Archive for January, 2010

  • Student–student monitoring in oral fluency tasks

    Published on 18th November, 2010 in Teaching Tips by Frances Watkins

    Asking students to monitor their peers’ speaking can raise awareness of their own and others’ roles and level of contribution. It can raise the profile of oral fluency tasks too, if your students consider them to be extraneous to the main objectives (usually perceived by students to be grammar-related). Set […]more…

  • Lesson plan 45: Slow food

    Published on 15th November, 2010 in Elessons by Frances Watkins

    This pre-intermediate eLesson discusses how the way of life of indigenous people can help with modern-day problems, in particular the issues of food and the environment.more…

  • Dispatch from Macedonia – Teaching the police

    Published on 12th November, 2010 in Author Blog by Lindsay Clandfield

    Last week I had the good fortune of visiting a part of the world I had heard of but never seen and knew little about: the country of Macedonia. It was my first visit to the country, I had been invited to give a plenary at the national ELTAM conference […]more…

  • Realia to the rescue

    Published on 11th November, 2010 in Teaching Tips by Frances Watkins

    This week’s tip gives suggestions on how to use objects the students have to hand. The ideas can be used as colourful practice activities or oral fluency ideas, perhaps to inject life into a lesson, or for those lessons when one has had little time to prepare.  What’s in your […]more…

  • Lesson plan 44: Women in power

    Published on 10th November, 2010 in Elessons by Martin McMorrow

    This elementary eLesson is about four women who have become the first elected leaders of their countries.more…

  • Monitoring: the skill 2

    Published on 4th November, 2010 in Teaching Tips by Frances Watkins

    Last week’s tip looked at some typical difficulties involved in monitoring and how to cater for these, in order to monitor effectively. The two suggestions given were signalling devices to inform students on an implicit level that you as teacher do not want to be directly involved at that point. […]more…

  • Lesson plan 43: Ancestors help the living

    Published on 1st November, 2010 in Elessons by Frances Watkins

    This pre-intermediate eLesson looks at the growth in availability and popularity of mammoth ivory and considers the extent to which this is ethical.more…

  • Monitoring: the skill

    Published on 28th October, 2010 in Teaching Tips by Frances Watkins

    Monitoring is a learnt skill, not a natural one. When monitoring students in oral fluency activities, eg a discussion, the following sometimes happens: students stop talking, feeling slightly self-conscious; one student dominates, in order to display their language to you; students redirect their conversations to you, instead of talking to […]more…

  • A free unit and some more free resources!

    Published on 27th October, 2010 in Author Blog by Lindsay Clandfield

    Sneak peek at Global Intermediate I’m pleased to announce that visitors to the Global site can now get a first look at Global Intermediate, due out in January 2010. Written by myself and co-author Rebecca Robb-Benne it’s probably contains some of my favourite lessons of the whole series. There’s lots […]more…

  • Dispatch from Peru – Listening in Lima

    Published on 26th October, 2010 in Author Blog by Lindsay Clandfield

    I was in Peru for the Britanico conference, a conference for the largest chain of language schools in the country more…

  • Lesson plan 42: The collection

    Published on 25th October, 2010 in Elessons by Robert Campbell

    This lesson is about objects from two collections, the British Museum and the Wellcome Collection. It invites students to consider why people collect things, and to discuss their own collections.more…

  • Exploiting students’ work in other classes

    Published on 21st October, 2010 in Teaching Tips by Frances Watkins

    Using students’ work in other classes can be stimulating and useful. Work done by one group of students can be shown to others at a similar level, or perhaps a lower one. I find that students creating the work for display are given a clear and motivating incentive; receiving students […]more…