I got my first teaching job in 1984, working at a large boy's secondary school in El Obeid, Sudan. This experience made it very clear to me that there's a lot more to teaching English than just being able to speak the language!
The tasks, texts and language focus in English Result Pre-intermediate have been desgined to take a strong A1-level students to A2+ on the Common European Framework of Reference (CEFR).
English Result Elementary is designed to take a false beginner to A1 or A1+ on the Common European Framework of Reference (CEFR) scales. The core syllabus (see Resources below), covers and
It's always interestingj to share ideas about how to approach presenting at conferences. I was thinking about the way I approach them myself, often unconsciously, and here are a list of DOs and DON'Ts which I came up with.
Students look at a picture and try to describe it from memory. They listen to a poem and relate it to the picture. Then they read the poem and decide on the points of view in each verse.
In Pen Pictures 1, pupils are given attractive visuals to fire their imagination and support them in writing a variety of different texts. These include writing a dialogue, a poem, a notice, an advert, a postcard and a short composition.
There are lots of different game types in this book - board games, crossword puzzles, card games, chant games... Why games? I like them because they offer bite-sized challenge.
If you, the teacher, don't have your students' attention, they aren't going to learn anything from you. If that's what you want, here are some tips for you (If you DO want their attention, just reverse the tips!).
IATEFL Pronunciation SIG newsletter Speak Out, Dec 2006
This article consists of two parts. In the first part, I will argue that the rejection of certain pronunciation materials on the grounds that they are not communicative may be unjustified. In this argument, I will make use of the concept of language play.
