How to keep your students motivated during summer intensive courses

Richard Cleeve
Two students sat on stairs smiling at a laptop

Summer is here and so are English language intensive courses. Adults and teens are lining up at your classroom doors, full of enthusiasm and ready to learn English. But soon they’re staring out the windows, looking up at the bright blue skies and wishing they were on the beach, or - frankly - doing anything but studying English for the next 100 hours.

So how can you turn it around and keep your learners on track and motivated this summer?

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How to keep your students motivated during summer intensive courses
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1. Start off on the right foot

You have a lot to do in this first class. It sets the tone for the entire English course and is your chance to show your students what you expect from them and what they can expect from you.

In teen classes, you’ll need to spend time outlining class rules and establishing your authority. You can do this by creating a class contract together and getting everyone to sign it. Although it’s summer and you want to have a good time, remember to stay firm and use an authoritative voice - at least for the first week or two.

With adults, it’s essential that they leave the first class feeling like they’ve learned something. By all means, start with some fun activities to break the ice, but make sure they go home feeling that their money was well spent. Ìý

2. Keep things personal

You’ll also need to spend some time getting to know your students in both adult and teen classes.

While learning about their interests, you should also find out about their personal and professional objectives, so you can tailor your classes to meet their needs. Do this by surveying the class early on and use their ideas to plan later classes and projects. Students always appreciate personalization - and it certainly helps keep them motivated.

3. Don’t go easy on them

Your first class should be interesting, fun and focused on breaking the ice. But perhaps more importantly, it should challenge them. No one wants to take an easy course - it feels like a waste of time (and money). If your activities feel too easy, they’ll switch off, their minds will wander, and it will be tough for you to recapture their attention.

It’s therefore a good idea to have a range of activities of various difficulties up your sleeve. If students find things too easy, you can increase the challenge.

In addition, you should always have extra work for fast finishers. Teens especially get distracted quickly, but adults will also lose interest if you’re not giving them enough to do. So make sure to mix fun, dynamic activities with level-appropriate materials.

4. Give them something to work towards

Set your objectives early on. This includes:

  • Short-term objectives: What we’re going to achieve this class
  • Mid-term objectives: What we’ll achieve by the end of the week
  • Long-term objectives: What you’ll be able to do by the end of the course and beyond

People like to know why they are doing things and how it will be useful for them. Objectives are a good reminder of this, and you can help students track their progress towards their goals by giving them daily or weekly can-do statements or by having them keep a learner journal.

5. Keep getting and giving feedback

It’s a great idea to start every class reviewing what happened in the previous class or the previous week. This helps students refocus and remember what they did, and sets the tone for the rest of the day. It also allows you to re-establish authority with teenagers if students were rowdy or distracted in the previous class. Go over the rules again, if necessary, and explain they’re starting over with a clean sheet.

You can also have students reflect at the end of each class, sharing what they found hard, what they learned, what they enjoyed most and what they want to do more of. This will help you continue to deliver classes that challenge and interest them during the course.

6. Mix things up

Routine is important but so is surprise. Once you’ve established how things work and the activities and projects are well underway, turn it upside down. Take students outside, play a game or start an inter-class competition.

It will refresh your students, re-energize them and give them a new kind of challenge. It will also keep them on their toes and excited about what you plan next - a great motivational tool.

7. Be original

Introduce challenging themes, topical content and allow students to bring their own articles, videos and photos. Using authentic materials alongside coursebooks is a great way to motivate students. If they see that they can understand and work with real-world content, they’ll increase confidence in their own abilities.

8. Follow a structure

Progress, progress, progress. Without it your students will lose all motivation, even if your classes are challenging. Use a course to support your curriculum. Not only will it help you develop themes during the language course, but it will scaffold language and give students a physical reminder of what they are learning and achieving.

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    Lesser-known differences between British and American English

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    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English isÌýitalicized.

    1.ÌýFootballerÌýandÌýfootball player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren’t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.ÌýI ³¦´Ç³Ü±ô»å²Ô’t care lessÌýandÌýI could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    “I could care less about who Harry Styles is dating right now.â€

    “Oh, I didn’t know you were interested in tabloid news.â€

    “I’m not! I just said I didn’t care about it.â€

    “No, you said that you could care less, meaning that it is possible for you to care less about who he’s dating.â€

    “Ugh! What I mean is that I ³¦´Ç³Ü±ô»å²Ô’t care less. Happy?â€

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there’s another one! Favour (BrE) and favor (AmE). It’s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster’s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you’ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.ÌýAnticlockwiseÌýand counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.ÌýThe prefixesÌýanti- andÌýcounter- mean similar things.ÌýAnti- means against, andÌýcounter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.ÌýBuying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.ÌýHaveÌýand take

    Have and take are used often before nouns like shower, break, bath, rest and nap.ÌýIn the U.S., peopleÌýtakeÌýshowers andÌýtakeÌýnaps, while in the U.K., peopleÌýhaveÌýshowers andÌýhaveÌýnaps. Another example of this is how AmericansÌýtakeÌýa swim and BritsÌýhaveÌýa swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.ÌýQuite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,ÌýquiteÌýis typically used as an intensifier, like the wordÌývery.ÌýIn the U.K., it’s normally used as a mitigator, like the wordÌýsomewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It’s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.ÌýHow about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call themÌýtracksuit bottomsÌýand Americans call themÌýsweatpants. What about a lightweight jacket that protects from wind and rain?ÌýBrits might call this anÌýanorakÌý(derived from the Greenlandic word), but Americans would call it aÌýwindbreaker. Both variants also useÌýraincoatÌýfor this article of clothing.

    9.ÌýTorchÌýandÌýflashlight

    As an American, I’ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.ÌýWhat Brits are referring to when they use the wordÌýtorchÌýis aÌýflashlight (AmE), a small, battery-run electric lamp.

    10.Ìý±·±ð±ð»å²Ô’t and don’t need to

    Ah, the English contraction. Many English learners don’t particularly love learning these, but they are an essential and everyday part of the language. ±·±ð±ð»å²Ô’t, however, is one that I don’t think I’ve ever heard another American say.

    In the U.K., this contraction is fairly common. ±·±ð±ð»å²Ô’t, when separated, becomes need not.

    British English: “You needn’t come until Tuesday night.â€

    Americans would say the relatively simpler don’t need to.

    American English: “You don’t need to come until Tuesday night.â€

    Don’t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y’all (you all) and ain’t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we’re only scratching the surface here.ÌýSome of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.ÌýAlthough each dialect from across the pond seems very different, they have far more similarities than differences.

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