Mar 14, 2025 Core Principles, Coursebooks, Grammar, Lesson planning Do we really need needs analysis? Teachers are often urged to conduct a needs analysis at the start of their course. But if your analysis is just choosing a coursebook, don’t feel guilty. The reality of most teachers’ contexts and the students they have is that a formal needs analysis often won’t produce anything you don’t know already or lead to […]
Feb 26, 2025 Classroom Activities, Core Principles, Developing materials, Opinions, Teaching lexically Planning lessons: chat is an outcome too. When we talk about planning lessons that have an outcome, teachers often misinterpret this as meaning all lessons should have a clear practical benefit. They may feel that following an action-oriented approach (as follow the CEFR calls it), means we should only design or select tasks where students role-play practical activities, resolve problems, or reach […]
Feb 14, 2025 Classroom Activities, Core Principles, Teaching lexically, Uncategorized How should I use my coursebook? With principles! It seems that most teachers see the value of using a coursebook, but the bigger question is: how should I use them? That was my conclusion from reading a recent post on LinkedIn by Katherine Bilsborough. She asked for English language teachers who were anti-coursebook to explain why they were against using them. As it […]
Nov 14, 2024 Classroom Activities, Core Principles, Exploiting Exercises, Pronunciation Dictation and decoding A long time ago I did a Diploma in TEFL and I remember a particular piece of feedback I was given after one of my observed lessons. In this lesson, I’d dictated a series of words to the students. Now, I can’t remember exactly what those words were or why I was dictating them, but […]
Mar 28, 2019 Beginners & Low levels, Chunks, Core Principles, Coursebooks, Developing materials, Grammar Teaching grammar at low levels through chunks We could be teaching more grammar at low levels through grammaticalized chunks. We already do it sometimes, but we do it very inconsistently. Ironically, that’s because the syllabus at low levels is defined by teaching grammar, rather than being guided by what students need and want to say. Would you like some more chunks?The best […]
