Cambridge DELTA Syllabus
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S.P. Corder on Learner Errors – A summary
This is a summary of S.P.Corder’s chapter ‘Error Analysis’ (reference below) which contains all the basic terminology required for this area. Types of Errors Native speakers may produce errors (readily […]
N is for New Information
This is the first of a series of posts intended to introduce some basic concepts of Discourse Analysis and to illustrate them in a fun, if possible, way Definition & […]
P is for Politeness in Conversational English – a Discourse Perspective
Many teachers who have had the opportunity to read discourse analysis either at University or on a PD course such as the Cambridge DELTA, express great interest in this way […]
My 11 from '11
<![CDATA[Am taking up Adam Simpson’s challenge, well, not really a challenge, more like an invitation but such a nice way to look back at what I have blogged about this year. Adam said, “Choose the best 11” but I must confess I don’t write as many posts as all that. Some people seem […]
Can you teach a Dogme Lesson on your Cambridge DELTA?
This post is written in response and as part of a twitter conversation with Martin Sketchley – @ELTexperiences on Twitter. His blog post on his own Dogme observed lesson can be found at the end of this post. In the days before writing his experimental asignment for the DELTA course, […]
Are you ready to go beyond your comfort zone?
<![CDATA[ Once an English teacher has put a few years of experience under their belt, they often come to a point in their teaching career where they are beginning to feel the need for further professional development. This is a stage akin to the intermediate learning plateau that learners of […]
A is for Advance Organisers
Reading and listening are highly complex activities and, yet, in the foreign language classroom, they are often approached as if texts are just collections of words and grammatical patterns which […]
Tradition Revisited & Revamped: “The Result will be Inflaming you”
What are the good things you can draw from each of the approaches labelled traditional? How have you adapted them or changed them/renovated them and how do you integrate them […]