Met Editor

John Potts recommends our focusing on constructions without finite verbs.

Samuel Barbour writes his own songs, poems and plays to make language learning fun and meaningful.

Chris Payne suggests practical solutions to surmount examination stumbling blocks.

Ana García-Stone shows that dictation has moved on since she was at school with examples of different types of dictation which she has used with her students.

Tim Thompson created a course to overcome his frustration with his university’s shop.

Fari Greenaway has some advice for a difficult situation.

Paul Bress offers six pieces of basic advice on teaching business English online whether this takes place during the Covid-19 lockdown or not.

Daniel Monaghan and Tessa Woodward apply their unifying framework to altering a stimulus.

Chris Payne looks at Cognitive Load Theory and examines four effects of working memory overload, together with some possible ways to overcome or avoid it when working with our students.

Chia Suan Chong looks at what English teachers teach apart from language. In this issue, she looks at teaching students to communicate internationally.

Stella Smyth reviews David Kellogg's analysis of how English language learning can be promoted through visual, auditory and kinaesthetic engagement with multicultural written and oral genres.

Paul Bress illustrates ways to exploit images to the maximum.

The activity in this issue, which uses the photocopiable two-page worksheet in the attached PDF of this article, is part of a series that aims to develop the thinking skills of IELTS candidates. It was prepared by Louis Rogers and Nick Thorner, and focuses on Part 1 of the Writing paper.

Stephen Reilly continues his exploration of short stories and activities based on them.

Paul Bress plays devil’s advocate as he considers the attributes of good teachers.