Showing 1 - 7 of 7
Plagiarism is not a plaything
Learningpost, Timothy Cornwall, PHD, DTM, Published on 18/05/2010
» While I thoroughly enjoy writing in English, I avoid writing in the other languages that I have tried to learn.
Contextualising books
Learningpost, Timothy Cornwall, PHD, DTM, Published on 04/05/2010
» When teaching with published materials, content themes can be divided into three categories based on student experience.
Metaphors for teaching
Learningpost, Timothy Cornwall, PHD, DTM, Published on 06/04/2010
» In suggesting ways to define effective teachers, discussions concerning the craft of teaching have often looked to metaphors to help clarify views about the complexities experienced in defining effective teaching.
Variety in writing
Learningpost, Timothy Cornwall, PHD, DTM, Published on 23/03/2010
» I have a Thai friend whose meeting notes I edit. On one occasion, I felt the urge to change one verb simply because he had used it twice in the document. This article contains lessons that will help your students avoid this common practice.
Benefits of teaching grammar
Learningpost, Timothy Cornwall, PHD, DTM, Published on 09/03/2010
» I teach based on how I like to be taught. First, I want teachers to use the target language at all times. Next, I want to have extensive listening practice, as this is the skill I need most. Finally, I want to know the tools - the grammar - of the target language.
Giving directions in English
Learningpost, Timothy Cornwall, PHD, DTM, Published on 12/01/2010
» Getting around Bangkok is not all that difficult. All you need to do is get an address, take the train at the nearest BTS or MRT station, get into a taxi and hope for the best. However, what happens when a) places are not near a station and b) few, if any, signs are in English?
How teachers deal with mistakes found in textbooks
Learningpost, Timothy Cornwall, PHD, DTM, Published on 05/01/2010
» When textbook mistakes are encountered, steps should be taken to verify that perceived errors are incorrect and if so, to decide if they should be dealt with overtly; covertly avoided by skipping that part of the text; or ignored and hope students do not notice.