ELT365 · Day 212 — Month 7 review and what’s next
Idea — Productive skills (Days 182-211) rest on a few moves: separate fluency from accuracy, travel controlled to freer, raise student talking time, and treat writing…
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ELT365 · Day 156 — Listening for detail
Idea — Intensive or detailed listening targets precise meaning — exact words, grammar, attitude. It is demanding, so it usually comes last, after gist and specific-information…
ReadELT365 · Day 211 — A process-writing lesson framework
Idea — A process-writing lesson runs: lead-in → study a model → plan → draft → peer or teacher feedback → revise. The feedback-and-revise loop is…
ReadELT365 · Day 155 — Listening for specific information
Idea — Here learners scan a stream of speech for particular items — a price, a time, a name — and ignore the rest. The task…
ReadELT365 · Day 210 — Linking speaking and writing
Idea — Productive skills reinforce each other: discuss then write, or draft then present. Pairing them gives writing an audience and speaking a record, and mirrors…
ReadELT365 · Day 154 — Listening for gist
Idea — Gist listening means catching the overall message — topic, mood, purpose — without every word. It is the first pass, and learners often skip…
ReadELT365 · Day 209 — Useful written feedback
Idea — Effective feedback is selective and forward-looking: praise something, target one or two priorities, and give a concrete next step. Covering a script in red…
ReadELT365 · Day 153 — Top-down and bottom-up, working together
Idea — Skilled listeners and readers swing between two processes: bottom-up (decoding the actual words and sounds) and top-down (using knowledge of the world and the…
ReadELT365 · Day 208 — Correction codes for writing
Idea — Marking every error overwhelms learners and does the work for them. A correction code (Sp = spelling, WO = word order, T = tense)…
ReadELT365 · Day 152 — Receptive skills: what listening really is
Idea — Listening is active meaning-building, not passive reception. Learners run two processes at once: bottom-up (decoding sounds and words) and top-down (using context and expectation…
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