8 new words in English for 2024

 Language is constantly evolving and adapting to the needs of its speakers. The dynamic nature of language ensures its survival and relevance in a rapidly changing world. Each year, dictionaries select their Word of the Year. In 2023, the Oxford University Press chose rizz (noun), which means to have charisma. Other dictionaries chose hallucinate (verb), which is when an AI model produces incorrect or false information and AI (noun) which means artificial intelligence. These choices demonstrate that words and phrases are continually being added to the English language, so it’s important to keep up to date with them. Let’s have a look at 8 new words in English for 2024 you’ll likely hear a lot.

1. prompt (noun)

Although you might have heard this word before, it’s taken on a new meaning with the evolution of AI. 

• A prompt is an instruction given to an artificial intelligence programme, which determines or influences the content it generates.
  The prompt for the chatbot was to provide information on the latest tech trends.

Relevance
With the increasing use of AI, the term prompt has become essential in discussing how AI systems function and how to generate content with human input.

2. heat dome (noun)

• A heat dome is a persistent high-pressure weather system over a particular geographic area. It traps a mass of hot air below it.
  The heat dome resulted in record-breaking temperatures across the region.

Relevance
Discussions around climate change introduce new meteorological terms like heat dome. Many more will likely develop in the near future. 

3. free-range (adjective)

Though this term has been around for a while, it has only recently been added to the dictionary. 

• When something (e.g. chickens, eggs) is free-range, it means that animals are kept in natural conditions and can move around freely, rather than being kept in cages.
  I only buy free-range eggs. 
  

Relevance
There are more and more discussions about animal welfare, and knowing how animals are treated before they are consumed. 

4. situationship (noun)

• A situationship is a romantic or sexual relationship that is not considered to be formal or established.
  They were in a situationship for months before deciding to make their relationship official.
  

Relevance
This word reflects modern relationships beyond traditional labels.

5. figurehead (noun)

• A figurehead is a person who has an important-sounding title or position in a group or organisation but doesn’t have much real power or authority.
  The CEO was seen as a figurehead in the company, while the true decision-making power was with the board of directors.
  

Relevance
This term highlights the distinction between a symbolic leader and one with actual authority.

6. life admin (noun)

• The routine tasks and responsibilities in daily life, such as paying bills, making appointments or organising paperwork.
  Su Jin spent her Saturday morning tackling her life admin, from sorting through emails to scheduling appointments.

Relevance
This term helps explain the various mundane but necessary tasks that keep our lives running smoothly.

7. buzzed (adjective)

• When you’re buzzed, you’re excited.
  He was buzzed to hear the news. 
  

Relevance
Who doesn’t want a new English word to describe a good feeling?!

8. large language model / LLM (noun)

• An LLM is a computer program or artificial intelligence system capable of understanding and generating human-like text based on extensive language training and data.
  ChatGPT, a large language model (LLM), can generate coherent and contextually relevant responses to a wide range of text inputs.
  

Relevance
Large language models like ChatGPT are revolutionising the way we interact with technology and engage in natural language conversations, emphasising the importance of staying informed about cutting-edge language developments.

 

Language is a reflection of our ever-changing world, and as it evolves, it expands our ability to express new ideas and concepts. By staying up to date with emerging words, we further our communication and embrace the dynamic nature of language. 

10 Reasons To Use Songs In The Young Learner Classroom from Oxford University Press

 Songs are a great way for children to learn English. But where do we start and how do we go about it? In this post, Nick Manthei, OUP Senior Professional Development Consultant, shares his thoughts.

Name one activity that gets all students to give their full attention, supports pronunciation in English and allows fun movement of the body. As you can guess from the title of this blog, it is songs that can do all this consistently, plus start a lesson well, repair a lesson when things get a little chaotic, and can close a lesson with a review of the language learned.

Here, I present you with ten reasons to use songs with your young learners along with song ideas!

1. Songs create a positive atmosphere

Singing and movement naturally put a smile on everyone’s face. Songs are fun and learners look forward to joining the harmony whenever they get a chance. They can even make learners giggle, which is one of the best sounds to hear from a class. A fun example of this is with the song ‘Here is the Beehive’ and pretending to sting each other after the chorus.

2. Songs help to balance energy levels

When learners are bored or distracted, I find that a good upbeat song is the thing to recapture their energy for the lesson. An example here could be ‘Wheels on the Bus. When learners are overstimulated and it’s time to reorganize to start a new task, I find slow songs can be helpful in the transition from lots of movement to lesser amounts of movement. An example here could be ‘Twinkle Twinkle Little Star’.

