ELT365 · Day 191 — Roleplay — Setting It Up
Idea — Roleplay works when learners know the scenario, the relationship between characters, and the goal. Vague setups produce vague language. Example — ‘You are a…
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ELT365 · Day 190 — Reasoning-Gap Activities
Idea — Reasoning-gap tasks require learners to process information, draw conclusions, and justify them — not just exchange facts or opinions. Example — ‘You have a…
ReadELT365 · Day 189 — Opinion-Gap Activities
Idea — In an opinion-gap task, learners share personal views — not facts. There is no correct answer, only justified positions. Example — ‘Should schools ban…
ReadELT365 · Day 187 — Task-Based Learning for Speaking
Idea — In TBLT, learners complete a real communicative task first — language emerges from the need, not the plan. Language focus comes after. Example —…
ReadELT365 · Day 185 — Freer Practice
Idea — Freer practice removes the scaffold — learners choose their own language to express a communicative aim. Mistakes are expected and informative. Example — ‘Talk…
ReadELT365 · Day 184 — Controlled Practice
Idea — Controlled practice limits learner choices — a gap-fill or substitution drill. Learners apply one form correctly before attempting free use. Example — ‘Fill in:…
ReadELT365 · Day 182 — What Is a Productive Skill?
Idea — Productive skills are speaking and writing — language goes out. Learners encode meaning and send it, rather than decode incoming text. Example — A…
ReadELT365 · Day 181 — Month 6 Review — Receptive Skills
Idea — Review the core terms from Days 152–180. Check your understanding before moving to productive skills next month. Example — Can you name the difference…
ReadELT365 · Day 178 — Inferring Meaning from Context
Idea — Inferring meaning — working out what is not stated — is a higher-order reading and listening skill. It is trainable, not innate. Example —…
ReadELT365 · Day 176 — Intonation Carries Meaning
Idea — Falling intonation signals completion or certainty; rising intonation signals a question, doubt, or incompleteness. Teaching this stops learners misreading tone. Example — ‘That’s fine’…
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