Idea — Fluency means communicating smoothly without excessive pausing or breakdown. Accuracy means using correct forms. Neither is superior — different tasks prioritise one. Example — A role-play values fluency: finishing the task matters. A…
Idea — Speaking and writing are productive skills — learners generate language, not receive it. Both require simultaneous control of form, meaning, and discourse. Example — Answering a question aloud demands grammar, vocabulary, pronunciation, and…
Idea — This month covered receptive skills: top-down and bottom-up processing, gist before detail, pre-task stages, reading sub-skills, and reading into speaking. Example — Schema theory · scanning · blocking vocabulary · jigsaw reading ·…
Idea — Text selection criteria: appropriate length and complexity for the level, genuine interest value, enough richness for a task. The best text sparks disagreement. Example — A text that makes learners want to argue…
Idea — Integrating reading with speaking gives readers a real purpose — they read to have something to say. It is the most natural reading follow-up. Example — ‘Read the article. Then tell your partner:…
Idea — Authentic texts carry real language — irregular syntax, colloquial lexis, cultural assumptions. Graded texts are written to level. Both have a place. Example — A menu is authentic and often manageable at A2.…
Idea — In jigsaw reading, different groups read different texts, then regroup to share information. Nobody has the full picture until everyone contributes. Example — Three groups read three articles on the same topic, then…
Idea — Reading circles assign roles — summariser, questioner, connector, vocabulary detective — so every learner processes the same text differently and shares findings. Example — The questioner writes three questions; the connector links to…
Idea — When learners meet unknown words, context is the first tool — using the surrounding sentence and paragraph to infer likely meaning. Example — ‘The price was exorbitant — she put it back immediately.’…
Idea — Detailed reading tasks require learners to locate, understand, and often infer specific information. They follow gist — they never precede it. Example — ‘Find three reasons the author believes public transport is underfunded’…