They are an excellent way to work on your, or your students’, listening skills, as you can listen to them as many times as you want to. If you’re feeling adventurous, you can also manipulate files so that they are faster or slower, or so that you are only listening to an excerpt of the whole programme.
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The blog topics for March/April are below:
But deeper understanding can only occur with the ability to reflect: to review, to notice, and to think carefully about what had taken place.
This is true for our students and is certainly true for us teachers looking to improve our practice.
But how can we become more reflective teachers?
1. Formal Observations
Many schools have a Director of Studies observing a teacher when they are newly employed, and subsequently, once every 6 months or more. Such observations often have an evaluative function.
I recently started to brush up my German. I last studied German many years ago at school and I can’t say that it was a great success. In fact, I failed the exam and had to retake it. Hardly surprising, as I seem to remember spending a good portion of the exam time writing out David Bowie lyrics!
Apologies for the late posting of this month's blog topics! Here they are.
Promoting 21st Century Skills is one of the professional practices in the British Council’s new Continuing Professional Development (CPD) framework. But what exactly are 21st Century skills and are they the same as digital literacies?
In two recent articles written by Gavin Dudeney, he explores the four key digital literacies: focus on connections, on language, on information and on (re)design. He also looks at the distinction between these and 21st century skills.
This is thanks to all of your blog posts throughout May and June this year. Last month, over 65,000 people read your blog posts!
Our four new topics for July and August 2016 look at the theme of 'managing the lesson' and ask you to think about some of the approaches you use when teaching, giving feedback, challenging students and thinking about effective classroom management
I feel the idea of feedback during error correction a loaded answer, as it is always different for the students you are teaching and where you are teaching. For example, in one country I taught, as the teacher, you were expected to give feedback. However, when I worked in another country, it was more of a collaborative effort and no one wanted to be told they were wrong by a teacher. Some students react differently to teacher-feedback - some need it, some hate it.
More than a thousand participants used English as their main working language; and everybody spoke the same language in more ways than one. In between and after the sessions one could see spontaneously formed groups of researchers animatedly discussing various problems in their own mother-tongue(s) too. I listened to a group of young scientists from Germany, Czech Republic, the USA, the UK and France talk about their post-doctorate courses in France. Their concerns and hopes are similar to anybody else’s.
Ask Answer Add - A Speaking Activity to Help Learners Maintain a Natural Conversation
Lots of authors have their first experience of developing materials when they create things for their own classes, either through necessity or because they want to personalise or substitute a course book they are using.