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As HR professionals, you understand the importance of equipping your workforce with the skills they need to thrive. One such critical skill is proficiency in business English. Implementing a corporate language training program can seem daunting, but with the right resources and a clear plan, you can set your organization on a path to success. Here’s a methodical guide to help you get started with resources to help you along the way.

Teachers juggle many responsibilities and often find themselves with limited time for lesson planning. Your solution? Smart Lesson Generator is the fast, connected and effective way to plan lesson activities, so you can get back to doing what you love – teaching. Smart Lesson Generator is an AI-powered tool designed to support educators by streamlining lesson planning and creating engaging, pedagogically-sound content. Here’s why you should consider integrating this tool into your teaching toolkit.

Save time and focus on teaching

One of the most significant challenges teachers face is the overwhelming amount of time spent on planning and administrative tasks. Smart Lesson Generator addresses this issue head-on by enabling teachers to create high-quality lesson activities in just 60 seconds. This time-saving feature allows educators to dedicate more time to engaging with their students and delivering impactful lessons.

Ensure content relevance and engagement

Creating relevant and engaging content is crucial for effective teaching. The Smart Lesson Generator empowers teachers to tailor lesson activities to the specific needs and interests of their students. Whether you’re adapting content based on current events or cultural relevance, the tool ensures that your lessons are always up-to-date and engaging.

Provide differentiated instruction

Catering to a diverse classroom with varying abilities can be challenging. Smart Lesson Generator supports differentiated instruction by offering stretch activities for advanced students and remediation activities for those needing additional support. This feature ensures that all students, regardless of their proficiency level, receive the appropriate level of challenge and support, fostering a more inclusive and effective learning environment.

Pedagogically sound

As educators, I think we can all agree there is a need for effective AI-tools that are designed by teaching experts. Smart Lesson Generator is aligned with Pearson courses and the Global Scale of English (GSE) framework, ensuring that all generated activities are pedagogically sound and level appropriate. This alignment guarantees that the content you deliver is not only engaging but also meets rigorous educational standards, providing a reliable foundation for student learning.

Explore a variety of activity types

Smart Lesson Generator currently offers six activity types - with more in development - to cater to different teacher needs and styles. These include:

• Lesson hook: Engaging warmers to introduce lesson topics and activate prior knowledge
• Communication starter: Activities designed to promote student interaction and communication skills
• Reading activity: Additional reading practice aligned with lesson content or personalized topics
• Exit ticket: Formative assessment tools to evaluate student understanding and encourage reflection
• Grammar presentation: Support for mastering key language points relevant to the lesson
• Vocabulary presentation: Activities to enhance vocabulary acquisition and usage

Personalize the learning experience

Every classroom is unique, and Smart Lesson Generator allows you to create personalized learning experiences tailored to your students' needs. By generating content based on Pearson courses or personalized topics, you can ensure that each lesson is relevant and engaging for your students. This personalization fosters a more dynamic and effective learning environment where students are more likely to stay engaged and motivated.

Embrace the future of teaching with Smart Lesson Generator and experience the transformative power of AI in education. Save time, enhance engagement and deliver high-quality, personalized lessons that make a lasting impact on your students.

One of the biggest challenges for language teachers is teaching a mixed ability class. Students with different levels and abilities will always be present in our classrooms. So, how can we use the GSE Teacher Toolkit to improve mixed ability teaching? Let’s find out. 

How to teach mixed-ability classes

Differentiated instruction is the best way to address the challenges of mixed ability classrooms. This is a method that helps teachers adjust aspects of the curriculum to match the different levels of students.* This practice ensures that all learners are meeting course outcomes, even though their learning experience may be varied and different.

In order to differentiate instruction and support students with different needs, teachers can change: 

• the content being taught  
• the process used to teach  
• the product students create  
• the environment where learning takes place

Adjusting the content tends to be the most obvious way to support learners. So, teachers who want to engage with differentiated instruction in mixed ability classrooms often find themselves producing a lot of content. This is great as a way to support learners. However, creating new content or leveling existing content is time-consuming, and it can become a real challenge for teachers.  

Content vs process

Instead of adjusting your content, you can use the GSE Teacher Toolkit to adjust your process. When you’re not creating lots of new content, you’ve got more time to consider how to teach new language to your students and how they can show what they’ve learned. The GSE Teacher Toolkit helps teachers to focus on the process and language production of learners, rather than the content you are teaching. 

This means less work for you, and more engagement from your students, no matter what their level is. And the GSE Teacher Toolkit can help you understand the skills we can expect students to demonstrate. So how does this work in practice? Let’s take a look. 

Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: approximately 1.5 billion people are learning English (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.

Here are six simple things you need to know when travelling to English-speaking countries:

STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach – and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

1. STEAM requires a lot of time

STEAM projects encourage curiosity, creativity and collaboration in the classroom – but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

But to get the full benefit of STEAM, there’s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge. 

