Articles

When teaching any language whether it is a word, a phrase or a verb form, at some point it will be essential to convey and check that your students have understood the meaning.

For too long now the verb phrase has been the dominant focus of attention in course books, syllabuses, and teacher training programmes.

Over the past decade there has been a huge increase in the power and abilities of computers to digitise, store and analyse text.

"I am sorry, I don't understand 'temporary repeated action', and why you have said 'Present consequence of a completed event in the past at an unspecified time or a state which commenced at a point of time in the past and continues until the present time and in all likelihood will continue into the future time?' I haven't understood. Please help me!"

An advanced student of mine speaks both clearly and usually correctly, but can often sound over formal and at times stilted.

A language learner needs to engage with a word many times, preferably in different ways, in order to really learn it - identifying and practising word stress can provide one or two of those engagements.

Mind maps can be used for a multitude of purposes. This article outlines how they can effectively be used to help support and develop students' writing skills.

Teaching pronunciation used to involve little more than identifying and practising the sounds of which a language is composed, that is to say, its phonemes.

In the first part of this article the writer explored the use of delexicalised verbs and the problems they create for our learners. He now goes on to outline some ways in which we can help our learners with this tricky area and help them to make their English sound more natural.