Professional Documents
Culture Documents
1.
To encourage students to think about their own language learning and exam
preparation:
Pair students up to do a practice speaking test. One student can be assigned the role of exam
candidate and the other can take the role of examiner. They can talk about the topic that was
covered in the previous class, asking and answering questions in the style of Part 3 of the Speaking
exam.
2.
3.
What would you want or need from other people or from society as a whole?
Then move on to getting groups to discuss the topic in more objective or academic terms:
4.
Should families or governments take more responsibility for looking after the elderly?
English Readers
5.
6.
Stage 1:
Stage 2:
Stage 3:
Invite the class to give feedback using a video or audio taped sample.
Stage 4:
Arrange for learners to work in groups of three. At the end of each practice,
ask the observer to feedback what went well and what needs more work.
Then swap roles.
To encourage self-reection:
Encourage learners to monitor their own learning by setting questions for reection at the end of
each lesson: What was the most useful thing you learned today? What do you think you need to
work on next?
Learners could also be asked to produce a line graph showing how their condence and/or
motivation has changed over the course of their studies. This could be used as a stimulus for Task 1
writing practice.