Here are some easy, low-preparation challenges your classes can take part in: 

10-minute STEAM challenges:

• Winter unit: How tall can you build a snowman using paper cups? 
• Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet. 
• Bug project: Can you create a symmetrical butterfly?

2. You need fancy materials to do STEAM

The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It’s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics. 

However, in reality, you probably have everything you need already. Technology doesn’t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

Here is a low-tech activity you can try: 

Combine engineering, art and math using cardboard and a pair of scissors

This challenge involves creating 3D self-portrait sculptures in the cubist style using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

3. STEAM is targeted to older learners

Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO®  bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word “more” if they’re still hungry. 

Check out this simple STEAM experiment to learn about plants and their needs. 

How do plants eat and drink? 

Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen. 

After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.

There are some common myths related to critical thinking and assessment. Many people believe that it’s impossible to assess critical thinking, especially in classes where language is limited. However, it can be done! Here, the key to success is crafting tasks and rubrics that allow you to separate language skills and cognitive skills. After all, a low language level doesn’t necessarily reflect your student’s ability to think critically.

So, how can we measure how a student knows rather than just what they know?

How to measure critical thinking

Well, we first have to consider two types of assessment—formal and informal. Formal assessments tend to happen at the end of a task, lesson or skill-building activity and usually focus on the work the student has produced. Then, we have informal assessments. Those are the assessments that involve on-the-spot interactions. These types of assessments play a crucial role in measuring critical thinking.

It's April Fool's Day today and we’re diving into the lighter side of the English language. English is full of quirky sayings and odd words that can leave you scratching your head or laughing out loud. So enjoy this collection of funny English sayings and words that are sure to bring a smile to your face and probably make you question whether this is an April Fool’s Day joke.

1. Bob’s your uncle

Let’s start with a classic British saying: “Bob’s your uncle.” This phrase is used to indicate that something will be simple or straightforward. For example, “Just add water, and Bob’s your uncle”. But who is Bob, and why is he your uncle? The origins are unclear, but it’s a fun way to say, “And there you have it”.

2. The bee’s knees

When something is the “bee’s knees,” it means it’s excellent or of high quality. But why the knees of a bee? This saying likely originated in the 1920s as part of a trend of using animal anatomy in slang. Other similar phrases include “the cat’s pajamas” and “the snake’s hips”.

3. More holes than Swiss cheese

If something has “more holes than Swiss cheese,” it means it’s full of flaws or problems. This saying is self-explanatory if you’ve ever seen a slice of Swiss cheese. It’s a humorous way to point out that something isn’t quite up to par.

4. Bamboozle

To “bamboozle” someone means to trick or confuse them. This word itself sounds like a bit of a trick, doesn’t it? It’s believed to have originated in the 17th century, and it’s a perfect word to use on April Fool's Day when you’re pulling pranks on your friends.

5. Fuddy-duddy

A “fuddy-duddy” is someone who is old-fashioned or fussy. This term is often used affectionately to describe someone who is a bit behind the times. It’s a funny-sounding word that’s sure to bring a smile to your face.

6. Gobbledygook

“Gobbledygook” refers to language that is meaningless or hard to understand, often used to describe overly complex jargon. It was coined during World War II by a Texas congressman who compared confusing bureaucratic language to the sound of a turkey’s gobble. It’s a perfect word for describing those moments when someone is talking but you have no idea what they’re saying.

7. Mad as a hatter

If someone is “mad as a hatter,” they’re completely crazy. This saying dates back to the 19th century when hat makers (hatters) often suffered from mercury poisoning due to the chemicals used in hat production, leading to erratic behavior. It’s a whimsical way to describe someone who’s a bit off their rocker.

8. Raining cats and dogs

When it’s “raining cats and dogs”, it’s raining very heavily. The origins of this saying are unclear, but it’s a vivid and amusing way to describe a downpour. Just imagine cats and dogs falling from the sky!

9. Lollygag

To “lollygag” means to dawdle or waste time. It’s a playful word that perfectly captures the essence of goofing off. So, if you find yourself procrastinating today, just tell everyone you’re lollygagging.

10. The whole shebang

“The whole shebang” means everything or the entire thing. The origins of “shebang” are uncertain, but it’s a fun and quirky way to refer to the entirety of something. Whether you’re talking about a project, a meal or a party, this phrase adds a bit of flair.

11. Cat got your tongue?

When someone is unusually quiet or at a loss for words, you might ask “Cat got your tongue?” This odd saying dates back to the 19th century and is a humorous way to prompt someone to speak up.

12. As cool as a cucumber

If someone is “as cool as a cucumber,” they’re very calm and composed, even in stressful situations. This saying is amusing because it compares a person’s demeanor to a vegetable known for its refreshing coolness. It’s a fun way to compliment someone’s ability to stay unruffled.

