE Observe, Hypothesize, Experiment
ESOL *English for Speakers of Other Languages TTT Test, Teach, Test
ELF English as a Lingua Franca
EIL English as an International Language English language exams referred to more
EAP English for Academic Purposes commonly by acronyms
ESP English for Specific Purposes TOEFL Test of English as a Foreign Language
GE General English TOEIC Test of English for
BE Business English International Communication
Note: Acronyms marked with a * can be PET Preliminary English Test
preceded by a T, which stands for Teaching. FCE First Certificate in English (also called
First Cert)
CAE Certificate in Advanced English
Teaching methodologies
IELTS International English Language
CLT Communicative Language Teaching Testing System
TBL Task-Based Learning (see also TBI)
TBI Task-Based Instruction (see also TBL)
TPR Total Physical Response
CLIL Content and Language Integrated
Learning (see also CBI)
CBI Content-Based Instruction (see also CLIL)
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Surviving Acronyms in English language teaching
Teacher training acronyms

TKT Teaching Knowledge Test
CELTA Certificate in English Language Teaching BIBLIOGRAPHY
to Adults
Richards, Jack and Farrell, Thomas.
CertTESOL Certificate in English Language Teaching Professional Development for
to Speakers of Other Languages Language Teachers. Cambridge
DELTA Diploma in English Language Teaching University Press, 2005.
to Adults
James, Peter. Teachers in Action.
DipTESOL Diploma in English Language Teaching Cambridge University Press, 2001.
to Speakers of Other Languages
Wallace, Michael. Action Research
CertTEB Certificate in Teaching English
for Language Teachers. Cambridge
for Business
Edwards, Corony and Willis, Jane

Education Technology acronyms (Eds.). Teachers Exploring Tasks
in Language Teaching. Palgrave
F2F Face-to-face
Macmillan, 2005.
LMS Learning Management System
Covey, Stephen. The 7 Habits of Highly
MOOC Massive Open Online Course
Effective People. Simon & Schuster
PLN Personal Learning Network Ltd., 1989.
VLE Virtual Learning Environment
Bailey, Kathleen; Curtis, Andy and
Nunan, David. Pursuing Professional
The following two are almost out-of-date but Development: The Self as Source.
still used. Newbury House Publishers, 2001.
CALL Computer-Assisted Language Learning

OHP Overhead Projector
Miscellaneous acronyms
CEFR Common European Framework
TTT Teacher Talk Time
STT Student Talk Time
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Do your students speak too much of their first completely from the classroom, when this is
language in class or too little? Since Berlitz and likely to be futile. Instead, concentrate on ways
the Direct Method, use of the mother tongue in of harnessing, exploiting and playing with L1.
language classrooms has been frowned upon, but Decide when it might be beneficial to use L1. This
there are many useful ways of incorporating the might include reading as well as speaking L1 as
students’ first language in class to help them learn we will see on the following pages. Encourage
a second language. and approve of mother-tongue use at chosen
moments and in designated activities. Explain your
Every language teacher has, at some point, felt
choices to your students if you think that would be
guilty, puzzled and frustrated about their students’
helpful. If you can do this, your classroom is likely to
overuse of their mother tongue in the classroom.
be more authentic in the sense that it reflects the
In a monolingual context – that is to say, where all
natural interplay of L1 and L2, which is inherent in
students speak the same mother tongue this can
second-language acquisition. Not only is it more
become quite a problem.
authentic but it’s also more fun and more relaxing
for you and your students. Still not convinced? Try
some of the following ideas. Most of them reflect
ways students are likely to use English outside
the classroom.
L1 practical ideas kit

The ideas in this kit are all designed to be used with
minimum preparation on the part of the teacher.
The recommended level of the students for each
particular activity is written in brackets.
Conversation starters (pre-intermediate +)
Use mother-tongue newspapers for conversation

practice. Choose or get students to choose an
article from the current day’s newspaper and
have them explain what it is about in English.
Depending on the difficulty of the text, this
may generate vocabulary work as students try
communicating key points of the text. This is similar
The closest most get to dealing with the issue is to to, but usually more effective than, just using
nag their students to use English and fine them for pictures. Using L1 texts, like using pictures, is a fast
lapsing into their mother tongue. There is nothing way of stimulating ideas for conversation.
wrong with this strategy as far as it goes but it Dubbing (intermediate +)
rarely allows the teacher or the students a chance
to understand why L1 was being used in the first Show students a clip of a popular L1 TV
place. In ‘L1 practical ideas kit’, you’ll find some programme (for example, a soap opera) and
alternative suggestions for limiting L1 use. tell them they have been commissioned to dub
it into English for the BBC. With larger classes, get
A more complete strategy, however, is to be students to work in teams. The best version gets
proactive! This means that, as the teacher, you the contract! Students can work on translating the
should actively control and influence how and script and taking on the roles of the actors and
when the mother tongue is used. Don’t waste time dubbing with the TV sound off.
trying to eliminate use of the mother tongue
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Shadow and a doubt (all levels) Testing, testing (all levels)
Have students rehearse a communicative activity Ask students to take ten phrases in English from
(shadow) in L1 before attempting it in English, their coursebook. For each phrase, they write three
and then compare the two versions afterwards. translations – two incorrect and one correct. Ask
This can be a very effective way of challenging them to make the translations similar. Students then
advanced learners, as it helps to raise specific exchange papers and do each other’s tests.
awareness of the difference between their ability
Sight translation (intermediate +)
to express themselves in English and in their mother
tongue (doubt). Prepare a series of about ten interesting
quotations on a piece of paper. (You can easily
Planting words (pre-intermediate +)
find collections of quotations online.) Show the
Find the lyrics of an English song or poem that you quotations one at a time to the class as a whole
and your students like. Go through the lyrics and (using an overhead projector would work nicely,
change some of the English words into words in or you can write them on the board). Give the
the students’ language. They have to hunt down students 30 seconds to read each quotation and
the translated words and put them back into then take it away. Students must write what they
English. You could do this the other way round too, understood but in their own language. Compare
taking a text in the students’ mother tongue and translations afterwards.
‘planting’ translated words in English into it.
Variation: Take quotes from the news and ask the
Restaurant role-play (all levels) students to imagine who said it.
Use a menu in L1 so that the dishes have to be Reverse translations (intermediate +)

