Teaching English to Teens and Pre-Teens

Approaches, practices and mindsets we need to to develop in our learners and in ourselves as teachers.

  • Understanding development from childhood to adulthood in terms of cognition and what we can expect from young adolescents.

  • Teaching listening and speaking skills that are needed at this age and especially looking towards exams.

  • Teaching reading and writing skills and looking at how to embed real-world learning for life.

Reviews

5 star rating

Enlightening and Educational

Anne Hogan

It was a very engaging course to not only educate based on knowledge off adolescents - but also enlighten on how they are changing and why. Very much enjoyed the platform and the types of ways the course was put together.

It was a very engaging course to not only educate based on knowledge off adolescents - but also enlighten on how they are changing and why. Very much enjoyed the platform and the types of ways the course was put together.

Read Less
5 star rating

Teaching pre-teens and teens effectively in the English Language Classroom.

Jaime Cortes

This is a wonderful collection of very well founded advice to understand the behaviour of pre teens and teens. Thanks.

This is a wonderful collection of very well founded advice to understand the behaviour of pre teens and teens. Thanks.

Read Less

The Experts Behind this Course

On the Ground in the Classroom

James Heal

Course Writer and Online Workshop Presenter

James Santana Heal is the teen expert behind this course along with Emma Pratt. James has been teaching at the British Institute of Seville for the last 17 years, having taught previously in the United Kingdom, Poland and Indonesia. He has taught all ages, but has a particular speciality: he's recognised by his teaching colleagues as having "the touch" with teens. He is interested in teacher training, encouraging students to become autonomous learners and the use of student- generated materials. He has published several articles in the ETP magazine on differentiation and routines with young learners. He has a degree in Modern and Contemporary History, a CELTA and Delta.

Course curriculum

  • 1

    Practising Language Skills: Listening

    • First let's challenge ourselves to think: How do you think teaching has changed?

    • James Reflects: Creating Optimal Conditions for Challenge and Growth Part I

    • Now, let's remind ourselves of how we learn language and what this means for our pre-teens and young adolescents.

    • Let's check our understanding.

    • Let's remind ourselves of the importance listening plays in language learning.

    • Using dictogloss for listening and teaching learners to be effective with it.

    • A listening activity to adapt for your classroom.

    • What is Top-Down, Bottom-Up and Interactive Processing?

    • Check your understanding. Is top down or bottom up processing at work?

    • Activity: Using Bingo as a motivation activity for listening.

    • What resources can I use? A listen and select activity to try for yourself.

    • Creating expectation and interest before listening: an activity to adapt.

    • Guided Visualisation: What it is and how to adapt it to the language classroom

    • An example of a guided visualisation text for settling and calming

    • Ideas for using images to create ideas and speaking opportunities.

  • 2

    Speaking

    • James Reflects: Creating optimal conditions for challenge and growth part II.

    • Using Quizlet: An activity to answer some important questions about speaking.

    • Activity: Reformulate, re-tell and expand an audio-visual text.

    • Let's remind ourselves again about the stages of speaking.

    • Thinking and Speaking: Changes in the brain cause a shift in children's thinking and speaking

    • Motivation and communication: If the stimulus is right, students will want to talk about it.

    • Let's review the objectives behind the kinds of tasks we give. Categorise these speaking activities.

    • Think Aloud Strategy Modelled: A teacher explains her own catgorisation and reasons.

    • What "Higher-Order Thinking Skills" or H.O.T.S. were applied in this categorisation task?

    • Using Drama: Take a look at this short dialogue-"Fernando Goes Nuts"

    • Extension activities for short dialogues

    • Using Video: Multi modal resources

    • Using Video: More ideas for the classroom

    • Using Video: 8 Video Channels for Teens and Pre-teens

    • Using Image: Going deep

    • Using Image: One image as the base of a lesson

    • Using Image: Teacher's think aloud in response to this lesson idea

    • Presentations: How can we support pre-teens and teens to develop presentation skills?

  • 3

    Reading and Writing

    • Our reading memories

    • Can you identify the main teaching approaches for reading?

    • Post task reflection: "Pre While and Post" reading lesson stages

    • Ideas for the Classroom

    • Identify the skills being practiced in these reading activities

    • Making it meaningful: Embedding real world tasks and reasons for reading.

    • Ideas for the Classroom: Reading and Speaking Game Theory, Collaboration and Trust

    • Reading and Speaking Resource: Game Theory and the Evolution of Trust

    • Further resources for teaching reading skills

    • Writing: What skills does writing include?

    • Feedback and ideas for the classroom

    • Creative Thinking Tools

    • Ideas for the Classroom: Activities focused on word and short sentence level.

    • Break the Secret Code: What decisions do teens need to start making to write successfully at paragraph and text level?

    • Activity: Assessing and adapting writing tasks for 11-14-year-old children

    • T.A.P.S: A strategy for planning writing

    • Assessing writing and giving feedback: Training our learners

    • How can we assess writing?

    • Activity: Approaches to Teaching Writing: Product

    • Approaches to Teaching Writing: Process

    • Approaches to Teaching Writing: Genre

    • Ideas for the Classroom

    • How to scaffold writing tasks

    • Ideas for the Classroom

    • Ideas for the classroom

    • Summary, Sign Off and Further Reading

Got a Question? Contact the tutor.

Tutor: Emma Pratt