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.

Language Teaching in a European Context (I)

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Publication: 
TESOL SPAIN Newsletter 2001
Articles - hancockmcdonald.com/ideas

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.

Priorities in pronunciation teaching

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Publication: 
Speak Out 2009
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.

A small-scale investigation into the intelligibility of the pronunciation of Brazilian intermediate students

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Publication: 
Speak Out 1998
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.

Authentic Listening Step by Step

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Articles - hancockmcdonald.com/ideas

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.

Using Pictures in ELT

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Articles - hancockmcdonald.com/ideas

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.

Short and Practical Pronunciation Teaching Ideas

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Publication: 
IATEFL Pronunciation SIG newsletter 'Speak Out'
Articles - hancockmcdonald.com/ideas

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

Teaching Writing to School Children

Publication: 
IATEFL young learners sig journal CATS, Spring 2000
Articles - hancockmcdonald.com/ideas

Writing has a bad reputation in many schools, for both teachers and students. For the teacher, it means marking a pile of compositions and they are almost always worse than expected. For many students, writing is a boring chore and an “opportunity” to make a lot of mistakes.However, we believe that writing can be a very interesting and involving activity for students of English.

Politeness is not just please and thank you

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Publication: 
English Teaching Professional 2010, issue 70
Articles - hancockmcdonald.com/ideas

'Say please!', children are often told, after saying something like 'Give me a biscuit'. If they ask why, they may receive the explanation, 'Because it's polite'. We English teachers sometimes do the same.

Motivation: the inside story

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Publication: 
Procedia Social and Behavioural Sciences 3 (2010) 24-27
Articles - hancockmcdonald.com/ideas

In this article, we will look at the difference between extrinsic and intrinsic motivation, and why extrinsic motivation alone is not satisfactory for learning in the long run. It is suggested that although students may embark on learning for extrinsic reasons, a more intrinsic motivation can be developed in the classroom.

Keeping the vision alive: Maintaining motivation and promoting effective learning

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Publication: 
Procedia - Social and Behavioral Sciences, Volume 3, 2010, pages 190-193

In this article, I look at several techniques and approaches we could use to help learners perceive the value of general classroom activities and to experience success in the communicative tasks we ask them to do. When used together, these techniques and approaches can generate, maintain and protect motivation.

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