explained to English-speaking guests. This is, after
Group A are given a short text in their mother
all, a more likely scenario than the ‘Olde Englishe
tongue to translate into English. Group B are given
Restaurante’ favoured by older
a different short text in English to translate into their
teaching materials.
mother tongue. Groups then give their translations
to each other to be translated back into the
original. Finally, groups compare the originals with
the translated versions.
Variation: Prepare some literal and inaccurate

translations for your students to correct. Ready-
made examples can often be found in your local
tourist office!
Interpreters (all levels)
This can be adapted to any oral pair-work

situation. It works best with interviews. Students
work in groups of at least three. One person is
the interviewer, who speaks only in English. The
interviewee speaks only in L1. The interpreter works
as a go-between, translating the interviewer’s
questions into L1 and the interviewee’s answers
back into English.
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Variation: Arrange a press conference, with L1 words or phrases in a communication activity to

several interviewers. The interviewee plays the role maintain fluency and build confidence. You can
of a famous film star, politician, etc. Teenagers have a listener note down mother-tongue use for
especially like this activity and recognize the later work if you want but that’s not necessarily
scenario from TV interviews with pop stars and the point.
sports personalities.
Funny names (all levels)
Translating pop songs (intermediate +)
Translate the following into the students’ L1, using
Students translate the lyrics (or small sections of a literal translation. So, for example, George Bush
the lyrics) of their favourite songs into L1. Teenage becomes Jorge Arbusto in Spanish and Georges
magazines sometimes include songs with L1 Buisson in French.
translations, so you can use these to do it the other
George Bush / Johnny Walker / Wall Street /
way round, as well.
Nicolas Cage / Tom Cruise / Scarlett Johansson
/ Louis Armstrong / The Doors / Justin Timberlake
/ Bond, James Bond / Lady Gaga / BlackBerry /
7UP / Big Ben
Tell the students they are going to hear a dictation

of names of famous people, things and places.
They will hear these names in their own language
but must write down what they are in English
(in other words, they must get the names right).
Give the dictation. How many names could the
students get?
Alternatives to the carrot and

the stick
Encouraging the use of L2 in class
Of course, the ideas on the previous pages do

not necessarily mean that it’s OK to use L1 in class
all the time, nor do they address the frustrated
question of the English teacher: ‘How do I get
Broken telephone (all levels) them to speak more English?!’ Here are some
suggestions to provide an alternative to pleading
Devise a sentence that might cause translation and nagging your students to speak English.
problems into your students’ L1. Whisper it to the first
student in English. The first student translates it into L1 • Grade speaking tasks, and make aims and
and whispers it to the second student who translates instructions clear. This may sound obvious, but
it back into English and whispers it to the third. often students’ use of their mother tongue is
Continue round the class in this way. At the end, due to the fact that they don’t know what
compare the final English version with the original. they are supposed to be doing or that they
don’t have sufficient English or sufficient
Code switching (all levels) communication strategies to do it in English.
Code switching is using more than one language • Use a talking stick for class discussions. The
in an utterance (‘I’ll have a café con leche’). person who holds the stick holds the floor but
Bilingual kids do this all the time, so why shouldn’t they must speak in English.
learners? On occasion, encourage learners to use
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• Correct students’ use of L2 in a correction slot.

When your students are speaking, note down
all instances of mother-tongue use you hear,
and write them on the board for students to
render in English. This is a more constructive
approach than nagging and fining.
• Take advantage of L1 use by your students,

especially when it is directed at you. If a
student speaks to you in their mother tongue,
acknowledge the content of their request,
question or statement couched in L1 (in
other words, acknowledge the desire to
communicate) but follow up with ‘How do you
say that in English?’ and make this a question
the class as a whole can address. In this sense,
you are not punishing but you are being
constructive. Refer back to this when someone
wants to use the same language in the future
(‘Do you remember how we say / ask this
in English?’).
• Designate English time as distinct from L1 time.

