Search

In a previous article, I emphasised the importance of checking understanding in the process of teaching new structures and lexis, particularly through the use of concept questions.

Functions refer to what items of language actually do in a real context, as opposed to what they might mean literally.

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.

There seems to be a widely held belief that English, in common with the British who speak it, is a very formal language. In my experience, English does not seem any more or less formal than other languages.

Categorisation is a task where learners have to put language into different categories.

Visual representations of information are by no means an innovation in education. The use of graphs and charts to represent statistical information and time-lines showing the sequence of historical events have long been accepted tools, while in language teaching, the mind map is already a common aid to brainstorming a topic.

Watch a recording of this talk by Chia Suan Chong from November 2012.

This is like a role-play activity with no dialogue!

A term from cognitive psychology; a script is a sequence of events and actions that are related to specific situations.

A holistic approach to language sees it as a whole, which is not divisible in a meaningful way for teaching.