Delta Notes 3: Issues in teaching lexis

Lizzie Pinard

This Delta Notes series came about because I was packing up all my stuff to move out of my flat and found my Delta notebooks. I didn’t want to put them in a box (got plenty to store as it is plus it’s pointless…) and let them gather dust, so thought I’d write up the notes I was interested in keeping and get rid of the notebooks instead! The project is on-going, the notebooks didn’t get stored or binned but I am getting tired of carrying them round the world…  

Feel free to share opinions, add ideas, argue against any ideas you disagree with etc by commenting using the comment box beneath the posts. (These are just some of my notes from Delta input sessions – I may have misunderstood or missed something: there was a lot of information flying around that semester!)


Lexis! Image taken from via Google search for images licensed for commercial use with modificationLexis!Image taken from via…

View original post 1,537 more words


The Silent Way, Suggestopaedia, TPR and other ‘designer’ methods: what are they and what can we learn from them?

Interesting summary for my trainees!


In the 70s there was a positive rash of so-called designer methods for learning language. The first part of our #ELTChat on 12th September 2012 at 12pm was mainly concerned with clarifying exactly what some of these methods involved. For the sake of clarity I have prepared a brief overview of what I understand about each method. There then follows a summary of the discussion and finally a set of links to articles and videos about these different methods.

Theory of learning Theory of language Teaching method
The Silent Way Learning is facilitated if the learner discovers or problem solves. Students work co-operatively and independently from teacher. Very structural- language is taught in ‘building blocks’..but syllabus is determined by what learners need to communicate. Teacher should be as silent as possible, modelling items just once. Language is learnt inductively
Total Physical Response (TPR) Learners will learn better if stress…

View original post 1,479 more words

Useful CPE sites (2013 exam)

Great collection of ideas for CPE teachers!

A Hive of Activities

wpid-img_20140516_122052.jpgThere’s not as much useful stuff out there for Proficiency, is there? A lot of what’s there relates to the old CPE exam, too. In this post, I’m listing websites which are useful both for teachers and students of CPE (2013). I’ll try to keep adding to this list, so if you have any recommendations of sites or blogs to add, please let me know!

The Cambridge English Teachers’ Resources page has a few activities which are useful for introducing students to the different activities.  There’s one sample Speaking exam video (Derk and Annick) with marks and commentary (not an activity, but useful to see what’s required).  There are quite a few teacher-made resources too. I’m ashamed to admit I haven’t tried any of them! You need a log-in to view and download resources. The handbook. David Petrie, the delightful teflgeek stickman, has several lesson ideas. This link will take you…

View original post 609 more words

In Memoriam: María Sara Rodriguez Caldeyro

imagesToday the EFL Uruguayan community was awaken with the sad news of the passing of Maria Sara Rodriguez, author, teacher educator and innovator with a career that took her from her native Uruguay to Brazil and Mexico.

I didn´t have the chance to work with her or to have her as my tutor, I just attended some of her last conferences and I was introduced to the world of CLIL in a series of workshops she held back in 2008. However, I had learnt English with her. She belonged to the group of authors behind the acclaimed “Snap” series for young learners so in a way I owe her my first steps with the language. Those songs created by Ma. Sara will forever accompany me and countless others.

María Sara was a passionate educator, a leader in the field. She believed in learning as a lifelong process, so in spite of her remarkable achievements, she had embarked on a distant MA programme with the Open University, UK, which she was about to finish. She was courageous and unafraid to speak her mind even if that meant losing her job. She held Ethics above all. A lesson that in this day and age we need to be reminded of. 

Teaching with songs and music revisited


“Music is the electrical soil in which the spirit lives, thinks and invents.” –Ludwig van Beethoven

I recently attended and presented at a seminar for teachers at Dickens Institute, Montevideo. There were two presentations which involved the use of songs and that got me thinking about how we use music and particularly songs in the classroom. Much has been said and written about using songs for language teaching specially about the types of tasks that can be implemented with them, but certainly it is worth reviewing the reasons why and the principles that frame their introduction to the classroom.