Use a symbol like a flag pinned up on the
board. This will help reinforce when you want
English spoken and when you are prepared to
hear either English or L1.
• Finally, you can always nag, threaten and

penalize L2 use outside designated times. Well
… why not?
BIBLIOGRAPHY
• Deller, Sheelagh and Rinvolucri,

Mario. Using the Mother Tongue.
DELTA Publishing, 2002.
• Kerr, Philip. Translation and

Own-Language Activities.
Cambridge University Press, 2014.
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Troubleshooting
Oh no! The photocopier isn’t

working again …
… and it’s not just the photocopier! Teachers come
up against all sorts of minor and major frustrations
every day. Relax and take a deep breath. Our
troubleshooting guide will sort everything out for you.
listening material coursebook
problem area solution problem area solution

Your CD player Check that it is plugged in and You can’t find Be honest if you don’t know.
/ MP3 player turned on. If it still doesn’t work, the teacher’s Tell students you will check this
doesn’t work. see below. book with the for the next class. Then do so.
You can’t Read the text yourself. If it is a answer key and
find the CD / dialogue, read it with a student you don’t know
audio file. or read both parts yourself. the answer.
The pictures / Find your own pictures by
The audio quality
photos in the using an image search on the
is terrible.
coursebook are internet, if necessary.
The students say Consider what you were really old / out of
the listening is hoping students would get out In the class before, ask students
date / horrible.
too hard. of listening to the recording. to bring in pictures of the topic
Perhaps you can re-create the / area in question.
same input by telling a story
or anecdote or by initiating a
dialogue with a strong student.
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Troubleshooting
online video / DVD material photocopier / printer
problem area solution problem area solution

The DVD player Check that the DVD player is The photocopier Start the class by dictating
doesn’t work. plugged in and turned on. / school printer some of what was on the
doesn’t work. worksheet (possible if there are
If you are playing the DVD
only sentences or words).
on a computer, check the
software is compatible with Make the reading into a listening
the file you are wishing to play. and dictate the questions or
write them on the board (if the
Ask if a student can help you
handout was a text).
make the player work.
Abandon the lesson and do
If all that fails, see the
a standby activity (see ‘The
next page.
emergency activity file’).
You can’t find Abandon the lesson and use
You left See above for ideas.
the online video a standby lesson (see ‘The
your flashdrive
/ DVD you want emergency activity file’). Begin using an online cloud
at home.
to use. storage system (e.g. Dropbox,
You can’t find Bring in DVDs in the students’ Google Drive) instead. These
any suitable L1 and use scenes or visuals let you save your files to the
online videos from them to do interpreting internet and then access them
or DVDs in work or as a springboard for from anywhere.
English but your discussion (see ‘Using L1 in the You have only Have students share the
students would classroom’ for more ideas). ten copies for a photocopies and write answers
really like to do a class of 15. individually in their notebooks.
video class. Collect the copies at the end
of the class (that way they
don’t litter the floor).
If it is crucial that every student

have a copy, then abandon
the activity and do a standby
activity (see ‘The emergency
activity file’).
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Troubleshooting
You always have Use photocopies for texts but The wi-fi Download as much as you can
too many copies ask students to write answers in connection at for presentations at home (e.g.
and your school their notebooks. Collect copies the school images, video) and save to a
has set a limit. back in and keep them in a file. is terrible. USB stick.
You have to pay Do a photocopy audit activity Take snapshots of key websites as
for your to see if you are using too backup to show.
own copies. many copies (see ‘Professional
If your phone has a cheap data
development’).
plan, you may be able to make
it into a ‘hotspot’ and use the
whiteboard / blackboard / projector internet that way, in a pinch.
students
problem area solution

It’s really small! Be as economical as possible.
Plan your board in advance. problem area solution

Your Prepare some of your Your students Do a survey to find out what
whiteboard is presentation on big pieces of are not topics your students think are
always really paper (A3, for example), which interested in relevant, and have some
messy. you could use again, if need be. the lessons ideas yourself. Supplement the
in the coursebook with these topics. Get
Have a colleague observe you coursebook. learners to help you by bringing in
and your board use and help material themselves. If they can’t
you with it (see ‘Professional find anything in English, let them
development’). bring texts in their own language.
The projector Check that it is plugged in and These can provide a springboard
does not attached to a computer. for discussion and vocabulary
turn on work, as well as translation.
Check the input. Press the
‘input’ or ‘source’ button on Your students Adapt activities so that there
the projector. all have are easier and more difficult
different levels. versions, and allow students to
If neither of these works, the bulb choose which they would like to
may be broken or the projector do (sometimes this could mean
may have overheated. Turn it off giving hints for the answers).
and try again later. Do a standby
activity (see ‘The emergency Have activities that are
activity file’). ‘extendable’ (activities that will
allow early finishers to continue).
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Troubleshooting
Your students Draw up a list of class rules with

constantly the students’ participation. Allow
misbehave. them to help make rules both for
themselves and for you. Display
the rules where everyone can
see them.
Your students Start the lesson with something
always turn that students will regret missing.
up late. This could be an important
exercise, giving back test
results or a fun activity they like.
Incorporate latecomers discreetly
but don’t stop the activity for
them. Talk to them about their
lateness afterwards.
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Surviving grammar
How’s your grammar knowledge? Before you read about surviving grammar, take this short test to find
out how much you know and how much grammar you are comfortable with!
Grammar test
1. What is the most apt term for the following words: mine, yours, his, ours? 1 point
a. subject pronouns
b. possessive pronouns
c. possessive adjectives
d. object pronouns
2. When do we use the superlative form of an adjective? 1 point
a. for adjectives that have a positive connotation, e.g. super

b. to compare things or people to a whole group they are part of
c. to compare things to other things, not people
d. to describe things that are equal
3. What is the most apt term for the following words: put up, take off, head out? 1 point
a. verbs
b. phrasal verbs
c. prepositional phrases
d. intransitive verbs
4. Which of the following sentences contains a modal verb? 1 point
a. She’s a bit moody today.

