I don’t think I have ever taught or observed an advanced lesson that went seriously wrong. I mean cringe-worthy wrong. Which is hardly surprising.
After all, advanced students have been in the game long enough and know enough English to ensure that most of our lessons run – at worst – relatively smoothly.
But I have often walked out of lively, fun, seemingly trouble-free C1 lessons, wondering deep down how much learning had really taken place. And this has bothered me at least since 1996, which is when I began to take a hard look at advanced students and their ever-so-overlooked needs. Here are some of the things I’ve learned:
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Internet memes are all around us these days. Whether you like them or not, you are bombarded with them 24/7 through social media. And so are your learners – kids, teens and adults who sometimes find learning about grammar difficult… or just dead boring! So how can you take advantage of internet memes to help your learners understand grammar? In other words, how can you use internet memes for checking key grammar concepts? Read on and find out. Continue reading Internet memes & concept checking, by Marcelo de Cristo
Does teacher talking time matter?
If you’ve been in the profession long enough, chances are that you’ve either been told that your teacher talking time (TTT) was way too high or that you’ve told another teacher (perhaps during peer observation, for example) that his or her teacher talking time was too high.
Continue reading Teacher talking time – it’s complicated
Making (great) use of dialogues in the EFL classroom
When I was a teenager (early 90s) studying at this language school in Bebedouro/SP coming up with authentic material to study outside of the classroom was not an easy task. I depended on people who went to the States to record TV shows on VHS tapes so I could have a taste of what real English was like. Continue reading guest writer: Adir Ferreira