TESOL teaching tips

William, English teacher in China, with students

Do You CCQ? Using Concept Checking Questions in the ESL Classroom

Asking students, “Do you understand? ” can be ineffective when checking understanding of a new concept in the ESL classroom. A better option? Try concept checking questions (CCQs) to really gauge your students’ comprehension.

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Teaching English in a Multilingual Classroom

Teaching English in a Multilingual Classroom

Have you ever wondered what kind of students you’ll be working with once you’re TEFL certified and teaching English, either at home or abroad? While you may teach adults or children, and you’ll probably work with a range of levels, another consideration is whether you’ll teach English in a monolingual or a multilingual classroom. Get more tips […]

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Teaching Writing in the EFL Classroom: Freestyle or Copying?

This post is a guest blog written by Scott Zimmermann, D.A. When we consider writing in the EFL classroom, we typically think of the instructor assigning a topic and specifying the length of the paragraph or essay. This kind of activity is not usually welcomed by students who realize that writing is the most difficult […]

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Use Songs in The EFL Classroom!

When teaching English, a big part of any successful lesson is keeping your students engaged. Using popular songs in the EFL classroom is a fun way to add some energy to a lackluster grammar topic while giving students a lesson in American pop culture at the same time! I usually find it’s best to use […]

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Show images to teach ESL vocabulary

Why to Activate your ESL Students’ Background Schema

In listening and reading lessons with your ESL students, it’s crucial to activate your students’ background schema or existing experience on the topic.

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Put Your Students to Task in the EFL Classroom

The term task is thrown around a lot in the ESL/EFL classroom. Teachers like to say they use task based learning (TBL), however very few can agree what TBL actually is. Allow me to clarify. Scrivener (2009) defines TBL as “[learning that] bases work cycles around the preparation for, doing of, and reflective analysis of […]

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