Listening, like reading, is a passive skill but this does not make it any less important than the active skills of speaking or writing. After all, we cannot have a conversation if we can’t follow what the other person is saying. Think about the following questions related to teaching listening skills and then read on for the answers:
What types of listening skills do we use?
Is listening in the classroom more difficult than listening in the real world or vice versa?
We’ve just started a new CELTA course in Munich so instruction-giving is very much on my mind! This is something trainees should try to get sorted out asap but do sometimes struggle with, especially when teaching lower levels. So here are my “golden rules”.
In order to teach a specific item of language, for example a tense or a lexical set, it is essential that you, as the teacher, “know” this item thoroughly which is why on a CELTA course you are asked to include a language analysis on the lesson plan. What does this include and what do you need to consider? Here, in this third post in the series on lesson planning, we have the answers to these and other questions all about language analysis. Continue reading “A Guide to Lesson Planning: Language Analysis”
There are several different types of aims you should have on a lesson plan, typically the main aims of the lesson, the subsidiary aims of the lesson, your personal teaching development aims as well as an aim for each stage of the lesson. Confused as to what goes where? Read on for a succinct breakdown in the first of a series of blog posts on writing lesson plans. Continue reading “A Guide to Lesson Planning: Aims”
What was the last thing you wrote? A Whatsapp message? Shopping list? Maybe an email? So why are teachers still getting students to write descriptions of picture stories to practise writing skills? Let’s look at some ways of making our writing skills lessons more useful for real life. Continue reading “Developing Writing Skills in the EFL Classroom”