![]() the grammar reference at the back of the students' book), giving mixed up answers, giving an easier task for the lower level students to do, doing exactly the same exercise in class without letting them take away a copy and letting them do it half from memory for homework, or advising them that they should work together in study groups. Tactics to take away that excuse include writing the instructions on the board, doing one example of each exercise in class, pre-teaching the language that is used in the workbook instructions and doing a similar exercise right at the end of the class.Īnother one that is very often said and quite often true! Reactions include giving them hints on where they can go for help (e.g. They don't understand the instructions/ what to doĪ common excuse this one, even when it is just an excuse. ![]() All of these can fairly easily be brought into EFL homework.Ģ. ![]() Unless you were a very square kid indeed, I'm sure you understand this feeling! You might also remember the things that made homework something you would happily spend extra time on: getting other parts of your brain working (artistic activities, logic puzzles, using your imagination) project work competition working as a team finding out something new about the world or an excuse to interact with people (e.g. Why students might not do their homework and what you can do aboutit: ![]() I'm sure every teacher has shaken their heads at one time or another and thought or said "Why don't those students do their homework?" Although that is usually a rhetorical question that is quickly forgotten once planning the warmer for the next lesson kicks in, I think looking at the real answers can be the start of a useful process that can lead to that being true much less often than it was. ![]()
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