b. The two of them get along well together.
c. It was a dark and stormy night.
d. You shouldn’t do that, really.
5. Which word does not form a collocation with the noun traffic? 1 point
a. strong
b. heavy
c. busy
d. slow-moving
6. Match each sentence with its function. 4 points
1. I’ll take that for you. a. describing

2. May I go to the toilet? b. clarifying
3. He’s a bit fat, with a big nose. c. asking for permission
4. What I mean to say is … d. offering
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Surviving grammar
7. Match each typical ELT sample sentence with the correct verb form. 6 points
1. If I won the lottery, I would buy a a. present simple, third-person singular

house on the beach.
2. Have you ever eaten Chinese food? b. going to for future plans
3. I was having a bath when the c. second conditional
phone rang.
4. Brazil will win the World Cup. d. will for predictions
5. What are you going to do after
the lesson? e. present perfect for experiences
6. John gets up at 7 o’clock. He has a f. past simple and past continuous
shower and gets dressed. He goes to
work at 8 o’clock.
8. Which is the odd word out in each group, grammatically speaking? 3 points
a. open close shut start

b. water sand music guitar
c. good fine great kind
9. Which of the following sentences contains a relative clause? 1 points
a. He’s the man who lives at number 10.

b. He became prime minister after he won the election.
c. He was popular ten years ago but isn’t so popular now.
d. Although he’s won three elections, he’s relatively young.
10. What pair of words does the following explanation describe? 1 points
‘We use X and Y with the present perfect. We use X with a period of time and we use
Y with a specific point in time.’
a. X = while; Y = during
b. X = for; Y = since
c. X = in; Y = on
Total: 20 points
You will find the answers at the end of this article.
Your score:
18–20: You have a solid knowledge of grammar.
13–17: Your need to work a bit on your grammar.
<13: Uh oh! You need to take a TEFL course (or read through your notes if you’ve already
done one) and begin brushing up on your grammar.
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Surviving grammar
That’s just how we say it in English.

I know – English is very difficult.
Let’s just concentrate on speaking fluently.
However, while these might help you get out of an

immediate tricky situation, in the long run you are
going to have to face the fact that, like it or not,
grammar is seen by the majority of students and
teachers as important when learning a language.
Here, then, are some principled tips on how to

survive grammar.
• Do not avoid a grammar point in your

coursebook because you don’t understand
it. This often happens to teachers early in their
careers, especially when teaching higher-level
learners or preparing learners for an exam.
One issue of pressing concern to many novice • Do the grammar exercises yourself first. Then,
native-speaker teachers is that of grammar check with the answer key. Does it make
knowledge … or lack thereof. Non-native-speaker sense? If not, why not? Don’t just follow the
teachers, on the other hand, often feel answer key – try to find out why.
comfortable with grammar but less confident • Be patient. Most native-speaker teachers take
with advanced vocabulary, collocation at least a couple of years to become familiar
and pronunciation. with the grammar points that arise teaching
There are probably very few, if any, native-speaker learners up to advanced level.
language teachers that can confidently say that • Make sure you know at least the following main
they have never felt a moment of sheer panic parts of speech and can label a sentence
about grammar. These moments, more often than correctly: noun, verb, adverb, article, adjective,
not, come in the heat of a lesson, when a student conjunction, pronoun, preposition. While this
asks a ‘sticky’ grammar question. Here is a list of may not always be immediately helpful to
some such questions that many teachers dread: learners, it will do your confidence a lot of good
Why can’t I say …? if a student asks ‘Is this a conjunction?’ and you
If this is …, then what is …? can answer ‘Yes’ with confidence. It will also
I was watching an English film and somebody said help you to understand grammar explanations
… Is that correct? you find in teacher’s books and grammar
You told me … was incorrect but look at this email reference books.
from a native speaker. What is going on? • Get a grammar book. Teaching English
Is … better than …? Grammar (Jim Scrivener) is a good starting
What is the rule for …? point. It is very accessible to teachers.
Faced with these questions year in and year out, There are also advanced and elementary
teachers usually develop coping strategies. These editions. Learner English (eds. Michael Swan
range from avoidance to outright fabrication. and Bernard Smith) contains chapters
There are several stock excuses that teachers use describing typical difficulties for learners of
to dodge a ‘grammar bullet’. These are things like: different nationalities and is an excellent
reference book, especially if you are teaching
We’ll be covering that next week. monolingual groups.
Good question. Does anyone know the answer?
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Surviving grammar
• If you can’t explain a grammar point, admit don’t begin a lesson by saying ‘Today we are
it! Tell the students that you don’t know – but going to study the third conditional.’
that you will find out. Then, find out and report
• Finally, play to your strengths. For your learners,
back. Keep a record of ‘sticky’ questions and
you are an expert in vocabulary, what sounds
notes on how they can be dealt with.
right when and how to pronounce things, so
• Become a grammar detective – seek out make sure you give these elements of language
grammar in texts. Don’t bore or annoy your prominence in your lessons, especially while you
friends analyzing their grammar when they are still finding your feet with grammar. Don’t
speak but listen, read and notice things. For avoid teaching grammar (or you will never learn
example, pick up a newspaper article, look at it!) but keep a sense of proportion.
all the verbs and work out why they are used in
Key:
the form they are used.
1. b
• Use peer teaching. Very often, learners know 2. b
quite a lot about grammar. Get them to 3. b
explain points to each other. This isn’t a cop- 4. d
out. You will need to be prepared to step in 5. a
and clarify things yourself, if necessary, but 6. 1. d
you will save yourself lots of unnecessary 2. c
presentation and explanation, and be able to 3. a
concentrate on learners’ real difficulties with 4. b
the language. 7. 1. c
2. e
• Don’t overteach grammar. Once you
3. f
have mastered a grammar point, there is a
4. d
temptation to celebrate by teaching it to
5. b
every group of students you come across.
6. a
Remember that, very often, working on
8. a. shut (It has an irregular past tense.)
vocabulary and pronunciation are more
b. guitar (It’s the only countable noun in the
important for learners who are trying to
list, although water can, in some contexts,
improve their ability to communicate in English
be used as a countable noun, e.g. Can I
and it is in these areas that they need your
have a water?)
help most.
c. good (It has irregular comparative and
• Discuss grammar with colleagues. Don’t superlative forms.)
be afraid to ask a colleague whether they 9. a
understand the difference between will and 10. b
going to. Asking questions like this is not a sign
of stupidity. Most language teachers are very
interpersonal people and learn best from
each other.
• Don’t blind learners with grammar terminology.