How many unusual English sayings do you know?

English is a wonderfully weird language, full of sayings and words that can leave us amused and bewildered. On this April Fool's Day, we hope you’ve enjoyed this lighthearted look at some of the funniest expressions English has to offer. So go ahead, sprinkle these sayings into your conversations, and share a laugh with your friends. After all, laughter is the best medicine, and today is the perfect day to embrace the humor in our language.

How much of your valuable time is spent on planning and administrative tasks instead of teaching? While 93% of educators start their careers to positively impact students' lives, over 75% end up overwhelmed by these non-teaching duties. But we have a tool to help lighten the load.

Introducing Pearson Smart Lesson Generator – a fast, integrated and efficient solution to streamline lesson planning, allowing you to focus on teaching. Let’s explore the Smart Lesson Generator:

Meet the new Pearson Smart Lesson Generator

The Pearson Smart Lesson Generator allows you to create engaging and appropriate lesson plans in seconds. It is connected with Pearson courses designed by experts and aligned with the Global Scale of English (GSE) to ensure effectiveness.

Praise in the classroom is a valuable resource that every teacher has in their toolbox. It can encourage struggling students and reward learners who have been studying diligently and working hard on their language skills.

But not all types of praise have the same effect. Let’s take a look at different types of praise and how you can use it to boost your learners’ motivation and self-esteem. 

Different types of praise in the classroom

There are three types of praise that teachers commonly engage in - but they’re not all equal and are not all desirable: 

• Personal praise: Here you praise a student for a specific ability or quality. For example, you might say something like, “You have a great memory for vocabulary”.  
• Effort-based praise: This is when you comment on a student’s efforts. For example, you could say, “I can see you tried really hard with this vocabulary homework – well done.”  
• Behavior-based praise: This type of praise is where you comment on how a student is acting, an example would be, “You were really paying attention during the vocabulary lesson – good job.”

So how – and when – should we use these types of praise in the classroom? 

Try not to praise ability

The first type of praise – personal praise – should be avoided in the classroom. Research has shown that this type of praise doesn’t have a beneficial effect on motivation. 

In fact, praise for intelligence actually has a detrimental effect on student achievement. When students were praised for their intelligence, they tended to care more about their performance goals – the score they achieved on a test, for example. Learning goals, like mastering a new skill, became less important to them. 

Moreover, personal praise has been shown to undermine student resilience in the face of failure. Students showed less persistence when it came to challenging tasks and less enjoyment of the challenge. They also performed more poorly than children praised for effort. 

Furthermore, when you praise students for their ability, they also tend to see intelligence or aptitude as a fixed trait. However, students who are praised for effort are more likely to see ability as something they can improve on. This feeds into the development of a growth mindset vs a fixed mindset. It’s important to instill a growth mindset in learners to enable them to reach their full potential. 

How to praise effort and behavior

When it comes to praising effort and behavior, what’s the most effective way to do it? Here are some techniques to employ: 

1. Be specific  

General praise such as “Good job” isn’t nearly as effective as a comment that shows you’ve been paying attention to what the student is doing. A precise compliment will make a much bigger impact on a student, for example: “I was really impressed at how hard you concentrated during the listening exercise. Well done.”  

2. Give praise in the moment 

Immediate praise doesn’t need to be disruptive, but it shows students that you are paying attention and noticing good behavior and effort. 

3. Avoid comparisons with other students 

Instead of saying, “You got the best mark in the class – well done!” say something like, “You got a really high score in the reading test. Your hard work has really paid off this term.”

4. Keep track of praise 

Before your class, choose three or four students you’re going to praise that day. That way, you can be sure that each and every student will benefit from the motivational power of effective classroom praise!

5. Personalize your praise, depending on the student 

Young students enjoy being praised publicly, but shy students, older children and teenagers prefer positive feedback to be given quietly. 

Don’t overpraise and watch your positive bias 

It’s important to be sincere. Older children, especially adolescents, have an extremely low tolerance of insincerity. So, don’t be tempted to praise students too often, or too effusively – it can actually have a negative impact on your relationship with your whole class. Insincere praise can lead students to question your judgement. 

It’s also really important to be aware of your positive bias. Studies have shown that teachers consistently give students of color more positive feedback on their work. It’s done with good intentions, but it can actually be harmful. If you regularly overpraise students for minor achievements, it can imply that you have low expectations for these students. And, this can make your students feel like they might not be capable of fulfilling the high expectations that you should have of them. 

So, instead of overpraising, focus on giving specific, immediate praise to motivate your students, boost their self-esteem and unlock their potential.

Find out how to nurture creativity in your learners and this post will tell you how to promote student happiness and wellbeing.