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Global English and the teaching of pronunciation

Submitted by TE Editor on 3 May, 2011 - 08:19

The emergence of so many different kinds (or 'varieties') of international English has caused a number of linguists to question the use of native speaker pronunciation models in the teaching of English.

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Using songs in the classroom

Submitted by TE Editor on 30 March, 2011 - 08:46

This is from a song workshop I gave some time ago. Take care with the copyright!
Songs can be exploited in many ways:

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Teaching without a coursebook

Submitted by TE Editor on 30 March, 2011 - 08:37

Whether you're starting with a new class or just changing direction a little the decision of how to structure a course without a coursebook can sometimes be difficult for a new or even experienced teacher.

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Testing - why bother?

Submitted by Andy Baxter on 15 March, 2011 - 12:02

This article will ask why we test learners of English. Before I start, let's get some terminology straight. I'm not talking about exams. We as a society need exams.

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Superlative noughts and crosses

Submitted by Derek Spafford on 19 January, 2011 - 10:52

I like to use this activity to promote the use of the superlative form. It utilises a well-known game that students find stimulating and fun to play.

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Lexical notebooks or vocabulary cards?

Submitted by Sally Trowbridge on 1 June, 2012 - 10:44

Few would doubt that students should leave a lesson with some kind of transcript of it: be it a notebook or, if technology allows, pages from an Interactive WhiteBoard (IWB) emailed to your students – in order to be able to go over the material covered in class.

As far as vocabulary learning is concerned, it is important to record new language in a way that is memorable and manageable.

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Revisiting texts

Submitted by TE Editor on 29 May, 2012 - 12:15

We often encourage our students to infer words from the context as they read and, as a result, they fail to notice useful lexis in the texts we use.

This is especially true in case of chunks consisting of the words students already know. For example, students may be familiar with run and risk but not know the collocation run a risk.

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Writing: mini things

Submitted by ellenpd on 9 May, 2012 - 15:57

Sometimes when we ask students to write a composition they spend very little time at the important editing stage. In this lesson students will do a couple of ‘short writing’ activities with the focus on editing and accuracy.

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Pairwork: tai chi classes

Submitted by Katherine Bilsb... on 1 May, 2012 - 08:32

This is a simple pairwork activity that can be used with low level groups to provide practice in the present simple question form – What does he/she do on…?, days of the week, times and leisure act

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Big numbers!

Submitted by ellenpd on 4 April, 2012 - 10:57

Lots of our students have problems with big numbers. Sometimes they don’t know where to say ‘and’. Sometimes they confuse numbers like ‘sixteen’ and ‘sixty’. In this lesson students revise big numbers in a fun way. First they play a guessing game, then they play Bingo! They finish with a pair work jigsaw reading activity.

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