Before you say anything, I am sorry. Yes, I know I've said it before, but this time I mean it. I know I have been silent for a few months, and that the last time I was this quiet I apologised and swore it would never happen again. Only it did happen again and here I am, saying sorry and promising not to forget about writing this blog for months on end, again. I have a good excuse. But then I always have a good excuse. But this time, it really...

Power To The Music              It is funny how people (students) may instantly think of CCR’s ‘Have you ever seen the rain?’ when you start off a conversation with the chunk ‘Have you ever Blahed?’. Have you ever (seen the rain? - lol) stopped and thought how powerful music can be in terms of learning opportunities? I bet you have, though. As I see it, music is what comes through my ears and touches my heart. In that sense here lies a powerful tool through which mankind has evolved with. Not only...

Do you have students that complain they can’t understand the listening tracks until you let them read the transcripts? The solution could be in Richard Cauldwell’s work, which has been brought to my attention by my dearest Higor Cavalcante. The author of Phonology for Listening and of the forthcoming A Syllabus for Listening, Cauldwell did an EVO webinar on Sunday and reminded us that it’s a jungle out there. In a very fitting metaphor, he explained we usually teach pronunciation of isolated words as if words were potted plants in...

Last January 3rd, my husband and I were driving back home from the beautiful state of Minas Gerais. Days before, during our stay in the effervescent Belo Horizonte, the capital city, we had met a very interesting twenty-something Japanese young man in the hostel. His name is Goro and he’d been living in Brazil for 2 years. He was doing some backpacking since this is his last month in Brazil. As we were all going back to São Paulo, we offered him a ride. A pause to explain: Goro's...

  "And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back." Robert Frost (1874-1963) It's the beginning of the semester and you are still getting to know your group of 10-year-olds. You have only just begun to set the ground rules for the group and you are still in doubt whether you should assign them homework or do the first homework assignments together in class so that they...

Em várias conversas com professores na DeProfPraProf sobre a estrutura de uma boa entrevista inicial, levantamento de necessidades, apresentação de proposta, fechamento, etc, têm aparecido também algumas perguntas sobre como fazer o nivelamento dos alunos. Daí eu gosto sempre de perguntar qual a finalidade do nivelamento onde, como todo mundo pode imaginar, sempre tenho como resposta que ele existe para podermos já iniciar as aulas no “ponto certo” das habilidades linguísticas do aluno em questão. Nesses momentos eu me lembro dos testes de nivelamento que eu apliquei em cada uma...

Following the topic of previous months - assessing young learners - I will here discuss a bit some types we can use with this age groups. Effective language assessment provides chances for children to use their abilities to demonstrate what they can do at their appropriate level. It requires acknowledgement of the principles we have already discussed last month and also of the curriculum goals as well as children's cognitive developmental, emotional and psychological stages [as I have briefly discussed even before]. In order to suit young learners’ reality best,...

Whatever needs analyses one carries out with their groups, there is every likelihood that 9 out 10 will record that they will want to improve their speaking skills best. At this point I do not believe that anyone involved in ELT would be surprised at this, yet we can witness the fact that developing speaking skills might still be a challenge that either provokes or haunts teachers, especially if they are confronted with high demands. Speaking of provocation, here we have some questions to which you might want to give...

Would you like to Like, Comment and Share? This is the activity I mentioned on my last blog post about the three key features to teach speaking. These are the instructions. Preparation:  cardstock paper, popsicle sticks, a pencil, templates, scissors and glue. Tell students they are going to have a group discussion about ‘dilemmas’ and that the Facebook symbols will be used for them to interact. Each student will be given a dilemma and they have to read it to the class. Students can also talk about their own...

By definition reading is the action of a person who looks at and understands the meaning of written or printed words or symbols. But there is much more to that than meet the eyes. Nuttall (1996:2) believes that not only does reading comprise decoding, deciphering and identifying words, but it is above all an opportunity for learners to draw meaning from the written text. Reading is a significant area of development in a language, either native or foreign, as we are surrounded by words daily. Unfortunately, some teachers are...