All articles by Jim Scrivener – Page 4
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ArticleGrammar: an 'A' or 'The'
Choosing the correct article - “a” “an” “the” or Ø (zero article) – is, for many students, an ongoing problem all the way from beginner to advanced classes. Here are a few quick ideas for practising them at lower levels.
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ArticleImaginative materials: treasure hunting
How could you create an exciting treasure hunt puzzle for your students? Here are ideas for two kinds of game – a basic chain of clues and letterboxing.
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Imaginative materials: yummy yummy yummy!
An interesting way to teach basic food vocabulary at lower levels is to also include some colloquial expressions such as ‘Yummy!’ ‘I’m starving!’ and ‘Yuk!' Once students know a dialogue you can easily substitute words to practise the names of different foods.
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Imaginative materials: Texting
Do you get annoyed when your students concentrate on using their mobile phones to text each other rather than focusing on the lesson? Here are five ideas for exploiting text messaging in class.
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Imaginative materials: pets
Pets and other animals play an important role in many learners' lives. Here are some ideas for exploiting the theme.
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Imaginative materials: teaching with simple props: string
Some props don't immediately suggest themselves as useful teaching aids. For example, what could one possibly do with a bag of clothes pegs and a piece of string? Mmm…
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Imaginative materials: teaching with newspapers
Teachers rarely have access to whole class sets of newspapers. Here are six ideas for things you can do using a single copy of a newspaper.
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One-to-one methodology: Six practical tips for longer lessons
Jim Scrivener offers six useful teaching tips to prevent 'teacher burnout' during longer one-to-one classes.
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Skills: longer reads
Students who do a lot of extensive reading in English seem to make substantial progress. Here are some general ideas for starting to use longer texts.
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ArticleSkills: the same old song
Songs are a popular resource with teachers and learners alike – but, when it comes to exploiting them in class, why on earth does it always seem to be gap-fills? Here are a few alternative ideas.
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ArticleSkills: teaching phonics: schwa
The schwa – the only phoneme with its own name – is important for learners to recognise and produce as it is the most common vowel sound in English. Here are some awareness-raising and practice ideas.
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ArticleSkills: teaching phonics: sounds and symbols
Phonemes can be difficult for learners and teachers. Here are a few ideas that could help teachers as well as learners become more comfortable when working with phonemes.
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Skills: under the spell of spelling
English spelling? “Wonderful! I love it!” If that isn’t your students’ reaction, you might like to try some of these ideas.
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