| | | | Teaching kids
In this lesson pupils celebrate friendship. First, learners are introduced to the topic of friendship through a simple word game. Then they discuss what it means to be a good friend, and analyse a simple text. They finish by working together to make posters celebrating friendship.
| Teaching teens
The lesson can be used for Anti-Bullying Week (13-17 November) or as a stand-alone lesson. Students will learn about the problem of bullies and how to behave if you are a bystander. Students discuss their own attitudes towards bullying and read two texts. As a further optional activity, students prepare a poster for an anti-bullying campaign.
| Teaching adults
There are currently more than 22 million people in Britain who work as volunteers for many different organisations. In this lesson, students will talk about what is important in a job and read about some unusual voluntary jobs. Students will then read an article about the current situation of volunteering in the UK, and then can go on to take part in a discussion on volunteering and a role play activity.
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| | | | Development
Maximising learning in large classes is a very practical and 'teacher-friendly' publication that was produced following a Hornby workshop on teaching large classes in Ethiopia in 2006. The book was put together by the workshop tutors, drawing on the materials and activities generated by the workshop trainers and participants. Part 1 provides an introduction to the issues involved when teaching in large classes; Part 2 looks at specific classroom activities.
| Events
Dr Catherine Walter outlines some theories and research about teaching grammar inductively and explores how this applies to classroom teaching. If you missed this British Council seminar held in London in 2010, you can watch a recording of key excerpts here.
| Magazine
This blog post, 'The DoS Within', looks at the director of studies role, what it's about, who is suited to it and how it could be a great way for a teacher to gain a new perspective of the school he or she works in. It is commonly claimed that teachers are born, not made, but can the same be said of a director of studies? Why do teachers become directors of studies, how, and what makes a good DoS? These are just some of the questions this post seeks to answer.
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