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Posts
- Category: Blog (continued)
- Category: Teaching Tips (continued)
- Old favourites: adapting board games
- Old favourites: Bingo revisited
- Playing with syntax
- Promoting fluency with very low level students
- Questioning ‘givens’: those pesky concept questions
- Reading aloud: when is it a good idea?
- Reading to speaking
- Reading to writing with narratives
- Realia to the rescue
- Repetition and memorisation: 'I went to market …'
- Responding to students’ own linguistic problems: activities
- Responding to students’ written work 1
- Responding to students’ written work 2
- Role cards and tension
- Sentence stress 1
- Sentence stress 2
- Spelling 1
- Spelling 2
- Student–student monitoring in oral fluency tasks
- Taking feedback
- Task language
- Teaching discoursally
- The human board game
- Think local
- Thinking backwards
- To personalise or not to personalise
- Transformation exercises: writing ideas at sentence level
- Understanding learning: assembling flat-packs
- Which 'English' should we teach - David Crystal
- White shirt overload: choosing appropriate practice activities
- Why is English a global language - David Crystal
- Word Stress
- Working with difficult language areas
- Writing role cards
- Category: Teaching Tips (continued)
- Category: Elessons
- Lesson Plan 10: Earth Hour
- Lesson Plan 11: Happy 21st Birthday
- Lesson Plan 12: Need a translation?
- Lesson Plan 13: Death of the dinosaurs
- Lesson Plan 14: The articulate hand
- Lesson Plan 15: The Changing Face of Reading
- Lesson Plan 16: Shakespeare: Unanswered Questions
- Lesson Plan 17: You're Grounded!
- Lesson Plan 18: Fact or Fiction?
- Lesson Plan 19: Oil Spill
- Lesson Plan 1: The noughties
- Lesson Plan 20: The Mozart Effect
- Lesson plan 21: The new heads of the family?
- Lesson plan 22: Bee story
- Lesson plan 23: The staycation