Songs and music can take central stage in our lessons and need not to be just a fun activity for the last 5 minutes of class provided we have a clear aim for their use and have devised a clear sequence of tasks to make the most of it.

We can identify three distinctive group of reason for using songs in the classroom. From a linguistic point of view:

  • Songs provide a context for language. Even though there are liberties song writers take with the language, there are millions of songs that can be used as presentation text for a certain target language.
  • They are theme-based so they can be the starting point for discussion and debate.
  • They are particularly useful to highlight and practice pronunciation and intonation.
  • They can be used as basis for a listening lesson to develop gist listening and detailed listening.

From a cognitive point of view, songs and music focus attention and aid memory as well as facilitating multisensory learning.

Finally, from a socio-affective perspective, songs can set the mood and atmosphere of the class as well as mark the tempo and rhythm of work.

My principles when using song

  • Popularity: I try to avoid songs that are too popular since students, mainly teens, know the lyrics by hard so the scope of work may be restricted.
  • Sensitization: I use songs that allow me to work on certain sensitive issues that need to be addressed. Normally I choose songs that tell a story that springs board discussion. Recently, I have been working with the song Kaching by Shania Twain that deals with the issue of consumerism.
  • Language standard: I try to work with songs that represent a standard version of the language, especially when working with teenagers since they are still struggling to understand the notion of register and tend to overuse the expressions and language seen in music and videos.
  • Meaningful learning: When used for language learning, songs provide that memorable experience that makes language learning meaningful. We all certainly remember which song taught us specially certain idiomatic expressions.

Why and how do you use songs and music in the classroom?

On Language Learning and technology


It is only logical that the first official blog post is related to language learning and technology. I´m currently taking a course called exactly like that and several issues come to mind when thinking about the use of technology in the classroom.

There is no doubt that the learners in our classrooms today are completely different from those we had 10 years ago. What seemed to work then flops now.  These changes stem from the revolution in communication and information technology that, even though has failed to catch up in mainstream educational practices, has meant a significant change in the way the brain gathers, processes and uses information.

In my humble opinion, using technology for the sake of technology does not make sense. The use of technology in the classroom or for learning objectives needs to address that fundamental issue, which is if it is the most effective way to carry out that particular learning task or to approach an area of knowledge.

As with every activity we do in the class, it needs to be cost-effective. There needs to be a balance between the time we spend on the activity and the output generated by it.

The use of technology needs to be easily accessible for the teacher and for the learner in the institution. If teachers and learners need to spend most of the time just getting access to that particular piece or require extensive permissions to be used, then it would probably be more efficient to tackle that learning aim in a different way.

Related to the above and also as a consequence, using technology in the classroom needs to be flexible. That is to say, teachers cannot be forced to use it and render it senseless, but also it means that students should have the choice to use it if it facilitates their learning process. Particularly, I´m thinking of the use of dictionary apps versus traditional printed dictionaries. Most teenage students simply give up due to lack of appropriate dictionary skills but with the use of a simple dictionary app on their smart phones or tablets, they are able to do so.

Bottom line is technology in the EFL classroom makes sense if it aids and facilitates language learning.

Starting points


This is me writing this blog today during my summer holidays

This is me writing this blog today during my summer holidays

It´s been a while now that I´ve thinking about sharing ideas and experiences through a blog. Inspired, as many times in my career, by my dear colleague and dearest of friends Adriana de los Santos is that I decided that today 24th January 2014  I´m starting this blog.

What for? To share, to interact, to connect with colleagues from all over the world, to grow together.

What about? I called it Teacher Education, I prefer the term Education to training since I believe that there is more to teaching than just training prospective teachers in techniques and methods. I should have called it Language Teacher Education but I feel that most of the issues that I want to pour into this blog affect all Educators alike.

What do I expect from it? That we are able to engage in interesting and provoking discussions about education in general, language education and specially in teacher professional development.

I hope to hear from all of you soon!