Tips for keeping learners studying over the holiday season

Nicolas Chaparro
A teacher stood at a table of students helping them
Reading time: 3.5 minutes

Nicolas Chaparro is a Colombian language teacher with a bachelor's degree in basic education, specializing in humanities and languages. After spending five years working as a systems technician, he discovered the potential of technology to enhance learning, which ignited his passion for dynamic, tech-driven education. He has the privilege of working at one of Colombia's most prestigious English institutions, where he currently leads a team focused on education, creativity and motivation.Ìý

The holiday season is a magical time and the perfect moment to spark a teacher's creativity. I've always believed that learning a language isn't just about studying—it's about living it. As a learner, I loved the resources my teachers and institutions provided, but what truly captivated me was the opportunity to engage with the world using the language skills I had acquired.

As a teacher, I strive to give my students that same experience. I didn't expect the holiday season to become the perfect setting to turn my teaching philosophy into reality. This blog post shares a personal story of how I used a creative activity to keep my students learning and practicing English during the holidays with the support of the Global Scale of English (GSE).

The challenge I faced: Mixed levels and ages

The activity I designed, Christmas Carols, presented two main challenges:

  1. Diverse proficiency levels: My group included students ranging from beginners to advanced learners, all participating in the same activity. I wanted to have them all working together; that's what language means to me.Ìý
  2. Varied age groups: The students also spanned different age ranges, which required an effective approach to engage everyone. It was a Christmas gathering meeting with all the institution's students.

Basic students worked on identifying vocabulary that is similar to their native language and then used it in a short text. Intermediate students solved riddles to guess words that could be included in the lyrics. Advanced students completed questionnaires to build sentences and find synonyms to refine the text. The carol was divided into three sections: the first paragraph was for basic students, the second for intermediate students and the third for advanced students. I also included French students in the activity, which was designed for both languages.

After the students completed their tasks in separate groups, I mixed them so they could explain the vocabulary they had learned to one another. To facilitate communication without relying on Spanish, I used pictures and Christmas props to help them express themselves visually.

Finally, we all came together and sang the carol as one group.

Turning challenges into opportunities with the GSE

For me, a successful language activity needs three essential components: clear instructions, engaging resources and opportunities for interaction. With these principles in mind, I crafted an inclusive and dynamic activity, using the GSE to guide my planning.

Step 1: Defining the goal

I realized that most of my students didn't know specific Christmas-related vocabulary or any traditional English carols. This activity was also an opportunity to learn by myself and then share with them. This gap was my opportunity to introduce them to the holiday spirit in English.

Step 2: Planning with the GSE

I identified suitable goals for each proficiency level using the GSE Learning Objectives. These objectives helped me design tasks that targeted key skills—listening, speaking, reading and writing—while considering the ages and abilities of my students.

Step 3: Preparing a scavenger hunt

To make the activity interactive and fun, I organized a scavenger hunt. Students had to solve riddles and follow clues to find words essential for completing a Christmas song. The GSE objectives ensured that the tasks were appropriately challenging for each level.

Step 4: Pairing students effectively

Knowing my students well, I paired them strategically based on their proficiency and age. This pairing encouraged collaboration and allowed them to support each other throughout the activity.

Making language visible and memorable

One of my priorities was to make the language come alive. I brought visual aids like cards, games, and even a Christmas tree and a nativity scene—elements that most students recognized but had never explored in English. These visuals became valuable tools for teaching vocabulary in a tangible, engaging way.

To add another layer of interaction, I used my guitar to sing along with the students. By the end of the activity, not only were we singing, but they also understood the meaning behind every word. Watching them take pride in their learning was incredibly rewarding and I knew this vocabulary wouldn't stop there; they would take it home and make it real for them, for the season, for their life.

Reflections and an invitation

This experience reminded me of the power of teaching through real-life experiences. Holidays provide a unique opportunity to teach without teaching and to help students study while living the language. Tools like the GSE make it easier for us as educators to plan meaningful and impactful activities.

My invitation to fellow teachers is twofold:

  1. Explore the GSE resources to enrich your teaching strategies.
  2. Share your ideas and activities with the teaching community. Together, we can create opportunities for our students to use the language in real and virtual contexts that inspire learning and cooperation.

Let's make 2025 the year we bring language to life in every classroom.

