This webinar from November 2018 is a good introduction to the concept of English as a Lingua Franca. The hour-long session gives an overview the following: (more…)
teacher development
Pronunciation articles for DipTESOL students
I’m trying to persuade our DipTESOL students to engage with some pronunciation-related research. I’ve hand-picked these five articles for their relevance to our context (well, the last one is more general), and I’ll be sharing them with our candidates this week. Thought I’d chuck them on the blog as well, as others might be interested in them. I’ve left in the reasons why I’ve chosen them for the candidates here – you might find they connect similarly to your own context. (more…)
#ObserveMe
I really like the #ObserveMe movement (see Robert Kaplinsky’s post here or the hashtag). However, I’m going to have to tweak things to make it work. (more…)
Tip: A planning matrix for research (Cohen et al, 2005)
Teaching functional language
A newly-qualified CELTA teacher has asked me for advice about how to deal with functional language. So… this is one of my approaches to teaching functional language! The example is from a lesson I did last weekend about the World Cup. The target language was phrases for making suggestions/giving advice, along with agreeing and disagreeing with the advice. (more…)
Training: Improve your whiteboard work
I’ve written a training session about whiteboard work designed for our CELTA level teachers. After the last round of teacher observations we established that boarding new/emergent vocabulary was an area for development. This session includes some tips to help teachers develop their technique. It’s primarily aimed a less-experienced teachers – I remember this topic being covered on the CELTA but it’s something that’s easy to let slip (in my opinion!). (more…)
1000 words on… Correcting spoken errors
This is an interesting topic I’ve been revisiting this week. I wrote about it during my diploma (see here) and I like how relevant and applicable this topic is to my classroom practice.
Lyster and Ranta (1997) suggest that there are six common correction techniques used by teachers. That is, when they are correcting spoken errors. These techniques are: (more…)
