Cambridge English Webinar: ‘Supporting Spelling: strategies for helping weaker spellers’, March 29

[ELTWeekly Volume 8, Issue 7 | March 14, 2016 | ISSN 0975-3036]

About webinar

For some students English spelling is a nightmare! Especially if their own language uses a different writing system. How can teachers help those learners see that English spelling is something they can master and teach them some strategies for improving their spelling? In this webinar we will be looking at some engaging and effective ways to make English spelling accessible to all learners. We will explore how spelling help can be integrated into teaching with a coursebook and there will be examples from Unlock.

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Cambridge English Webinar: ‘Integrating video in our secondary classrooms’, March 17

[ELTWeekly Volume 8, Issue 7 | March 14, 2016 | ISSN 0975-3036]

About webinar

Short video clips have become a huge part of our day-to-day communication on social media, from Facebook to Whatsapp. Teens and pre-teens are leading the trend in using video as a medium to communicate and express themselves. In this webinar we’ll be exploring how we can take advantage of this trend to support and extend speaking and listening activities in our day-to-day teaching, as well as to increase motivation and investment in learning.

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Vocabulary gap-fills: from testing _____ teaching (OUP ELT Blog)

[ELTWeekly Volume 8, Issue 7 | March 14, 2016 | ISSN 0975-3036]

The potential of gap-fills

When it comes to vocabulary learning, gap-fills are everywhere. But do they have a place in communicative language learning? They are often criticized for being boring and for promoting only a passive knowledge of words. It is not unreasonable to see them as better suited to testing than to teaching. Research, however, may cause us to rethink.

Learning new words involves a degree of memorization. For new words to be stored in their long-term memories, learners will need to be exposed to them many times. The best-known way of making this possible is through the use of flashcards. Flashcards work best when they are used with increasing intervals of time between each period of study (i.e. one hour later, then one day later, the one week later, etc.). This is known as spaced repetition.

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