Read our posts 'How the GSE can help teachers personalize activities' and 'Writing your own English language materials with the GSE'.

Learn about the Global Scale of English

More blogs from ɫèAV

  • College students sat together at a table smiling

    Practical tips for supporting neurodivergent learners in the classroom

    By Charlotte Guest
    Reading time: 7 minutes

    Educators need to meet the needs of all students, including those who are neurodivergent. Neurodivergence refers to variations in the human brain and cognition, including dyslexia, ADHD, and autism. Among these, dyslexia is one of the most common learning differences, affecting how individuals process written and spoken language. Although each student’s needs are unique, there are several practical, research-backed strategies educators can employ to support and empower these learners.Ìý

    Let’s look at some tips for teachers, which cover everything from font choice and classroom environment to presentation of information and assessment design. Although these are designed to support neurodivergent students, they will in fact help fosterÌýa more inclusive, accessible, and positive learning experience for all learners.

  • Students sat together in a classroom working together

    Exploring the four Cs: Using future skills to unlock young learners’ potential

    By Annie Altamirano
    Reading time: 5 minutes

    What do we mean by future skills?Ìý

    The skills students will need in their future studies and careers are dramatically different from those required previously. Times are changing rapidly and educational institutions and teachers have a critical role to play in developing those skills in our young learners so that they are able to fulfill their potential and have bright futures ahead of them.Ìý

    These skills are referred to as future skills. There is no common consensus on how to define these skills but, broadly speaking, they can be grouped into four categories:Ìý

    1. Ways of thinking

    Skills in this category include critical thinking, creativity, innovation, problem solving, metacognition and learning skills.

    2. Ways of working

    Here, we’re talking about the skills of communication and collaboration.

    3. Tools for working

    Information literacy is an important 21st-century skill, as well as ICT literacy and citizenship, both global and local.Ìý

    4. Life skills

    The final category covers life and career skills, and is all about personal and social responsibility.Ìý

    One way you can encourage young learners to build these skills is through STEAM subjects (that’s science, technology, engineering, arts and math), which will equip them with functional skills such as organizing, planning, cognitive flexibility and self-regulation.Ìý

    The four CsÌý

    The four Cs refer to four important skills for young learners to master: communication, collaboration, critical thinking and creativity. These are essential, not just in an educational context, but in everyday life.Ìý

    Falling into the first two categories of future skills (ways of thinking and ways of working), these can help children build confidence and self-esteem. They also encourage healthy emotional development.ÌýÌý

    So let’s take a closer look at the theory behind them.

    1. Communication

    We usually think of communication as speaking and listening, but it’s actually much broader than that. Communication encapsulates telling stories, reading, sharing ideas and experiences, body language, facial expression, eye contact and tone. Children learn to decipher the world around them by learning and practicing these skills.

    Strong communication skills, developed early, are directly related to their literacy success. These skills allow children to articulate their thoughts and ideas effectively, and listen to decode meaning. Students then begin to use communication for a range of purposes, and communicate effectively in diverse environments. Furthermore, developing strong patterns of verbal and non-verbal communication also fosters self-esteem and social skills.Ìý

    2. Collaboration

    Collaboration is how young children begin to build friendships with others. At first, young children will watch what others do and say, before moving on to playing together. As they get older, they become aware of other children’s feelings and ideas. Friendships become motivating and they learn how to make compromises and respect each other’s perspectives and skills.Ìý

    Collaboration is enhanced through group work and project-based activities, sharing time with peers. Children thrive when they feel valued by the people around them, not just adults but their peers too.Ìý

  • Business people stood together around a laptop in a office

    Learning English and employability

    By Tas Viglatzis
    Reading time: 4 minutes

    English not only opens up career opportunities beyond national borders; it is a key requirement for many jobs. It’s also no longer a case of just learning English for employability, but mastering English for business – and that means an on-going commitment to learn.

    My experience is consistent with this trend. If I had to estimate the value that being fluent in English has had on my career, I'd say it was my entire life’s earnings. Learning English has offered me educational options beyond the borders of my own country and enabled me to develop the skills to work for global companies that operate across national boundaries. I have been privileged to work in different countries in roles that have spanned functions, geographies and markets – and my ability to learn and evolve my English skills has been an underlying factor throughout.