3. They are very effective in signalling transitions

Moving from a coursebook activity to a non-coursebook activity, or vice versa, can be a real challenge for young learners. A short and simple song can really help learners speed up their tidying-up process and can get them motivated for the next activity. It signals to the learners that we are moving on to the next activity so let’s get ready. An example here could be a Tidy Up or Clean Up song.

4. Songs use the body

Sitting still for long periods of time is not something young learners are known for. They are curious, want to learn, and also want to move. Moving and singing at the same time can actually help vocabulary retention and understanding meaning. A great song example for this is ‘Five Little Monkeys Jumping on the Bed’.

5. They allow everyone to participate

Some of our learners come to our classes with a lot of English vocabulary, while others in the same class may be learning English for the first time. Singing is an activity that children of all levels can enjoy equally. Students with low levels of English will be able to follow along with gestures and dances as they gradually learn the language in the song. More advanced students can enjoy singing and dancing while improving their rhythm, intonation, and pronunciation, even if they already know all the words. A great example here could be ‘If you are happy and you know it’ as it is quite easy to pick up the lyrics as well as allowing advanced learners to make up lyrics like ‘If you are sad and you know it start to cry’.

6. They can be used for group participation

Any song can get boring after a dozen times. To keep it exciting why not ask students to break into groups? You can have one group sing one line and the second group sing the next. This back-and-forth makes it fun for all. Additionally, you could give each group a keyword. Everyone sings sitting but when the keyword is said the group with that keyword stands up briefly and sits down. Great fun with this vocab game is while singing ‘Old McDonald’.

7. Songs allow for quick review

It can sometimes be difficult to provide as much review as we’d like for our students. Songs are a fun, easy way to quickly recycle language from earlier lessons. An example when reviewing body parts is ‘Head, Shoulders, Knees and Toes’.

8. Songs stay in the minds of young learners for a long time

When you teach with songs, you can be assured those songs will bounce around your students’ heads long after the class is over. They can spontaneously start singing in the park, while washing hands or even when in bed. The same can’t be said for most other teaching tools. ‘Baby shark’ is an example that seems to get stuck in everyone’s head, especially the teacher’s!

9. They can help make a strong lesson routine for your learners

Learners thrive when they know what to expect in the lesson. Why not make it part of your everyday routine so that learners know to expect a song or two at a certain time of their lesson? This helps them mentally prepare both for the lesson as well as the songs.

10. Songs can be used to help the four skills

Taking songs one step further, I often include a skill exercise to really exploit the song. For reading you could print out the lyrics and scramble them for your learners to put back in order. For writing you could use parts of the song as a dictation or simply just write their favorite line. Learners could listen to an unknown song first and ask them what it is about and then show them the lyrics. And finally, you can turn the song into a speaking activity where learners get into groups of three and decide on new lyrics for the song. Any song could be used to help you work on any skill.

Нагородження переможців

 У п'ятницю 26.01.24 відбулося нагородження переможців  II етапу Всеукраїнської олімпіади з англійської та німецької мови. Щиро вітаємо наших ліцеїстів та їх наставників і бажаємо нових перемог та здійснення всіх їх задумів. Так тримати!

Useful language for preparing for a job interview in English from Oxford University Press

 Navigating job interviews in English can be challenging. You might be nervous and excited on the day, so preparing for a job interview effectively beforehand is key to success. This means practising some of the typical questions you might be asked, and thinking about how you might answer them. Let’s look at some useful language for preparing for a job interview in English, so you can handle common job interview questions confidently.

Typical job interview questions and useful language 

1. Tell me about yourself

Usually, an interview will start this way. So how should you answer this, and not say too much or too little? 

Use descriptive adjectives and preferences – Talk about your personality and interests using adjectives. 

I’m a creative and analytical person who enjoys … ; I’m an enthusiastic and professional individual who likes … 

Talk about experiences and describe your professional journey. 

I’ve gained experience in marketing over the past five years … ; My experience ranges from working in a fashion shop to serving in a restaurant during university holidays …

2. What are your strengths and weaknesses?

Usually, interviewers will want to know your thoughts about yourself, as well as understand any feedback you’ve received throughout your past experiences. 

Use positive and negative adjectives (but be careful which negative ones you use!) – It’s challenging but essential to talk about things you do well, and things you need to improve. For strengths, be concise and honest. 

Something that I am quite good at is problem-solving … ; I’m excellent at adapting to new situations…

When you need to talk about negative things, focus on areas of improvement. 

One thing I need to work on is time management, but I am actively improving by …

3. Why did you leave your previous job?

Avoid negativity – If you had issues with your former employer or colleagues, don’t mention them. A new employer would not be happy to hear these sorts of issues. 

Instead, focus on ambition and goals – talk about seeking challenges and skill development. 

