Page 46 - ELG2102 Feb Issue 474

RESOURCES

Motivating students students
Motivating

with clear goals
with clear goals

Anastasia Antonova gives teachers practical guidance on using
can-do statements

ne of the biggest challenges that learners, because they lack understanding of
teachers face is helping students such concepts.
maintain motivation to continue
Olearning and progressing their Practical application
skills. This, I believe, is very much dependent Let’s start with how to use the statements in
on their understanding of what they have face-to-face lessons. The first thing to do is
learned with each lesson. print and cut out as many templates as you
There are countless techniques, tips and need (see example in box, opposite). Then,
tricks that teachers can find which help them give the can-do statement forms to your
encourage their students to be more engaged students at the beginning of the lesson and
and part of the learning process, but we still get them to write down the aims of the lesson
need to know how to provide our students as you present them as part of your lead-in.
with that sense of achievement they all crave. This is a great way to involve your students in are needed with younger learners. One way
I believe that using can-do statements, the learning process and not waste precious to get your younger students excited and
which can be implemented in all your classes, preparation time. involved is by using a mascot, for example
is a practical way to provide this sense Similarly, we can use the same template for a teddy, to introduce what the goals of the
of achievement. online lessons. This time though, you would lessons will be. In face-to-face classroom
fill in the template with the goals prior to lessons you could also hide papers with the
What are can-do statements? the start of the lesson and click on the ‘share goals written down for the students to find.
Originally, can-do statements were derived your screen’ function as part of your lead- It’s important to get your younger students
from the Common European Framework in. At this point, it is a good idea to take a involved to keep their attention on the lesson.
of Reference for languages (CEFR), and screenshot of the goals so they can be sent to
used to understand and evaluate a student’s each of the students for future referencing. Follow-up. Use of can-do statements must be
knowledge of a language. Near the end of the lesson, return to the reflected on and self-assessed by the students
The CEFR has a detailed set of can-do can-do statements via the same ‘share your at the end of the lesson. Go through the
statements which are used to place students screen’ function and tick the goals that have different aims on the can-do statements and
on the correct level, from pre-A1 (beginner) been achieved. At this point, you may also have the students tick everything covered
to C2 (proficiency), either at the start of a recycle the written points to give extra support during the lesson. This step cements all
course or as part of a summative assessment and firmly set them in the students’ minds. the aspects covered with their practical
at the end. They are also used in many course functionality, as well as allowing time for the
books, such as Empower and English File, to Getting the most out of can-co students to self-assess to what extent they feel
describe the objectives of each of the units. statements they have achieved the goals of the lesson.
Here are some key tips on getting the most
Using can-do statements in lessons out of this technique. Conclusion
A more practical application of can-do Implementing can-do statements is a fantastic
statements is to use them directly in lessons, Application. This should be general way to provide your students with clear goals
adapting them to your own context if statements on how and when students will that they can use to evaluate how much and
necessary. For a real-life example of apply the grammar or vocabulary in common how successfully they have achieved the aims
can-do statements I have used see the box on situations. This is so the students can relate of the lesson. This has proven to be one of the
opposite page. to what is being learned and how they will be best ways to boost my students’ motivation in
First, teachers can plan and structure each able to use it in the context of their lives. learning more and keeping them fully engaged
lesson using a set of can-do statements as in each lesson.
goals for the students to aim for by the end of Consistency. There is no point in using this
the lesson, providing a clear purpose for the technique once every couple of weeks, as your Anastasia
students. This can promote student retention, students won’t feel the progression through Antonova is an
student autonomy and student-centred lessons. the course. It’s much better to include can-do English teacher,
Second, the can-do statements can be statements in every lesson. translator and a
used to highlight which aspects of the holder of CELTA
language students have learned to implement Timing. The best time to present what the (Grade B), TKT,
practically in their everyday lives. Doing this students will learn is just after setting the TKT YL. She is
greatly enhances students’ understanding of context of the lesson, to keep the lead-in from Moscow,
and involvement in the learning process, and engaging without spoiling the main topic of where she has been teaching English to
allows them to self-assess to what extent they the lesson. students from 4-50 years of age, at various
have achieved the lesson’s aims, giving them a levels and contexts, for more than five years.
boost in motivation for further learning. Presentation. You may be able to get away anastasiaantonova270594@gmail.com
Can-do statements can be used in any with discussing the aims of the lesson with Lessons available at: aplink.cc/anastasia.british
lesson, except for those with very young teens and adults, but more creative methods
46 February 2021