It is a place for staff to share teaching ideas
26/08/2016
Contributions to Creative Classrooms “Contributions to Creative Classrooms” is a unique ELTA publication. It is a collection of activities developed by the teachers who attended the ELTA/British Council training course “Creativity in the English Language Classroom”. The course was supported by the British Council and based on the Briti...
07/06/2016
https://elt-resourceful.com/2014/11/26/decoding-skills-for-listening-a-collection-of-useful-links/
Decoding skills for listening: a collection of useful links About two and a half years ago I wrote a blog post entitled, Decoding skills: a neglected part of listening comprehension? In the time since then it seems that many of us have stopped neglecting th…
http://elise.arts.kuleuven.be/moodle/file.php?file=%2F1%2Fpublic%2FJohn_Field_-_Listening%2FLeuven_Day_1_Morning_teachers.pdf
27/05/2016
http://www.adrianunderhill.com/2016/05/19/to-drill-or-not-to-drill/
To drill or not to drill? To drill or not to drill? This question is raised by teacher Traci Dailey (while attending the Trinity College Teacher Training Diploma). I’ve been looking a lot at different ways of integrat…
Skills: assessing speaking skills Teachers are often asked to evaluate learner progress during courses, maybe by preparing progress tests. Teachers often feel unsure as to the best way to do this. Here are some ideas.
14/04/2016
Classroom practice – Listen closely, learning styles are a lost cause - news - TES It’s time to stop labelling pupils as visual, auditory or kinaesthetic learners. Research has consistently shown the theory to be false
30/03/2016
https://www.youtube.com/watch?v=fjXdvgHNSX4&index=3&list=PL-oYKB0D9-E0jhYdYscPMrcPwFjR4xqJm
What is blended learning, and how does it work in practice? Want to know more about blended learning, and how to implement the blended learning approach within your class? In this webinar recording, Nicky Hockly, cont...
https://www.teachingenglish.org.uk/article/unit-4-reading-skills
Unit 4: Reading skills The reason that we read affects how we read so for example if we are following instructions we will read differently than if we are reading to find out information.
24/03/2016
https://www.teachingenglish.org.uk/article/lizzie-pinard-fostering-learner-autonomy
Lizzie Pinard - Fostering learner autonomy Watch a recording of Lizzie Pinard's talk from 15 March 2016 talking about how we can foster learner autonomy by helping our students negotiate real and virtual environments outside of the classroom to develop their English.
Reported speech – tips and activities Tips and ideas from Kerry Maxwell and Lindsay Clandfield on teaching reported speech.