english teaching professional 63, English Teaching Professional
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E
NGLISH
Issue 63
July
2009
T
EACHING
T
EACHING
professional
The Leading Practical Magazine For English Language Teachers Worldwide
Schools of thought
Chris Payne
One classroom, many worlds
Alicia Artusi and Gregory J Manin
So many jobs, so little time
Amy Lightfoot
Wouldn’t it be lovely?
Sandee Thompson
• practical methodology
•
fresh ideas & innovations
•
classroom resources
•
new technology
vkcom/engshbrary
• teacher development
•
tips & techniques
•
photocopiable materials
•
competitions & reviews
www.etprofessional.com
  Contents
Contents
MAIN FEATURE
BUSINESS ENGLISH PROFESSIONAL
SCHOOLS OF THOUGHT
4
WET WEDNESDAYS
29
Chris Payne
contrasts what we think students need
with what they actually need
Charles Mercer
focuses on unfocused students
TEACHER DEVELOPMENT
FEATURES
SO MANY JOBS, SO LITTLE TIME
50
A PIECE OF CAKE
6
Amy Lightfoot
ponders freelance possibilities
Paul Bress
cooks up a way of teaching idioms
WOULDN’T IT BE LOVELY?
52
ONE CLASSROOM, MANY WORLDS 1
8
Sandee Thompson
champions the creation of
a special staffroom
Alicia Artusi
and
Gregory J Manin
increase relevance
with real-world references
RABBITS, BIRDS AND COUNTRY DANCING
12
TECHNOLOGY
Vahid Parvaresh
and
Saeed Ketabi
gauge the gap
between theory and practice
GAME ON!
56
Hayo Reinders
uses computer games to get
students writing
S IS FOR SPELLING – AND SUCCESS
14
Youssef Mezrigui
spells out why we should
teach how to spell
FIVE THINGS YOU ALWAYS WANTED
60
TO KNOW ABOUT: BLOGS
Nicky Hockly
examines the online urge to reveal all
A STORYTELLING EXPERIENCE
17
David Heathfield
gets us all sitting comfortably
WEBWATCHER 61
Russell Stannard
spots a site for creating animated films
PHRASAL VERBS? THEY’RE EASY 2
21
John Ryan
makes contact with verbs that take
on
OVER THE WALL
27
REGULAR FEATURES
Alan Maley
reviews reading that tackles the
teenage years
ACTIVITY CORNER: PLAYING WITH
37
COMPARATIVES AND SUPERLATIVES
Jon Marks
AWOL!
34
Tisa Rétfalvi-Schär
deals with diminishing attendance
PREPARING TO TEACH ..
.
40
THE FUTURE’S BRIGHT,
46
Binomials
John Potts
THE FUTURE’S PERIPHRASTIC
Edward de Chazal
looks ahead
QUESTIONING 1
63
Rose Senior
TEACHING YOUNG LEARNERS
IT WORKS IN PRACTICE
42
DON’T FORGET TO WRITE!
23
REVIEWS
44
Betka Pislar
finds that a school magazine encourages
better writing
SCRAPBOOK
54
TREASURE TROVE
24
COMPETITIONS
41, 64
Emilce Vela
uses literature to promote reading
and writing
INTERNATIONAL SUBSCRIPTION FORM
32
Includes materials designed to photocopy
•
www.etprofessional.com
• ENGLISH TEACHING
professional
•
Issue 63 July 2009
•
1
 Editorial
Editorial
I
n our main feature, Chris Payne sees a dichotomy
making idioms and phrasal verbs more comprehensible
to their students and more memorable. As competence
in these two language areas, rightly or wrongly,
represents the holy grail of language learning for many
students, it would seem that they are both giving
students what they want and, at the same time, fulfilling
their own perceptions of how language should be
taught.
between what many language school teachers,
following modern methodological orthodoxy, feel
they should be teaching their students and what those
students actually want to be taught. He argues that if
students, and sometimes their parents, measure
progress in terms of the passing of exams, then
perhaps we are letting them down by insisting on
communicative competence and viewing ‘teaching for
the exam’ as necessarily a bad thing.
Charles Mercer, on the other hand, finds productive
things to do with business students who don’t know
what they want or why they are there, while Tisa
Rétfalvi-Schär finds ways of dealing with students who
aren’t there at all!
Another dichotomy is identified by Vahid Parvaresh and
Saeed Ketabi, who point out that theories of teaching
practice, even those put forward by as eminent a
linguist as Noam Chomsky, don’t really seem to lead to
a clear practical method for language teaching. They
suggest drawing on the insights provided by linguists
but not trying to base what we do in the classroom too
closely on their theories, finding instead what actually
works for us.
Helena Gomm
Editor
Good advocates of this approach are Paul Bress and
John Ryan, who share ways that they have found for
helena.gomm@keywayspublishing.com
E
NGLISH
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T
EACHING
T
EACHING
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professional
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Editor:
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Editorial Consultant:
Mike Burghall
Editorial Director:
Peter Collin
Published by:
Keyways Publishing Ltd, Part of the
OLM Group, PO Box 100, Chichester, West Sussex,
PO18 8HD
© 2009, Keyways Publishing Ltd
ISSN 1362-5276
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Pages 37–39, 40–41 and 54–55 include materials which are designed to photocopy. All other rights are reserved and no part of this publication
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Issue 63 July 2009
• ENGLISH TEACHING
professional
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