I was looking for more opportunities to learn about teaching, and use my existing skills to …

4. Why do you want to work here?

Before the interview, research the company. Show your knowledge about the company’s focus and ambitions. 

I’ve seen that the company is really focused on sustainability and I am eager to learn/develop this … ; I know that the company is working towards … and I am keen to be a part of that.

Align with the company philosophy – Discuss how the company’s values match yours. 

I’ve read on the company website that you value innovation, and that is something very important to me because …

5. Tell me about a time when…

With this typical job interview question, the interviewer will ask you about situations you have faced which you might come up against again in the new role. 

Describe problem-solving skills – Outline a situation, the challenge you faced and your solution. 

I was faced with a situation where I had to manage a tight deadline … So I decided to prioritise tasks … And finally …

6. Where do you see yourself in 5/10 years?

This typical job interview question aims to see if you intend to stay in the company long-term, or whether you would like to develop in the industry. 

Use future forms – Talk about industry trends and personal goals for your professional future. 

I would really like to become a team leader … ; I think that I will move in the direction of management … ; I would like to learn and hopefully in five years I will have/be …

7. Do you have any questions for me?

Always ask questions at the end of an interview. It shows your interest and engagement in the company and the role. 

Ask simple but insightful questions – For example, about the selection process or company culture.

What is a typical day like at the company? Are there opportunities to grow and train in specific areas?

Job interviews in English require both linguistic and strategic preparation. By understanding and practising these typical job interview questions, you can feel confident on interview day. Remember, it’s not just about answering questions but also showing off your personality, skills, and suitability for the role. Good luck!

 

Can you think of any other useful language for preparing for a job interview in English? Share in the comments below! 

Find out how to write a cover letter for a job application here. 

 

Activity

Match the typical job interview questions to the example responses. 

1. Tell me about yourself.	A. I was faced with a situation where I had to manage a small team, unexpectedly.
2. What are your strengths and weaknesses?	B. Something that I am quite good at is managing a team.
3. Why did you leave your previous job?	C. I would really like to become a manager.
4. Why do you want to work here?	D. I’m a conscientious and strategic person who enjoys…
5. Tell me about a time when…	E. I was looking for more opportunities to learn about hospitality.
6. Where do you see yourself in 10 years?	F. I know that the company is working towards…and I am keen to be a part of that.
7. Do you have any questions for me?	G. What are usual working hours?

Національно-патріотичне виховання, формування національної позиції, просвіта питань особистої безпеки під час війни на уроках англійської мови.

  Сьогодні на таку тему відбулось засідання ліцейної  професійної спільноти вчителів англійської мови. В ході засідання були обговорені наступні питавння:

1.     Національно-патріотичне виховання на уроках англійської мови.( Волошин В.А., Галата Л.В.)

Nowadays the aim of teaching English language is the formation of young personalities who see themselves not only as representatives of one culture but as citizens of the world who understand their importance and responsibility in global processes which are taking place in Ukraine these days. That’s why the knowledge of socio – cultural competence helps them to realize themselves on the same level with their peers all over the world. This tendency forces them to change their attitude during the process of learning English language. It develops the learners’ socio-linguistic outlook, memory and creative thinking. The success of this process equally depends on two factors: teachers’ and students’ motivation and competence. Our task, as a teacher here, is to bring forward the problem fields which can motivate a student and integrate into the world society using English language perfectly. We involve the learner into the world of foreign languages through the cultural component, new life style, comparing cultures, mentality, values, customs and traditions of English – speaking countries and their own one. It helps them to understand the language and gives an opportunity to use their knowledge in everyday life.

Today one of our main tasks is to bring up real patriots of Ukraine. The spiritual development of pupils depends on their attitude to their Motherland, its history, culture and traditions. During the process of learning students don’t only get the knowledge but they have an opportunity to use the foreign language as the mean of communication and receiving new and useful information.

Teaching English in modern school gives great possibilities to bring up true patriots. Using their knowledge about Ukraine and people, students can talk about themselves as representatives of Ukrainian culture who can make this world better. Working in teams, discussing the possible ways out to the suggested problems give them an opportunity to feel the patriots of their land.

To achieve the aim of bringing up patriotism during the lessons, we draw a parallel between Ukraine and English-speaking world. Our students have to do individual and group research to answer the questions about the way of life, life priorities, youth problems, subcultures, customs, traditions, cuisine, history, political life etc.

