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.
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.
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.
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.
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.