It may be useful at times to label language –
‘This is an adverb’ or ‘This is the present perfect
continuous’ – but, remember, this doesn’t
signify knowing grammar. It is knowing when
and how to use a particular form that is most
important to learners, not what to call it. So
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Do you come across as relaxed and at ease other’s gaze indicates a strong emotion. This could
in the classroom? Or do you give off signals of be extreme interest, passion or hatred. As such,
nervousness and discomfort? Like it or not, your we tend to get a little disconcerted when faced
body language speaks volumes about how you with this situation. Effective teaching requires good
feel in class. eye contact with your students. This way you can
check they are listening and understanding. Often,
As language teachers, a lot of our time is spent
this means making periodic sweeps of the class,
trying to get messages across to our students and
meeting students’ eyes briefly and moving on.
understanding the messages they send us. Often,
this means choosing our words very carefully,
speaking slowly and clearly, and repeating where
necessary. But, communication doesn’t end
with what we say and how we say it. Non-verbal
communication is also powerful. This is especially
true if you are communicating with someone in a
language that isn’t their native tongue and over
which they have little mastery.
What nervous teachers do
When we feel stressed, we seek reassurance.

Touching and holding ourselves is one way this
manifests itself in our body language. Crossing your
arms is also a sign that you are closed and on the
defensive. Be aware of the following, which are
outward signs of the nervous and stressed teacher:
scratching your head, clutching your hand to
Look into my eyes … but not too deeply!
your mouth, fiddling with an article of clothing,
When people talk to each other in everyday constantly removing glasses or other objects (and
conversation, they often look at each other only putting them in your mouth), playing with your
briefly. The speaker looks occasionally at the hair. These are examples of what anthropologists
listener to check that they are listening. The listener call grooming. If used to an extreme, they can
looks at the speaker, but will avert their gaze when become distracting. What’s worse, they stick in
the speaker looks at them. While we don’t think students’ minds and become ripe material for
about it that much, we are sensitive to variations in teacher impersonations!
this pattern. Failure to break away from each
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However, we do not advocate sitting firmly

ensconced in your chair – or, even worse, behind
a big desk. Use the classroom space inclusively,
don’t just bounce about in it.
What relaxed and confident teachers do
Confident, dominant individuals look relaxed.

If you recognize yourself in any of the ‘stressed-
teacher’ body-language postures from the
previous section, you might want to try some of the Monitoring your body language
following positions.
If you haven’t already done so, start monitoring
• Standing with your hands in your pockets – This your body language. The most powerful way that
prevents you from exhibiting nervousness by you can become aware of your body language is
fiddling with your fingers. A loose jacket is best to make a video of yourself giving a class and then
– don’t try cramming your hands into pockets watch it afterwards. Most teachers who try this agree
on tight trousers! that it comes as a revelation how they gesture,
stand or sit in class. If you don’t have access to video
• Sitting – Sitting on a chair with one leg crossed equipment, then ask a colleague to watch you and
over the other and the ultra-casual teacher give you feedback on your body language.
pose of sitting on the edge of a desk both
convey a relaxed attitude. Effective body language is essential in establishing
a positive classroom presence. If you can
• Leaning – If you don’t want to go all the way outwardly convey confidence and calm, you will
and sit down, leaning on the table is the next feel more motivated to go on. Your learners will be
best option. more willing to go along with things, as well. Just
The advantage of sitting and leaning is that these ask any politician or high-profile public speaker!
postures avoid the risk of pacing up and down Inexperienced teachers, nervous and jittery before
or rocking on your heels. These are subconscious class, tend to display negative signals almost as
signs of a desire to escape. What’s more, pacing soon as they walk through the door. This results
about like a caged lion can be very distracting. in problems with classroom management and
You may be unaware of how much you move discipline. People say that aggressive dogs can
around in class but your students will certainly smell fear. Classrooms full of students also have
notice and even more so if you look uncertain. quite a nose for teacher insecurity!
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Top tips for effective body language • Scratching the back of your head can send
for teachers the message that you are confused or unsure.
Observation • Scratching or stroking your face can be

