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.
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
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.
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.Blogs
This is Scott Thornbury's second article for TeachingEnglish.
The postmethod condition
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.
This is the second article in a three part series.
When I write a new word up on the board, I rarely only write the word itself. I try to consider what extra useful information I should include.
This is related of course to my aims but also in a more general way to what my learners need to know and how they can understand this.
This is the first of three articles on designing Business English programmes to suit students' needs.
As you all know, for the past several decades, English has grown into the primary language for international communication.
I am always reluctant to use choral drills in my classes to practise spoken language but my learners’ reactions always prove me wrong.
They seem to really enjoy this kind of activity. The alternative ways of setting this up to make it more communicative, including peer-led work, are useful.