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My favourite filler

Published by on 2 May, 2013 | Tags: , , , , , , ,

What you prepare: A set of 4-5 minimal pairs that focus on a possible problem sound for your learners. So, for Hungarian learners, distinguishing between /w/ and /v/ is problematic (there is no /w/ in Hungarian), and a possible set of pairs could be: vine-wine, vein/vane-wane, vow-wow, a vial/awhile.

What you do:
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The lost art of… listening

Published by on 26 April, 2013 | Tags: , , ,

1288797 17766700 The lost art of... listeningWhether you’re an English teacher or a teacher trainer, you probably focus a lot of your energy and technique on getting your ‘subjects’ to speak. Your goal may vary considerably from one occasion to the next; you may be trying to get them to practice a language point, to make a comment on the topic of the day so that you can move on to the reading task, or, if you’re a trainer, you may be getting a trainee to make what you hope is a relevant comment on a lesson in teaching practice (so that you can move onto your agenda?). Whatever your goal, and however you prompt your subject(s), one factor that is going to have a major impact on their response has nothing to do with how you set things up; it’s rather how you listen. In short, if you are able to listen genuinely, if the quality of your listening is ‘authentic’, the quality and sophistication of your ‘subjects’’ response will be enhanced.

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