This phrase has come up a few times recently in different contexts and it’s one I’m interested in: a language teacher, you’d be forgiven for presuming, would tend to concentrate on the ‘outer’ voice. Read more
Doing presentations with the pre-sessional students is difficult online. For an in-person presentation we could check the students’ notes. Online there is a greater temptation for students to read from a script. Read more
This year we’ve started using Academic Reading Circles. They’ve really worked. Not just in training students to read texts more carefully but in giving them the opportunity to participate in seminar-type discussion afterwards. The students really enjoy them. Read more
Everyone knows the benefits of reading to babies and toddlers, right? Health visitors hand out Bookstart packs in the UK almost as soon as your child is born, libraries run all-singing, all-dancing, glue & glitter sessions for families; Dolly Parton posts books monthly to children in the UK, the US, Canada and Australia. And the results from research is overwhelming: a child is never too young for a book. Read more
In EFL we talk about two types of reading Extensive Reading and Intensive Reading. Intensive reading is what usually happens in the classroom: reading to answer comprehension questions or to teach ‘reading skills’ such as skimming and scanning. Extensive reading is reading for pleasure, often fiction at around or just below a learner’s language level. Ideally extensive reading texts should be 98% known vocabulary.