Greetings to all around the world.

Greetings to all around the world. Work in the English Language and Literature Department at a university in Korea and I've been teaching for more than 10 years. Penny Ur was instrumental when I was taking my Trinity Diploma in TESOL, ie, her position on the use of music in the classroom helped me with my action research. I'm looking forward to gleaning any more tips from her!

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I really enjoyed Tip 7 in how simple yet effective is to make everyday exercises more interesting, engaging, and...

I really enjoyed Tip 7 in how simple yet effective is to make everyday exercises more interesting, engaging, and memorable. Tip 8 is another great one. By chance, I saw Carolyn Graham once at ETJ Tokyo EXPO (English Teachers in Japan) where I was volunteering on tech support and she needed help setting up and cueing some things. I'd been wondering how to reach learners who'd felt they'd grown out of singing songs in class, her jazz chants seemed just the ticket I was looking for! However, it was a while before I had an opportunity to use them in class, but when I tried some motivation chants with 1st year uni students, it went over really well and much better than expected. So, it became 'a keeper'! I'm getting better You're getting better We're getting better now Step by step Day by day I introduced it orally first as a whole class choral listen and repeat, line by line, then building up. Teams of 4-5 then had to work together to recall and write it dow...
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Thanks Penny for sharing an interesting topic: error correction.

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Thanks Penny for sharing an interesting topic: error correction. Allow me to share with you what my students and I have done with the error correction practices in our essay writing class. 1. I have encouraged my students to do peer-review as a part of writing cycle before submitting their final drafts. We did that using Google doc. I see this peer-review activities worth doing at least based on the following considerations: a. Learn how to read carefully, with attention to the details of a piece of writing (whether their own or another writer’s); b. Learn how to strengthen their writing by taking into account the responses of actual and anticipated readers; c.Learn how to formulate and communicate constructive feedback on a peer’s work; d. Learn how to gather and respond to feedback on their own work. 2. Before the peer-review session, I taught some techniques of correcting their peer's to them: make the errors explicit so that the writers knew about what and how to improve the e...
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Hi all, sorry to be a late addition to the discussion.

Hi all, sorry to be a late addition to the discussion. I had a friend visiting from Canada and was off hosting and gallivanting around Japan a bit. I enjoyed session 2 (and found myself trying to type in replies) but don't regret the opportunity to enjoy a 50 year old Yamazaki whisky. But back to work! First off, I love the present perfect activity tied to elicit certain expressions.... definitely borrowing that one. Secondly, I sure wish I had attended this course 18 years ago. Some painful missteps as a young teacher could have been avoided by these lovely tips. As a teacher of young learners (now) I find that if I distract them by "disguising" the oral activity with an active game. Even with new students, I find it very successful to divide a class into two or three groups and play a version of musical chairs (slightly more chairs than half of the students), except that each round is an introductory question (how are you, age, birthday, etc). Standing students ...
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