Here is a random selection of our ELT Lesson Activity Plans. Pick one and take a look!
Articles and ideas
Many of these Articles have appeared in a variety of English Language Teaching publications and here we continue to write for teachers and colleagues in the field of ELT.
There are so many ideas and concepts in ELT competing for our attention that sometimes it's hard to see the wood for the trees.This article and map is intended as a way of keeping the big picture in view. Below, you will find a PDF of the shorter article, as published in the MET. You will also find the more complete article written up after the plenary talk at TESOL Spain.
Pronunciation is not only about the mouth, but also the ears. And, with English being a global language, the ears must learn to be flexible in order to make sense of all those varieties of spoken English out there. This article is about helping learners to deal with this variety.
In this second TESOL SPAIN article on the Common European Framewrok of Reference (CEFR), I consider the scaling of communicative proficiency using traditional lables (for example Elementary or Pre-intermediate) and CEFR levels (A1, A2, etc.).
This is the first of two aticles, written to provide contextual background for the TESOL SPAIN 25th National Convention, theme: Access Europe: Language as a Common Currency.
In this article, guest author Ricardo Sili suggests what teachers should prioritize when teaching English pronunciation to Brazilian speakers. The article first appeared in the IATEFL pron-sig newsletter Speak Out.
Guest author Ricardo Sili reports on what features of Brazilian English cause misunderstandings in conversations with other non-native speakers of English. The article first appeared in the IATEFL pron-sig newsletter Speak Out.
This article gives a step-by-guide for teachers who would like to use authentic audio recordings with B2-level students in the classroom. Along the way, it mentions the various challenges a non-expert listener might experience, and explains how we can devise confidence-building activities which address these problems.
Images could be described this way: "A picture is a text without words". This is what makes them invaluable for the language classroom. They provide rich and immediate content, but they leave it up to the student how to put that into words. They can't 'cut and paste' as they can from a text. It doesn't put words in their mouths.
These are a series of practical teaching ideas which I have been contibuting to the IATEFL Pron Sig magazine 'Speak Out'. They cover a range of different pronunciation issues:
1. Contrastive stress
2. The final -s suffix - plurals, present simple, possessives
3. Consonant sounds /t/ and /d/ at the ends of words
4. Dividing text into tone units
