Met Editor

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EAP – what is it and why is it becoming so popular?

EAP distinguishes itself from general English because of its distinctly academic nature. While all four skills are developed in both, with EAP they are developed with the objective of reaching specific aims to gain access onto an undergraduate or

Over to you: dice

John Hughes proposes some practical procedures for you to do it yourself, and here discusses the different ways dice can be used in the classroom.

Motivating teenagers: can coursebooks really engage adolescent learners?

Charlotte Rance offers some tips on choosing and using coursebooks with teenagers.

English teaching pronunciation: the business English learner

Difficult to teach? Difficult to learn? John Hughes looks at those learning business English.

Making the most of film

This article looks at the resources available, and how to make the best use of them.

Whose B2 is it anyway?

Alastair Lane discusses some of the challenges of teaching only vocabulary appropriate to the level of the class in Whose B2 is it anyway?

Principled, gamified and effective

Jamie Clayton proposes an alternative system for classroom management.

Book Review: ‘From Rules to Reasons’ by Danny Norrington-Davies

Jason Anderson reviews Danny Norrington-Davies' alternative approach to teaching grammar in the language classroom.

Warming up your cold-calling feet

This article aims to help you get a foot in the door when selling your services.

Errors under the spotlight

Pete Clements examines learner uptake of correction techniques.

A new vision of revision

Nestor Kiourtzidis and Tim Chase say that spaced-repetition tools are the name of the game.

Teaching teens: challenges and rewards

Kat Robb describes what she gets out of teaching this particular age group, in Teaching teens: challenges and rewards

Stories of Survival

David Dodgson describes a game-based experience with teenage language learners in Stories of Survival.

Having a ball

Graham Skerritt and his students throw themselves into language learning.

Learning coach: why are we so wrapped up in teaching?

Daniel Barber and Duncan Foord advocate shifting the focus in the classroom away from teaching towards greater learner independence. In the first article of a series on learner coaching, they ask: Why are we so wrapped up in teaching? Shouldn’t we be more concerned with learning?
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