Google and the lexical approach

      The web is a limitless source of linguistic examples for your students. Google (and other search engines) can be used to organise and select web-based text in a way that is pedagogically useful.

      Google is special among search engines in that it has become a starting point for enquiries and data searches of all forms.

      Average: 4.2 (23 votes)

      Exploiting tape scripts

      When I do extended listening exercises using pre-recorded material, I always have a photocopy of the tape script ready for the learners.

      I sometimes give this to them after we have finished comprehension activities and get them to read and listen again.

      Average: 3.8 (29 votes)

      Ongoing assessment - fun not fear!

      In my experience of teaching juniors (6-11) and seniors (11-16) I have found that there is a notable difference in their attitudes to assessment.

      Average: 3.8 (69 votes)

      BritLit - Using literature in EFL classrooms

      This e-book was originally published in print form by the Catalan Teachers of English Association, Associació de Professors d'Anglès de Catalunya (APAC), to help launch the BritLit initiative at the APAC Congress in February 2009.

      It coincided with a visit to schools in the city of author Louise Cooper, who also contributes to this book, and a short series of workshops for teachers about the project.
      Average: 4.1 (30 votes)


      Eliciting (elicitation) is term which describes a range of techniques which enable the teacher to get learners to provide information rather than giving it to them.

      Commonly, eliciting is used to ask learners to come up with vocabulary and language forms and rules, and to brainstorm a topic at the start of a skills lesson.

      Average: 4.2 (98 votes)

      To group or not to group?

      Before I move my learners around and put them into new groupings, I try to ask myself if it is really necessary and will help me achieve my lesson aims better.

      When my learners complain about being moved around, I try to listen to their concerns and put myself in their shoes. I remember how annoying I found it when I was a language learner.

      Average: 3.3 (46 votes)

      Why do we do that?

      Learners have a lot of questions about how they should learn a language, and often form their own answers, which we need to discuss.

      Many of these answers are not necessarily things you agree with, and discussion also gives you an opportunity to explain your beliefs about language learning and how this translates into what you a

      Average: 4.1 (31 votes)

      Designing Business English programmes 3

      This is the final article in a three part series. 

      In the first part we looked at needs analysis and how to define goals and objectives.

      Average: 4.1 (74 votes)

      Using Social Media in the Classroom

      I’m a big fan of social media. Facebook, Twitter, blogging platforms and other ‘web 2.0’ sites offer users the ability to publish their thoughts and exchange ideas with a global audience.

      In this article I will be discussing ways that you can use social media in your classes and courses.


      Average: 3 (3 votes)

      Emphasis on phonemic script

      The phonemic script is a very useful tool for my classes but not one that all my learners are comfortable with.

      I always try to introduce it to new groups, with special emphasis on how it can help them find the pronunciation of new words in dictionaries, but I don’t push the system onto learners.

      Average: 3.9 (19 votes)
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