Met Editor

Sigo Gatt recommends two tried and tested activities that would definitely benefit from atouch of technology.

This issue will look in more detail at the application of research.

Sam Barclay reviews How Vocabulary is Learned by Stuart Webb and Paul Nation

Stories are such rich and complex resources that it is inadvisable to exclude them from your teaching practice. As the primary goal of a story is to engage its reader or listener, this ancient and powerful technique can be integrated in language courses in an informative, engaging and creative way.

John Potts looks at how we talk about the unreal and hypothetical.

John Potts charts the intricacies and idiosyncrasies, the contradictions and complications that make the English language so fascinating for teachers and teaching. In this issue, he thinks a good explanation is wanting.

Richard Ostick considers how to construct a cohesive course.

Alan Maley has us all sitting comfortably.

Patricia Barzotti suggests three techniques for making dictation collaborative and interactive, so that it is a more interesting and useful exercise.

In this series, Nicky Hockly explains aspects of technology which some people may be embarrassed to confess that they don’t really understand. In this article, she suggests how to work with SMS. SMS (Short Message Service) is also known as ‘text messaging’ and is typically done via a mobile phone.

Helena Gomm introduces this issue.

Rod Bolitho determines a strategy for teaching determiners in discourse.

In this series, Nicky Hockly explains aspects of technology which some people may be embarrassed to confess that they don’t really understand. In this article, she applies herself to apps.

Paul Bress counsels against despair.

Simon Andrewes sees a steady shift in focus from EFL to ELF.