interpreted in different ways. It can mean
Over the next day or two, observe people talking ‘This is a difficult point’ but it is also seen as
to each other in their native language in a series characteristic of lying and deceitfulness! So do
of different contexts. How do they express interest it sparingly.
and enthusiasm with their body language? How
do they show stress?
Positive body language
Eye contact These postures are characteristic of calm and

confident teachers. Try them if you find you are
1. Don’t get worried if the whole class is staring at getting a bad case of the nerves.
you. This could simply mean they’re interested in
what you’re saying, as the unspoken rules on eye • Standing with your hands in your pockets will
contact during a whole-class interaction are not help stop nervous fidgeting.
the same as during a one-to-one conversation
• Sitting on a chair with your legs crossed makes
(the whole class hasn’t fallen in love with you, nor
you look more relaxed.
do they necessarily hate you). You will find that,
if you look into individual students’ eyes, they will • Gesturing, not pointing, to nominate someone.
avert their gaze.
2. Look at students who are speaking to you. This

sends the message ‘I am listening and interested.’ BIBLIOGRAPHY
Turning away, wiping the board or looking through
a book all send the opposite message: ‘The other • Miller, Patrick W. Body Language: An
thing I am doing is more important than you.’ Illustrated Introduction for Teachers.
Patrick W Miller & Associates, 2005.
3. Do not stare into the middle distance over
the students’ heads. This is characteristic of • Morris, Desmond. Manwatching: A
nervous teachers, as is constantly staring down Field Guide to Human Behaviour.
at your book or papers. This will lead to lack of Triad Books, 1978.
communication with and control over your class.
• Neill, Sean and Caswell, Chris. Body
4. Be aware that a sustained gaze at a student Language for Competent Teachers.
who is talking to you can make them feel stressed Routledge, 1993.
and under the microscope.
Nervous body language
Remember the following are all typical of nervous

teachers or speakers. Try to avoid them if you can.
• Clutching the book to your chest makes you

look defensive.
• Standing with your arms tightly crossed

sends the signal that you are closed and
on the defensive.
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Quick guide: EFL exams
There are many providers of EFL exams, Cambridge Academic English

ESOL being the most widely known. Exams are
usually linked to the Common European Framework IELTS (International English Language
of Reference (CEFR). This is a six-level benchmark Testing System)
from A1 (beginner) to C2 (native-speaker level), IELTS is recognized as an entrance requirement
with detailed descriptions of competencies at each by British, Australian, New Zealand and Canadian
level, which help teachers and learners evaluate universities, as well as for secondary, vocational
their level of English (it can be applied to other and training programmes. It is also accepted by
languages, too) and compare students’ abilities. some US institutions. All candidates are tested in
Teachers need to have a good working knowledge listening, reading, writing and speaking.
of the CEFR. The Wikipedia entry has a good quick
summary of the CEFR levels and links to where you
TOEFL (Test of English as a Foreign Language)
can find more details.
Most people who take the TOEFL are planning
http://en.wikipedia.org/wiki/Common_European_ to study at colleges and universities in the United
Framework_of_Reference_for_Languages States or Canada. The test is suitable for levels
intermediate and above, is offered online and
includes all four skills.
General English
Cambridge ESOL Business English
Widely used in Europe and other parts of the
world. Exams test all four skills and the suite runs BEC (Cambridge English: Business Certificates)
from A2 to C2. Tests include speaking, listening, Trinity College London SEW (Spoken English
reading comprehension, written composition for Work)
and discrete-item ‘Use of English’ tests. LCCI (London Chamber of Commerce and
KET (Key English Test) – basic level Industry) English-language qualifications
PET (Preliminary English Test) – intermediate level TOEIC (Test of English for International
FCE (First Certificate in English) – Communication)
upper-intermediate level These exams are aimed at students who need to
CAE (Certificate in Advanced English) – use English in the workplace and for international
advanced level business communication and are offered at a
range of levels, except for TOEFL and TOEIC, which
CPE (Certificate of Proficiency in English) –
are single exams with a wide-ranging points scale
proficiency level
to differentiate candidates.
Trinity College London

Trinity College offers grade exams from 1
(beginner) to 12 (native-like) in spoken English. The
exams are a mixture of spontaneous conversation
tasks and discussion of a topic prepared by the
candidate. Trinity also offers Integrated Skills in
English (ISE) exams at three levels, which test all
four skills in integrated tasks. The exams include
a presentation of a portfolio of written work
prepared by the candidate.
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Quick guide: International TEFL qualifications
Getting started Developing your career

