the first in a series of posts on teaching and developing learners’ receptive skills, I want to question whether we always have our learners’ best interests at heart when we plan a reading class.
Experimenting with before and after writing models At TESOL Spain Online 2021 I explored ways of teaching B1 students to become better writers. The session was based on some work I did with a class of pre-PET students (although most of them ended up taking the exam), which involved creating a writing portfolio. Every fewContinue reading “Student-centred model writing texts”
If you’re anything like me, you’re in a constant battle with time. There are often a few details that never make it from plan to lesson because of emergent language, tricky questions, painful admin, or classroom management. I’ve found that it’s often the most valuable stuff that gets left by the wayside: corrections, feedback, or that sustainability twist. There’s a surprisingly simple solution to this which we explored in a recent module on my DipTESOL. If you find the heart of the lesson, then you plan your stages and activities to support it instead of get to it. That sustainability twist becomes a central part of the lesson, rather than a ‘skippable extra’.
‘…language lessons in and of themselves are not sufficient to bring language learning about and to lead to eventual proficiency. If the lessons – whether they are once a week, once a day, or more frequent than that – are the only occasions on which students are engaged with the language, progress will either notContinue reading “Homework: Is it useful, and can we make it any better?”
ELT Sustainable courses, the TEFL Development Hub, and a fun alternative to New Year’s Resolutions…
Like many of us in ELT, I’m a conference junkie. But recent developments in my career have made me revisit workshops I’ve seen in the past, and ask the question what I really learnt from them the first time round.
Language Teaching for the Planet is an exciting and collaborative online course about bringing sustainability into our classrooms.
when the dust started to settle after the end of the 2019-20 academic year, it became clear that ‘lockdown’ had put enormous strains on teachers across the globe. As our industry grows more aware of the importance of mental health, is there a wider culture of stress in ELT which enables mental health issues?
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