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Teacher Education for Languages with Technology / Formation des enseignants de langue avec les TICE
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EGP Online

The English Grammar Profile allows us to see how learners develop competence in grammatical form and meaning, as well as pragmatic appropriateness, as they move up the CEFR levels. This provides us with typical, world-wide grammar profiles for each level.

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Quick and dirty vocabulary gapfill: Olya Sergeeva

Quick and dirty vocabulary gapfill: Olya Sergeeva | TELT | Scoop.it

"Apparently, just 12 lexical verbs (say, get, go, know, think, see, make, come, take, want, give, and mean) account for 45% of lexical verbs used in conversation. Biber and Reppern suggest that, since they are so frequently used in speech, these verbs require more attention in class than they currently do, judging by the coursebooks that they reviewed, and that they should be used more to exemplify various grammar structures.

 

I’m thinking of giving the students an occasional gap-fill exercise based on the reading and listening texts that we are working on, with these verbs gapped out. Finding and replacing the various forms of these verbs could be time-consuming, but there’s a free nifty little text editor called Notepad++ in which one can make such a gap-fill exercise in one click.

 

 

Shona Whyte's insight:

This is clever.

 

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GRAMMAR AND PRONUNCIATION

GRAMMAR AND PRONUNCIATION | TELT | Scoop.it

Laying some myths to rest

 

"This webpage is where anyone can find the material that has nourrished our collective work and thinking on the topic of 'Grammar and Pronunciation'.

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Work by some of my first year Masters in Teaching English students: an eclectic set of links for EFL teachers in France

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Mike McCarthy on spoken grammar | Hancock McDonald ELT

Mike McCarthy on spoken grammar | Hancock McDonald ELT | TELT | Scoop.it

Mike McCarthy gave the opening plenary at English UK Academic (North) conference last Saturday (Oct 4 2014), revisiting the topic of the grammar of spoken English. Spoken language, he pointed out, is in no way an imperfect, poorly realized version of the written form. Quite to the contrary, the written form is an imperfect attempt at abstracting from the actual, living, functioning reality of the spoken form.

Shona Whyte's insight:

See also link to comment from Mura Nava

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