Submitted by Paul Braddock on 4 June, 2012 - 12:21
Very often students know the meaning of a word but don’t know how to use it correctly. This is often because they don’t know what words go with what other words, i.e. collocations.
Submitted by Sally Trowbridge on 22 May, 2012 - 12:12
The beginning of a meeting presents a major dilemma: is it better to get straight down to business, or is it important to allow or even encourage small talk? The texts in this lesson present arguments from opposing viewpoints, which may help students to question their own assumptions. The lesson goes on to introduce useful language for both small talk and getting down to business, with practice in the form of role-plays.
Submitted by TE Editor on 12 February, 2009 - 17:49
The human body is a wide-ranging, interesting topic which can be used to teach not only language skills, but also has cross-curricular links which can be exploited in class.
Submitted by Chris Trickett on 24 August, 2008 - 08:13
I use this activity with higher-Elementary level students, primarily to practise vocabulary and collocations related to house and home, but also as an early confidence builder for speaking skills.
This activity follows on from the Think article Lexical exploitation of texts. It is often necessary to recycle new words several times in class before they become part of learners' active vocabulary,
Submitted by TE Editor on 14 September, 2006 - 13:00
Reading and listening texts are often used in the ELT classroom to practise receptive skills and / or as the introduction to a topic or language point.
Submitted by TE Editor on 5 September, 2006 - 13:00
Why should we encourage students to use dictionaries? Dictionaries develop learner autonomy. They are a handy resource for researching different meanings, collocations, examples of use and standard pronunciation.
