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This form which follows has been designed to be filled in by the manager or the director of studies in a Language School at the end of any teachers’ meeting or after a number of meetings taking into consideration each participant separately.     The form aims at providing a clear picture of each participant’s contribution and level of performance during...

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In a study of the learning style of EFL students, Willing (1985) found four different learner types: • Concrete learners - who prefer the use of games, audio-visuals and pair work. • Analytical learners - who prefer structured study methods and texts, verbal-linguistic activities and self-correction. • Communicative learners - who prefer the use of role...

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Extensive reading is of primary importance in language development. Graded readers make reading accessible to more learners. Teachers notice great improvement overall when they use class readers and report that reading helps learners extend vocabulary in the most natural way. Getting everyone to read, however, is not easy. Teachers should focus on...

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  English language teaching could be viewed as a tapestry. The tapestry is woven from many strands. To produce a large, strong, beautiful, colourful tapestry, all strands must be interwoven in a skilful way. The opposite is likely to produce something small, weak, ragged, and pale -not recognizable as a tapestry at all. The same applies to teaching; in a...

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The following article refers to the theory, and the practice needed, for developing the Reading and Listening skills effectively. However, before getting into details concerning the two skills it would be helpful to provide a definition to the term ‘skill’ as far as language teaching is concerned. A ’skill’ is an action or procedure which may be developed...

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Washback effect: from assessment theory to teaching and learning practice

Washback effect: from assessment theory to teaching and learning practice

19 November 2019

The idea that testing holds a major role in language teaching and learning practices is nothing but knew. It can...

Mike Riley on Teaching, Managing and Leading

Mike Riley on Teaching, Managing and Leading

30 October 2019

Mike Riley is Global Teacher Training Manager at Macmillan Education. He spent over a decade at International House Milan. He...

Chris Roland talks about differentiated instruction

Chris Roland talks about differentiated instruction

30 October 2019

Chris is based in Seville at ELI language academy. He has also taught in Cádiz, Barcelona, Nottingham, Damascus and Aleppo....

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