A certificate qualification is normally the Both the Trinity DipTESOL and the Cambridge
minimum requirement for teachers working in DELTA provide a full teaching qualification for
English language schools, although demand for teachers with at least two years’ experience who
teachers in some parts of the world is such that want to develop their career and expertise. These
it is often possible to start teaching without a are typically 240-hour courses with practical and
formal qualification. theoretical components. Part-time, full-time and
A range of introductory, or taster, courses are blended (mixing online and face-to-face) modes
also available, online or face-to-face, which are available. A diploma is often a requisite for
vary between one day and two weeks in senior posts such as teacher trainer or director
length. These can provide a helpful introduction of studies.
to language awareness and the theoretical You can find out more about the DipTESOL and the
aspects of methodology but, without observed DELTA by following the links below.
teaching practice, are of limited value and not an http://www.trinitycollege.com/site/?id=202
adequate preparation for teaching. If you aim to
http://www.cambridgeenglish.org/teaching-
teach English in the state system, be aware that
english/teaching-qualifications/delta/
most countries require their own specific
teaching qualification. There are also a range of more specialist
qualifications available, particularly for teaching
The Trinity College CertTESOL and the Cambridge
business English and teaching young learners.
CELTA are recognized by the British Council, as
Teachers can further develop their skills and
well as worldwide in the private sector and some
their CV by participating in short online and
public sectors. These are typically delivered as
face-to-face teacher-development courses in
130-hour, four-week intensive courses (although
other specialist areas.
part-time modes are available, too), which can be
taken in a variety of locations and with a range of A master’s degree in TESOL, ELT or applied
course providers. They include observed teaching linguistics is an option for teachers who wish to
practice. Similar four-week courses, not recognized develop a more profound theoretical background
by the British Council, exist and offer a similar in English language teaching. These are usually
format, but they are of varying quality and have one-year courses, which can be full-time or
limited acceptance worldwide. part-time, and distance-learning options are
available. Credits are usually given to teachers
Find out more about the CertTESOL and the CELTA
who have completed a diploma. A master’s
by following the links below.
qualification does not include teaching practice
http://www.trinitycollege.com/site/?id=201 and is not a replacement for a certificate or
http://www.cambridgeenglish.org/teaching- diploma qualification. It can be an asset, or a
english/teaching-qualifications/celta/ requirement, when applying for senior academic
and managerial posts.
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all the time, opportunities for friction arise all too

often. Why not give your staffroom a diagnostic
test to see if it has the blues? You can do this by
answering the following questionnaire.
Staffroom diagnostic test

Is your staffroom suffering from the
following symptoms?
In an average week, do you hear teachers

say the following phrases or exhibit similar
behaviours more than once?
1 ‘My beginner class is driving me crazy!’
2 ‘That’s it. Next time that student is

getting kicked out!’
3 ‘I just can’t be bothered any more.’
4 ‘Referring to a particular class: ‘They’re

Have you ever worked at a school where the staff just all so useless.’
morale was terrible? Have you ever felt lonely and 5 ‘I hate my coursebook. I hate my
disconnected because no one talked to each coursebook. I hate my coursebook.’
other in the staffroom? This article takes a look at
staffroom blues and offers a range of possible cures. 6 ‘Can you believe what the DoS said
to me?’
Almost every school has one. The staffroom,
teachers’ lounge or teachers’ area is a common 7 ‘I’ve been teaching ten years (or 5 or
feature. It’s the place where teachers go before, 12 or 20 …)! It’s the same old crap!’
after and between classes. It’s where we exchange 8 ‘Only 83 days left until the
stories, unwind after a class and prepare for the
summer holidays.’
next. The importance of this area in teaching is,
however, often underrated. We are so concerned 9 ‘I’m quitting this place at the end of
about what happens inside the classroom (and the year.’
rightly so) that we don’t always talk or think about
10 ‘Can you all please shut up? I’m trying
what happens outside the classroom. Think about it.
to prepare!’
Has your staffroom got the blues? 11 ‘Who took the bloody scissors?!’
Some staffrooms are just not a place where one
12 ‘Referring to difficult students or
wants to be. It may be a horrible little room in
management: ‘It’s us against them.’
the corner of the school; it may be completely
barren of resources or even devoid of chairs and 13 Teachers don’t talk to each other. They
work space. It is difficult to have a good working just run in and run out.
relationship with your colleagues if the common
area is somewhere nobody goes! 14 Native English teachers are all stuck
together in a clique. Non-native English
However, even in more attractive staffrooms, teachers or teachers of other languages
things don’t always go smoothly. It can get hectic are in a different clique. There is almost
in there. Because staffrooms are often small an invisible line in the staffroom that
spaces with many teachers coming and going nobody crosses.
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fighting burnout. Here are some examples of

