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Watch a recording of this webinar with Hania Kryszewska, where she looks at focusing on lexis and the lexical approach.

This is the third in a series of four articles on transforming activities for creativity. The first introduced the concept of creativity in the language classroom.

Use this lesson with secondary learners at CEFR B1 / B2 level to practise comparing urban and rural lifestyles. 

Concept checking is finding out if a learner has understood a new item. There are a variety of ways to do this, including asking concept questions.

When checking the answers to an exercise or activity, teachers can often revert to a more traditional role, where they stand at the front of the room, and they ask students for their answers and tell them whether they are right. I am going to tell you about my practice at the British Council in Cameroon.

Mario Rinvolucri uses the term ‘thinking frames' to describe useful ways of thinking about what he does in the classroom.

Our latest tip looks at ‘Critical thinking’. Watch Alister using the map of the world with his young learner class to encourage greater critical thinking in language learning.

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Making sure that students understand what is happening in the lesson and that they have understood the language you have taught them can at times be very difficult.

In a standard language focus lesson following a PPP (present, practise, produce) or similar format, the target language (structure or vocabulary) is normally presented in context, then isolated and analysed.

This activity promotes recognition of the past continuous followed by practice. It utilises a well-known lateral thinking story.