ELT365 · Day 191 — Delayed error correction — the board trick
Idea — Write anonymised errors on the board during a fluency task. After the task, learners correct them together. Class-built correction; no individual embarrassment. Example —…
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ELT365 · Day 190 — Content feedback vs language feedback
Idea — Give content feedback first — validate the communicative act — before correcting language. This tells learners the message matters, not only the form. Example…
ReadELT365 · Day 189 — Monitoring — what to do while learners speak
Idea — While learners do a speaking task, the teacher’s job is to listen, note language, and not interrupt — unless a learner is completely stuck.…
ReadELT365 · Day 188 — Discussion tasks — the problem of unequal turns
Idea — In open discussion, confident speakers dominate and quieter learners produce nothing. Structured turns, written preparation, and talking tokens level the participation. Example — “Discuss”…
ReadELT365 · Day 187 — Role play — three reasons it fails
Idea — Role play fails when learners do not understand the situation, lack the language for it, or care too much about accuracy to speak at…
ReadELT365 · Day 186 — The information gap task
Idea — An information gap is the simplest communicative speaking task: student A holds information that B needs, and vice versa. Speaking happens because it must.…
ReadELT365 · Day 185 — Controlled to free practice — bridging the gap
Idea — Controlled practice constrains form (fill the gap, substitute one word). Free practice gives full communicative choice. Jumping straight from a drill to a role…
ReadELT365 · Day 184 — Drilling — why, when, and how
Idea — Drilling fixes the sound and rhythm of new language in muscle memory. Use it after presentation, before freer practice — never as a lesson…
ReadELT365 · Day 183 — Accuracy vs fluency — the teacher’s choice
Idea — Accuracy activities focus on correct form; fluency activities build speed and confidence. Every speaking task sits on a spectrum. Name your aim before you…
ReadELT365 · Day 182 — Speaking vs talking — what classroom tasks do
Idea — Learners talk all day. Speaking tasks give them specific language to practise in a communicative context. A task without a communicative goal is a…
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