Train students to use reference resources to help them study successfully on their own, is:

Think about how you tell students about their progress. How can you praise or encourage them instead of just giving marks?

Put students into new groups for different activities, is:

Give comments on students' work which are helpful and enable them to feel a sense of progress, is:

Don't always do the same kind of things in the classroom. Try new activities and change activities each lesson, is:

I know of the students won't want to speak straightaway, so I'll leave them to just work things out.

I'm going to set my students a project where they have to use the internet and do some research into different aspects of the topic beforehand.

This exercise will encourage the learners to look at the language in the text and to think about why and when it is used, is:

I know the texts have a lot of unknown grammar and lexis, but I think I'll use a lot more authentic material in my lessons so tat my students don't have to rely on the coursebook alone, is:

I've built in some time for correction on the board with the whole class at the end of the lesson, so that I can pick up and deal with mistakes that I've heard during the class, is:

We haven’t covered the past simple yet so when I asked about their weekend my students said things like ‘I go to the park’, ‘I am very busy with my friends’. is:

I’m trying to get my learners to see the difference between the subjunctive in English and in their own language so that they will use it accurately in English. is:

My students were really tired by the end of the afternoon so I didn’t do very much correction. I knew that they would know how to say the sentences correctly; they were just tired. is:

We’ve been doing a lot of practice saying /θ/ and /ð/. My learners keep saying /z/, I think it’s because they don’t have those sounds in their own language so they just use the sound they do have.

While doing an individual drill teaching ‘going to’, one of the students said ‘I going to buy some fruit’. I repeated ‘I going’ with rising intonation and he said I’m going’. is:

These learners seem to respond to praise and encouragement and it helps them to develop their language and skills.

These learners don’t need to be constantly corrected. They need to experiment and to play with language.

These learners will listen and process language and will not speak at all, sometimes for many months, before beginning to use language.

These learners are able to share experiences and talk about the things they see around them and about experiences in their lives.

These learners need some controlled practice and a focus on form.

‘Most of the time should be spent doing grammar exercises.’

‘I prefer working with other students to speaking to the teacher in front of the class.’

‘I really like knowing how language works.’

‘Rules just confuse me – it’s better to work out language from examples.’

‘Why should I listen to other students’ mistakes? The teacher should talk most of the time.’

I just want people to understand what I mean. I don’t worry if I make mistakes.’

‘It’s important for me to know how well I’m doing.’

These young adults need a range of study skills before going to a British university.

These adult beginners are going on holiday, and need to learn how to communicate in an English-speaking environment.

This group of young children have a short attention span; their parents want them to learn English while having some fun.

These business people need to meet and work with people from other countries at international conferences.

These secretaries and receptionists want to focus on vocabulary and skills which are useful for them in their work.

These scientists need to keep up-to-date with the latest developments in their subjects.