Download a free resource for teachers! A couple of weeks ago, my students requested a lesson on pronouncing place names in London and England because they were always having difficulty making themselves understood at train and coach stations. I didn’t find many resources on the Internet designed for language students, only more technical guides that often … Continue reading How to pronounce English place names
Many thanks to Adi Rajan for this interesting and very positive appraisal of the CAP model!
It’s a real pity Jason Alexander’s session at IATEFL 2017 wasn’t recorded. I’m grateful to Silvana Richardson whose tweets gave me a bit of a window into what he presented. His Context Analysis Practice (CAP) model truly validates what teacher trainers, particularly on the CELTA, have been using as a basic framework for lesson planning. During my CELTA tutor-in-training program, one of the trainees, asked me what she should write under approach on her top sheet. I was genuinely puzzled because the lesson shape wasn’t really PPP, nor was it text-based and I now have a label for it.
— Silvana Richardson (@laIoli) April 5, 2017
It also makes sense to explicitly call attention to context especially within the CELTA given the primacy of establishing a meaningful communicative context within the…
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The first of 2 articles on the 3-stage lesson planning model that I propose has just been published in the IATEFL Teacher Education Newsletter. In the article I argue that CAP is more appropriate and more relevant for today’s teaching and teacher education courses than alternatives such as PPP, ESA, etc. It's also the topic … Continue reading CAP – Context, Analysis, Practice: A lesson planning model for language teacher education
Some of us love grammar lessons, but others... If you, or your learners, fall into the second category, one great way to make grammar meaningful, interesting and even edifying is to adapt stories to include a little grammar that you can then extract and analyse. Stories provide for 'Context, Analysis and Practice' (C-A-P: something I'll be … Continue reading The Farmer and the Fortune Teller: Using stories to teach grammar
For trainee teachers on pre-service training courses, ICQs (instruction check questions) and CCQs (concept check questions) can often be some of the most challenging things to get right. Yet, when compared with many other aspects of pre-service training courses, there is a comparatively low survival rate for check questions (CQs) after trainees graduate. Indeed, when … Continue reading ‘Do you understand?’ – A case for reassessment
Earlier this year I became concerned that I was over-correcting my adult students during speaking activities. I tend to use both direct correction and delayed correction (via the board) depending on the situation. I know that many of my learners do want me to correct them directly, but I wasn’t sure that all of them … Continue reading Traffic lights: A free resource for correcting errors and checking understanding
Anyone who speaks two or more languages will be aware that there are linguistic ‘gaps’ in all languages. Given that English is now established as the predominant lingua franca of the world, the existence of such gaps can be at best inconvenient, and at worst, it may influence what we say or think (depending on … Continue reading Holes in the English language
On Saturday 19th November at 13:30pm (UK time), I led a webinar on Teaching English in Large Classes for British Council English Agenda. The webinar focused on English language teaching, adopting a sociocultural perspective that aims to situate the English language teacher in her/his local teaching community. This is in contrast to what often happens in … Continue reading Teaching English in Large Classes – forthcoming webinar
I'm proud to announce that my book Speaking Games (2014, Delta Publishing) has been shortlisted for the English Speaking Union Duke of Edinburgh Award for Resources for Teachers, one of four titles in its category. This prestigious award celebrates innovation and good practice in English language teaching. This year the judges were looking in particular for … Continue reading Speaking Games shortlisted for ESU Duke of Edinburgh award
Now available in Advance Access in ELT Journal. May Pang recently wrote an interesting critique of my 2015 ELT Journal article ‘Affordance, learning opportunities and the lesson plan pro forma’. Pang’s piece in the current ELT Journal (‘Companion guides for lesson planning: a planning template and the lesson plan pro forma’) follows her earlier article … Continue reading A fundamental dichotomy in ELT methodology: A response to Pang (forthcoming)