Summer 2017

(Reading time: 1 minute)

The enormous amount of existing materials for the teaching of English to young learners might lead us to think that everything has been invented and nothing is left to be discovered in EFL. But when you are in a real classroom working with children you realise that not all existing materials are equally successful in the class. Why is that? Why do children seem to like some of the materials straight away but do not pay attention to some others? What do children like and what are the main practical implications in terms of materials for the EFL class?

 

Presentation Skills? Seriously? (Part Six)

The main characteristic of human interaction, and presentations for that matter, is verbal communication. It covers just about all aspects of human activity: it is used to inform, to intimidate, to promise, to scare, to entertain, to threaten, and so...

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Hellenic American Union introduces a new B2 Level Exam

    Hellenic American Union introduces a new B2 Level Exam Assessment Board for Language Examinations: Level B2 (ABLE B2) The ABLE B2 is a standardized examination designed for candidates who wish to obtain certification of their competency in English as a second or...

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Strategy-Based Reading Instruction

    Theoretical Framework Defining Learning Strategies Learning strategies can be defined as “the thoughts and actions that students use to complete a task successfully” (Chamot, 2009 as cited in Taguchi, 2017, p. 63). The word “strategy” comes from the ancient Greek word “strategia”...

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IELTS Joint-Funded Research Programme 2018

  The IELTS partners (British Council, IDP: IELTS Australia, and Cambridge Assessment English) are pleased to invite applications for funding to undertake research in relation to IELTS. Research projects will be funded to a maximum of £45,000/AUS$70,000 and can last between...

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