Language learning covers different every day topics, all potentially significant in any student’s life. The most useful methods in this process include:

·        Project work (involving practical meaning, necessity of individual research, unpredictability of  process and results of students’ interaction)

·        Creative work (organizing summer language camps aimed at the formation of the patriotic competence through the socio-cultural samples)

·        After school activities (meetings with the native speakers, different parties, quiz shows)

·        Integral lessons ( involving the combination of the  usage of all communicative skills, language intuition)

·        Debating ( developing critical thinking giving possibilities to use language with the practical aim)

·        Discussion clubs ( giving opportunities to experience different spheres of life and get some knowledge about them)

·        Role playing ( stimulating of communicative skills, increasing motivation through modeling situations of real communication)

·        Singing authentic songs ( developing socio - cultural competence, creating positive emotions and feelings)

All these methods involve a lot of research on statistics, demand creativity, acting skills for a role play etc. The participation is based on individual skills, initiative, interest and love to Ukraine.

 

2.    Використання міжкультурних зв’язків на уроках англійської мови.( Петрова А.Л, Миколенко Р.В.)

3.    Виховання почуття особистої безпеки та емпатії в умовах війни на уроках англійської мови. (Галата Л.В.)

4. Ведення шкільної документації (Волошин В.А.)

Було обговорнено поняття     академічної доброчесності, підведено

підсумки проведення II туру Всеукраїнської учнівської олімпіади з іноземних мов та обговорені новинки методичної літератури

5 Fun End-Of-Year Classroom Activities from Oxford University Press

 It’s the end of the year and you want to do some fun classroom activities with your students before you take a break. Now is the perfect opportunity to reflect on the past twelve months and see how much your students have learned. It’s also a good time to revise vocabulary and enjoy practising language without spending a long time on complicated lesson plans.

Here are five quick and easy classroom activities that don’t need a lot of preparation.

1. Reflection road

This fun classroom activity is a wonderful way for students to reflect on their year of learning English. 

• Students work individually, in pairs or in small groups. 
• Have them draw a road that goes into the distance. The road should be big at the front of the page and become smaller at the top of the page. 
• Give students sticky notes and ask them to write how they felt at the beginning of the year or term. You can ask questions to help them with ideas:

How confident did you feel speaking English?

How did you feel about your writing/reading/listening/speaking skills?

How was your pronunciation/vocabulary/grammar?

• Students stick their notes on the distant part of the road. Then, ask learners to think about how they feel now. They repeat the task and stick their new notes on the front of the road. Learners share their journeys with a partner or with the class.  

2. Performance Pictionary  

This activity is a great way for students to practise and revise language whilst having fun in groups. 

• Students work in small groups. Give students a topic you’ve studied through the year, for example, sports or personality adjectives. 
• Each student in the group thinks of a word they know from that topic and writes it down. Tell them to make sure nobody else sees the word! 
• Students take turns to act or draw their words for their group to guess. 
• You can repeat the game several times with different topics. You could also have the class choose their own topics. 

3. Class collage

This end-of-year activity is a fantastic way to create a record of the year as a class. It can be done over several lessons.

• This activity aims to create a large picture board of photos or drawings from the year. 
• Tell students to collect photos or draw pictures of things they’ve learned throughout the year. For example, if they’ve studied countries and nationalities, they could bring in a picture of a flag. If they’ve studied places in a town, they could draw a picture of their hometown. 
• You could also focus on your students’ hobbies and personalities. They bring in photos or draw pictures of things that represent them.
• In the last class, put all of your students’ images together to create a big class collage.
• With higher levels, learners could write descriptions of their images and stick them below each one. 

4. Quiz time

This fun classroom activity is led by students, so there’s no need for you to prepare anything. 

• During the weeks before the end of the year, put learners into teams and have them write 10–15 quiz questions. They can look through their books and notes to write questions about things they’ve learned during the year. They can also write multiple-choice answer options. Questions should be difficult but not impossible!
• In the final class, teams sit together and take turns reading their questions aloud. Other teams write down their answers.
• Check answers as a class after each round.  
• You could give a prize to the winning team, and also for the best team name! 

5. Future fun

This activity allows students to look forward to the future and take a break from their studies. Whether it’s summer or winter where you are, they’ll enjoy discussing holidays.

• Put learners into pairs or small groups and have them discuss the things they would like to do during the holidays. These can be realistic ideas or invented ones. 
• Be aware that holidays can sometimes be a sensitive topic for some students. If you feel it’s necessary, ask all learners to invent their dream holiday plans.  
• Have each group plan short roleplays to show their holiday ideas. They create one roleplay for each member of the group. 
• Put groups together and have them take turns acting out each roleplay. The other group must guess whose holiday plan it is. 
• Groups collect points for each correct guess. The group with the most points at the end is the winner!  

When it comes to doing fun, end-of-year activities consider including activities that reflect on the year, practise language and look to the future like those above.