Idea — Mixed-ability speaking groups fail when stronger learners dominate. Role cards that assign specific responsibilities force every learner to contribute regardless of level. Example — Role cards: Timekeeper (controls who speaks how long), Reporter…
Idea — A learner journal is regular, personal, ungraded writing. It builds writing habit, fluency, and vocabulary without product pressure. Teachers respond to the content, not the errors. Example — “Write five sentences about your…
Idea — Writing together removes blank-page panic, promotes discussion about language choices, and produces a shared text learners feel invested in. Example — Groups of three write one sentence each in rotation, building a story.…
Idea — Dictation integrates listening, spelling, punctuation, and grammar in a single task. It is not a test — it is focused practice. Adjust speed and repetitions to control difficulty. Example — Read a sentence…
Idea — Marking every error overwhelms learners and trains them to hunt for red pen, not to read for meaning. Target feedback to the lesson aim only. Example — A B1 essay task aimed at…
Idea — Peer correction builds editing skills, reduces teacher marking load, and creates a real audience for writing. It only works with a structured checklist — not “check your partner’s work”. Example — Checklist: (1)…
Idea — Each text type has a predictable structure, register, and social purpose. Teaching the genre explicitly gives learners the skeleton before they fill it with language. Example — A complaint email follows: opening reference…
Idea — Four stages, four cognitive tasks. Planning builds ideas; drafting releases them; revision improves content and structure; editing fixes surface form. Never mix revision and editing. Example — At the revision stage, learners ask…
Idea — Product writing aims at a finished text. Process writing stages the journey: brainstorm → draft → peer review → revise → final. Process builds transferable skills; product builds text-type knowledge. Example — Product…
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 — Board during task: I enjoyed to swim. After task:…