Submitted by TE Editor on 9 November, 2011 - 16:43
As a teacher I had always perceived 'reading aloud' as a 'taboo' in the EFL classroom since it focuses specifically on a 'bottom-up' approach where learners can fall into traps of worrying about 100% comprehension or simply read aloud without understanding the text.
In this article, informed by the Lexical Approach, I reflect on grammar instruction in the classroom, including my own teaching, and make suggestions on how it can be 'lexicalised'. I consider the problems with 'traditional' grammar teaching before arguing that what we actually need is more grammar input as well as showing how lexis can provide necessary 'crutches' for the learner.
Submitted by Luke Meddings on 19 October, 2011 - 17:18
This is an activity 'about' the internet, but it doesn't start online. In fact it has to start offline: the idea is that students try and predict the first paragraph of the Wikipedia entry for their town, region or country.
Submitted by Luke Meddings on 19 October, 2011 - 17:15
If you teach young learners who are all the same age and live in the same town, opportunities for sharing and comparing life experiences can feel more limited than they would be in a multi-national class of adult learners.
Submitted by Sally Trowbridge on 4 October, 2011 - 13:01
This lesson is about portraits and drawing. Students do a running dictation in pairs, listen to and respond to a partner’s instructions to draw a face together, and then take part in a group discussion.
Theme: What is a challenging learner? Why do some learners challenge us more than others? How can we understand challenging behaviour in a different way so that we can teach these learners better in the classroom? This webinar will address these questions and explain the effects of loss, trauma, violence and neglect on the brain, learning and behaviour.
About the speaker: Marie Delaney is Director of The Learning Harbour, Cork, Ireland. She is a teacher, trainer and Educational Psychotherapist with many years of experience of working with school management, staff and pupils around challenging behaviour.