English for employability: Why teaching general English is not enough

Learning is a lifelong activity regardless of age, position or ambition. Many teachers embody this philosophy themselves, and would like nothing more than for their teenage students to develop strategies to become independent learners. But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practise and develop a range of English language skills at the same time.

The benefits of starting a project that interests your students

Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).

In addition, projects can test a variety of English language and 21st-century skills such as:

• Critical thinking skills (for planning and development of ideas)
• Topic/subject-specific vocabulary
• Reading and listening comprehension (for researching)
• Speaking skills (for group work)
• Creative skills (for project development and production)
• Presenting skills (for the final delivery of the project)

Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

The key elements of an independent learning project

Find a meaningful subject matter

First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve.

For example:

• The local theater has closed down and they want to set up a new drama club.
• There is a lot of pollution in the capital city and they want to help reduce it.
• The rainforest is being deforested and they want to create awareness.

After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short, level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

Balancing guidance and instruction

A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

You’ll need to set deadlines, tell them what you expect of them and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

1. What is the main problem you want to solve?
2. Who does it affect?
3. Why is it important to change?
4. What steps could you take to solve the issue?
5. Who could help you do this?
6. How could we do this as a group?
7. How can we present the issue to make people care about it?

These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time constraints. Adapt the questions to suit your students and the specific needs of their projects.

Facilitating teamwork

Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English and access to technology will all impact your decision.

For example:

• Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
• Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
• Class three: Come up with a presentation outline and begin to work on it.
• Homework: Each work on your individual presentation section.
• Class four: Show the teacher your progress. Practise your presentations.
• Class five: Practise and then deliver your presentations.

You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, Padlet and Trello are excellent for facilitating teamwork.

Here are some ways you might ask them to present:

• A poster and presentation
• An online presentation (e.g. using PowerPoint)
• A website (on paper or online)
• A video presentation
• A theatrical production
• A podcast episode

Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

While it’s important to monitor and guide them in English as they work, it’s also crucial to let students make their own decisions.

For admissions teams, English test results are more than just a number. They are a key indicator of whether a student is ready to succeed in an academic environment. But a common concern remains: can a test truly reflect a candidate's full language ability?

The answer lies in how the assessment is designed.  

PTE Express moves beyond traditional testing approaches by focusing on integrated, real-world language skills. Instead of evaluating skills in isolation, it measures how candidates use multiple skills together, reflecting the way English is applied in university settings.

For example, test candidates may be required to listen to information and respond in writing, or read content and communicate their understanding verbally. These tasks reflect real academic activities, such as attending lectures, participating in discussions and completing written assignments.

Halloween is a great time to watch scary movies, tell ghost stories and learn new English expressions. But did you know that many English phrases are connected to fear, ghosts and the supernatural?

Some of these expressions are used all year, not just at Halloween. Learning them can help you understand conversations, books, movies and everyday English.

Here are some Halloween-related idioms and expressions, with simple meanings and examples to help you use them.

1. Scared to death

This expression means being extremely frightened. It does not mean that someone actually dies. 

Example: The sudden noise scared me to death.

You can use this phrase when something gives you a big fright, such as a scary movie or an unexpected noise.

2. Give someone the creeps

If something gives you the creeps, it makes you feel uncomfortable or afraid. 

Example: That old doll gives me the creeps.

You might use this expression to describe an unusual place or something that makes you feel uneasy.

3. Make your blood run cold

This expression describes something that makes you feel very frightened. 

Example: The story about the haunted house made my blood run cold.

It is often used when talking about frightening news, stories or experiences.

4. A ghost town

A ghost town is a place where very few people live or go. It can also describe a place that is unusually empty. 

Example: The shopping mall was a ghost town on Sunday morning.

Although this phrase sounds like it belongs in a scary story, people use it in everyday conversations.

5. Come back to haunt you

This expression means that something from your past causes problems for you later.

Example: If you do not study for your exam, your decision could come back to haunt you.

The phrase is often used when talking about mistakes, poor decisions or things people wish they had done differently.

6. Skeletons in the closet

This idiom means having secrets that someone does not want other people to discover.

Example: The politician was worried that reporters would find the skeletons in his closet.

The phrase is connected to Halloween imagery, but it is often used when discussing personal secrets or hidden problems.

7. Like a bat out of hell

This expression describes someone or something moving extremely fast. 

Example: When the teacher said the lesson was over, the students ran out like bats out of hell.

It is an informal phrase, so it is best used in casual conversations rather than formal writing.

8. Witching hour

The witching hour traditionally refers to a late-night time when supernatural events are believed to happen.

Today, people may also use it humorously to describe a time when strange things happen or when someone becomes unusually active or difficult to manage. 

Example: The baby always wakes up around midnight, so we call it the witching hour.

The exact time associated with this expression can vary depending on the story or tradition.

9. Dead tired

If you are dead tired, you are extremely tired. The word dead adds emphasis to the expression. 

Example: I was dead tired after working all day.

This is a useful everyday expression, especially when talking to friends or family.

You don't need to wait until Halloween to use them. Many of these idioms are common in everyday English, so practise them throughout the year to build your vocabulary and feel more confident when speaking.