by Fatime Losonci | bespoke, lesson planning
Next time when you’re lost for ideas while PLANNING an IELTS lesson, try including some sort of a GENRE TRANSFER ACTIVITY. For example, let’s say your learners have just read an article about Albert O Hirschman’s book ‘Exit, Voice and...
by Fatime Losonci | Cambridge Delta, lesson planning
An IELTS lesson isn’t quite like a ‘lab’ (where a milliliter might mean the difference between whether you blow up the building or not… :D). However, I do believe that the PROPORTIONS of a lesson matter. And these will be reflected by the...
by Fatime Losonci | general, lesson planning
When I talk to IELTS teachers, sometimes they wonder ‘out loud’ whether focusing on any ONE sub-skill at a time is ‘artificial’… Because yes, in real life PROFICIENT USERS of a language do rely on a bunch of these MICRO STRATEGIES at a...
by Fatime Losonci | IELTS writing sub-skills, lesson planning
…when it comes to writing, try ‘BITE-SIZING’ things (and properly SCAFFOLDING them ‘en route’ to the thing as well). So, for example instead of asking them to write a WHOLE essay, just give them 5-10 essay TASKS to read, and get...
by Fatime Losonci | lesson planning
SO hard to get into a Xmas mood in 35 Celsius… Is there a SKILL or ACTIVITY type that you tend to struggle to get your IELTS students ‘in the mood’ for? What is it? What makes it a drag for them? Let me know!...
by Fatime Losonci | bespoke, lesson planning
Love it? Hate it? If the former, how do you use it in your everyday teaching? And when was the last time that you made your IELTS learners CREATE, EVALUATE, ANALYZE, APPLY, UNDERSTAND or REMEMBER something? Bloom’s Taxonomy-Based IELTS Homework Choice...
by Fatime Losonci | IELTS listening sub-skills, IELTS reading sub-skills, lesson planning
Sometimes we hear the complaint from our IELTS students that the exam requires too much ‘TECHNICAL’ knowledge (of engineering, biochemistry, architecture, neuropsychology, etc. …). And while it’s true that (the ACADEMIC module of) the exam...
by Fatime Losonci | general, lesson planning
Being a successful teacher, (teacher trainer, coach, etc.) is, to a large part, about asking GOOD QUESTIONS. They can be quite closed (i.e. yes-no Qs), or more open (usually starting with a question word). Display, or more ‘genuine’. Longer, or...
