James Taylor: Encouraging students to do a deep dive

If you grab a coursebook near you and open it at a random and take a look at a listening activity, you will almost definitely find the following formula:
1)     Pre-listening task to make the students familiar with the topic
2)     A question so the students get the general idea about the listening
3)     Some questions so the students get more detailed information from the listening
4)     Follow up work on a grammar or vocabulary point.
5)     Some f
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James Taylor: PPP, TTT, TBL, Dogme

If you’re a curious teacher (and you’re reading this, so I guess you are!), then I’m sure you will have some idea about the different teaching methodologies and approaches that have emerged throughout the history of English language teaching. The last century saw a radical shift from the now outdated Grammar Translation method all the way through to the beginnings of communicative language teaching (CLT) in the seventies.
But what you might also notice is that since then we haven’t really seen any new credible methodologies emerge.
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Chia Suan Chong: Language change and error correction

But before we consider how to tackle errors in the classroom, perhaps it might be helpful to first reflect on what we consider to be errors, and whether these ‘errors’ are worth spending our valuable classroom time on.
For this post, I’ve chosen to leave the linguistic distinction between the terms ‘error’ and ‘mistake’ at the door and deal simply with the concept of what we consider to be correct or incorrect English.
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Sandy Millin: Turning points

Where am I now?
I currently work as the Director of Studies (DoS) at International House Bydgoszcz, Poland. I’m also a CELTA trainer and I do some materials writing (and have published an ebook on speaking skills). None of this was planned, though I knew that at some point I wanted to move into management, and perhaps own a school. Now I’m not so sure I want the stress of being an owner!
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Blog topics for July and August 2016

This is thanks to all of your blog posts throughout May and June this year. Last month, over 65,000 people read your blog posts!

Our four new topics for July and August 2016 look at the theme of 'managing the lesson' and ask you to think about some of the approaches you use when teaching, giving feedback, challenging students and thinking about effective classroom management

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Lessons learned – The most challenging class I have faced

Has a student or a class ever brought you to tears? This blog post is about class that brought my partner teacher to tears and took me to the edge of despair. It was back in the spring of 2001 when I was a relatively new and inexperienced teacher. My partner teacher was even less experienced than I was at that time. I remember worrying about this particular class every weekend, but there was one particular day when everything that could go wrong, did, and horribly so.

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Approaches and Methodologies in Teaching English - Do They Leave Space For Spontaneity?

In a classroom situation do we actually follow the models or stray away to respond to the emerging situation , and yet achieve the learning aims is something worth reflecting upon?

For me teaching methodologies are like ‘straight Jackets’ that help us slip into the lesson and ‘play safe’ making it easier for us to meet ‘our’ aims. But do we stick to these when we are in a classroom or wander away to deal with emergent language or spontaneity. I recount a lesson while being observed for my DELTA. It was a Vocabulary lesson and I was following text based approach.

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4 ways to give meaningful feedback

Feedback plays a central role in the learning process - it reminds students of their strengths and weaknesses, provides them with the motivation to improve and gives them room for reflection, right? Well, not always. It's very easy for us teachers to fall into the trap of seeing feedback as a means of isolating and highlighting students' weaknesses. Sometimes we do so because we wholeheartedly believe that by drawing students attention to areas they struggle with they can identify their mistakes more easily and therefore work towards correcting them.

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