RichmondShare Blog | High quality content and interaction in the ELT world | Página 93 de 96 | RichmondShare is a free-access blog aimed at teachers and future teachers of English as a Foreign Language where ELT professionals (authors, editors, teachers educators, teachers etc) share their ideas, experiences and reflections.

Lesson 1: Native and non-native teachers; horses for courses

26 de fevereiro de 2014

Long ago, in 1981, before many of you were even contemplated, I was teaching at the British Council, Cairo, Egypt. An expensive, imported gringo, I was energetic, attractive, hirsuit, super-keen having just done my second TEFL diploma, and feeling like ‘Superteacher’. But, I quickly learned some important pedagogical lessons. I’ll blog a few of them...Read More

Language Acquisition

bi-lingual, native speakers, Native teacher, non-native teacher

Teaching Grammar as a Process

26 de fevereiro de 2014

by Denilso de Lima

As an ELT professional and author in Brazil, I am well known as a Lexical Approach evangelist. I know some of you out there do not take the Lexical Approach as an approach. You may think it is only a series of techniques for teaching vocabulary: collocations, phrasal verbs, idioms, fixed sentences, semi fixed sentences...Read More

Grammar

approach, chunks, formulaic language, grammar, lexical approach, lexical teaching, teaching

Extracting a lot from a little II: “A relaxing cup of café con leche”

25 de fevereiro de 2014

by Ben Goldstein

This is the second of my posts which focus on drawing big conclusions from small details of language use. In the previous one we saw how the minimum of text, when combined with the right kinds of images, can generate a lot of different activities. This time round, we’re going to look at the intense,...Read More

Resources

Accuracy, English as a Lingua Franca, fluency, intelligibility, Viral video

Error Correction – Different Shades of Red, Yellow, Blue and Green

24 de fevereiro de 2014

by Adriano Zanetti

Error correction may be extremely strenuous for both learners and teachers if it is not dealt with caution. Some people tend to downgrade it whilst others find it a necessary condition for language acquisition on the grounds that grammatical and lexical competences can increase the rate at which learners develop. Corder (1967) found out that language learners produced...Read More

Classroom Management

accurary, colour-code correction, error correction, fluency, interlanguage, language imperfections, plateau level, quality feedback

A,B,C… 1,2,3… It’s time to learn and play!

22 de fevereiro de 2014

by Marion Cruz

Around this time, teachers and students all over Brazil are returning to their English classes. It’s time to check whether kids remember grammar topics and vocabulary or not after two months on vacation. Preparing ELT classes demands more creativity at this first moment than during the year. Teachers need to engage students in the learning...Read More

Games

classroom activity, creativity, game, grammar, kids, vocabulary

Storytelling and Language Acquisition

21 de fevereiro de 2014

by Thalya Goldfeld

There is a lot of theory that can go into storytelling. Lots of ideas and lots of games and exercises for the classroom. I hope to touch upon those topics and others in this blog. I hope to be challenged, to share ideas, and to learn from the experience of others. Stories are the way...Read More

Language Acquisition

language acquisition; vocabulary, storytelling

Pronunciation – prioritizing is paramount

20 de fevereiro de 2014

by Ricardo Sili

The teaching of English pronunciation is such a challenge. Maybe because there is so much to accomplish that we often feel overwhelmed, and perhaps even insecure of our own abilities to give learners what they need. Most of us will let the course books tell us what to do and when to do it, as...Read More

Pronunciation

communication, focus, intelligibility, lingua franca, priorities, pronunciation, teaching

Do we need to work on our English?

19 de fevereiro de 2014

by Higor Cavalcante

Following up on last month’s post, I’d like to dedicate this month’s installment to discussing the following question: What does it mean to know a language? Or, more to the point, what does it mean for a teacher of English to know the language? Without getting very technical and/or long-winded, it is my opinion that...Read More

Career, Teacher Development

courses for teachers, English for teachers, language development for teachers, non-native teachers

Teaching English in regular schools: yes, we can do it!

18 de fevereiro de 2014

by Carina Fragozo

We know that language teachers face a lot of difficulties in Brazilian regular schools. Based on my experience as a High School teacher, my intention here is to present some suggestions to overcome three common challenges teachers face in this context. 1) All levels in the same place Challenge: Classes in regular schools present a...Read More

Classroom Management

challenges, EFL, regular schools, teaching

“Hired for knowledge; fired for attitude”

15 de fevereiro de 2014

by Debora Schisler

I found it interesting that Vinicius Nobre in his last post wrote about how social media and professional image are being watched when considering a person for a job. Actually, as professionals, ALL of us are being watched ALL the time, no matter where we stand. As a CELTA tutor I find that besides preparing...Read More

Career

attitude, candidates, CELTees, dress code, feedback, interview, professional image

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