15 Teachers all speak in hushed tones how to go about this: hold internal workshops
and about the latest injustices (real
on teaching techniques; observe each other
or perceived) from management.
teaching (where possible); post readings
They give furtive glances towards the
from professional websites (like this one!); post
staffroom door.
information about external workshops for
16 Some teachers have a cynical attitude – teachers in your city; have a favourite activity
they have ‘seen it all before’. of the week / month; post information related
to external bodies (IATEFL or TESOL); start a
If you answered ‘yes’ to more than six of these teacher development group.
questions, your staffroom could be suffering
from the blues. Even worse, burnout could be • STEP FOUR: Do other things apart from
setting in! talking shop
Why not have some other things around the
staffroom that can provoke conversation or
a laugh? If you look up ‘job humour’ on the
The remedy: a five-step plan to a internet, you can find lots of humorous office
healthy, happy staffroom posters and cartoons to post on a staffroom
All these ideas notwithstanding, some teachers may bulletin board. Include funny things in both
still feel that they need to do something different, but English and the native language of the country
don’t know what. What other avenues are open to where you work. English teachers are often
English language teachers? Here are five paths that fond of trivia and wordplay, so organize a timed
teachers often take, while remaining in the profession. weekly crossword challenge from an English
newspaper (a group of teachers we talked to
• STEP ONE: Take care of your staffroom
can do the Guardian weekly quick crossword
If people spend time there, why not give
in two minutes!). Post other challenging quizzes
the staffroom a little tender loving care?
or word games on a bulletin board. One school
Install some plants, hang some posters on
we visited organized a series of monthly top
the wall, get an electric kettle and cups for
10 lists that teachers were asked to submit
a tea break. (To avoid rows over washing-up
(examples include ‘Top 10 songs’, ‘Top 10
or using someone else’s mug, it’s probably
places’, ‘Top 10 films’, ‘Top 10 lazy teacher
best to establish and post on the wall a code
excuses’ and even ‘Top 10 smells’).
of conduct about making tea or coffee, or
storing food in the fridge.) Keep a can of air • STEP FIVE: Get out of the staffroom (from time
freshener in the room to occasionally spray to time)
around and freshen up the room. You can try to organize group outings or
friendly sporting events. These are great for
• STEP TWO: Support each other
building team spirit and boosting staff morale!
During the ‘dead time’ between classes, support
your colleagues. Ask about one another’s classes ‘It’s a great place to work.’ When we hear
and give suggestions. Talk about the good teachers say this about their school, they
moments you’ve had in class and not just the are most likely talking about the working
bad. Try prompts like: ‘What was the best moment environment and staff relations, much more
in your class today?’ Share knowledge and tips. than the facilities or salary. If you already work
One staffroom we knew had a ‘yell jug’. Teachers in a great place, consider some of the above
would come in after a tough class, open the jug suggestions to make it even better. If not, it
and shout into it before closing it again. may be more important than you think to start
trying some of these ideas!
• STEP THREE: Share and encourage development
Professional development is one way of
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Survival Guide

Inside Survival Guide

Teacher's survival kit

Teaching under the influence

Surviving the job interview

Surviving young learners

The emergency activity file

Some of our favourite activities requiring little or no preparation - designed to be

Keeping yourself interested in your work and becoming a better teacher is

Surviving teaching in companies

Teaching English in companies can involve teachers working in an unfamiliar

Using L1 in the classroom

Effective teacher body language

International TEFL qualifications

Surviving the staffroom

Teacher’s survival kit

1. Stationery pack: Included in this pack are the

2. Photos: A collection of photos. Include photos

© Macmillan Publishers Ltd 2013

SUPPORT / Survival Guide / Teacher’s survival kit

Teacher’s survival kit

5. Notebook: Apart from using a notebook to jot

6. Pocket-size bilingual dictionary: If you are

© Macmillan Publishers Ltd 2013

SUPPORT / Survival Guide / Teacher’s survival kit

Teacher’s survival kit

portable resource has many uses. Use the cards

There are many language practice activities that

A diary is a good teaching resource for days,

As with many of the other things on this list, the

The most important thing: All the teachers who

© Macmillan Publishers Ltd 2013

SUPPORT / Survival Guide / Teacher’s survival kit

Teacher’s survival kit

1. Camera: Of course, this is good for taking the

2. Voice recorder: Use this for making your own

3. Ringtones and a timer: Most new devices,

4. Sounds: Here we don’t mean more sound

© Macmillan Publishers Ltd 2013

SUPPORT / Survival Guide / Teacher’s survival kit

Teaching under the influence

grammar-translation method direct method silent way communicative approach

A look at the methods behind the madness

 I experienced this as a learner.

© Macmillan Publishers Ltd 2013

SUPPORT / Survival Guide / Teaching under the influence

Teaching under the influence

 I experienced this as a learner.

Teaching method _____________________________

Teaching method _____________________________

I In the early stages of learning, students are only

G Classroom practice will vary considerably

 I experienced this as a learner.  This has an influence on my teaching.

 This has an influence on my teaching. Teaching method _____________________________

Teaching method _____________________________

© Macmillan Publishers Ltd 2013

SUPPORT / Survival Guide / Teaching under the influence

Teaching under the influence

A brief history of EFL

© Macmillan Publishers Ltd 2013

SUPPORT / Survival Guide / Teaching under the influence

Teaching under the influence

© Macmillan Publishers Ltd 2013

SUPPORT / Survival Guide / Teaching under the influence