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What is a good task? by Andew Littlejohn Does grammar rule? by Rob Batstone The listening-speaking connection by Tony Lynch Poetry to teach and enjoy by Jean McGovern The internet and the English teacher by David Blackie Introducing study skills by Steve Miller Diagnostic testing by John Hunt Words in the media by Bill Mascull Multiple intelligences by Jim Wingate Teaching reading by Jeremy Harmer The brain-friendly revolution by Mark Fletcher Of course you can take a course! by Pauline Wood William Morris 100years on by David A. Hill |
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The English teacher as professional by Penny Ur The teacher's role by Edward Woods From reading to writing by David R Hill Why Listen? by Anthony Bruton Finding English language teaching sites on the web by David Blackie Study skills by Steve Miller The CILTS teacher training qualifications by Keith Morrow Helping learners to use metaphor by Gillian Lazar Multiple intelligences and lesson planning by Jim Wingate Brain-friendly learning and teaching by Mark Fletcher Panic to paper by Rosey Feuell The great globe itself by Nicole Watson |
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issue 3 - April 1997
Mixed ability by Jim Rose Guidelines or rules? by Sylvia Chalker Tab or Why don't my teenagers speak English? by David Spencer and David Vaughan Teaching writing by Linda Taylor Continuous Assessment by Bill Bowler and Sue Parminter New sites on the internet by David Blackie CD-ROM: the pros and cons by Susan Norman and Hugh L'Estrange Using dictionaries in class by Jon Wright Making good taste better by Andrew Littlejohn The brain-friendly revolution by Mark Fletcher Lingua: funding for language teachers by Judith Baker What is estuary English? by John Wells |
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Teaching for success by Mark Fletcher Time's arrow: tenses and time zones by Nick Shepherd Mini-sagas by Tony Parsons Lectures in the classroom by Monika Gedicke A framework for study skills by Don Dunmore What use is the internet for teachers?by David Blackie Making a success of CALL by Andrew Stokes Steps to pairwork for young learners by Sarah Philips Teenage cultural choices by Sylvie Bibron and Gerry Kenny A one-day teachers' conference by Simon Gooch William Hogarth by Mary Lloyd and Larry Wakefield |
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Corpora: the real thing? by Luke Prodromou Mixed level teaching by Bill Bowler and Sue Parminter Powerful language by Jane Revell and Susan Norman Grammar practice and presentation in context by Noel Goodey Email in class? by Yoland Scott-Tennant Basallote Teaching writing - teaching culture by Linda Taylor Pickled peppers and pronunciation by Michael Vaughan-Rees Assessing spoken English by John Dawson Art and art galleries by Quentin Brand Teaching vocabulary by Jeremy Harmer The business English teacher as professional by Tonya Trappe The world of language by Roger Bowers |
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Language awareness in the English classroom by Rod Bolitho The changing face of listening by John Field Powerful language II by Jane Revell and Susan Norman More about mini-sagas by Tony Parsons and Edward Woods Language learning tasks and education by Andrew Littlejohn The teacher's voice by Mario Rinvolucri Stomach interference by Heidrun West Minding the gap by Terry Tomscha Teaching grammar by Jeremy Harmer From paper to workshop by Rosey Feuell Mood and nature in 20th Century English music by Spencer Allman |
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Seven bad reasons for teaching grammar - and two good ones by Michael Swan Metaphor by Judith Baker Powerful Language III by Jane Revell and Susan Norman Please write for our students by Carmen Fernandez Santas The challenge of teaching children by Carol Read No time, no materials, no preparation by Graham Perry Please have a sofa by Roger Hunt Working with (un)limited resources by Charles and Jill Hadfield I've got the questions and you've got the text! by Stephen Taylor Mapping the curriculum by Virginia Rojas What can salt offer the English teaching professional? by Eric Atwell |
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Language teaching for the millennium by Andrew Littlejohn The art of language by Andew Wright Images of teaching by Scott Thornbury Pandora's box by Rodney Blakeston See what you say by Frances Hotimsky (Un)limited materials by Charles and Jill Hadfield Dancing letters by Mario Rinvolucri Effective communication by Vicki Hollett The teacher from hell by Paul Bress Up-front feedback by Angela Rogers On-the-wall activities by Gary Riley-Jones and David Threadgold Satellites to the rescue by Carmen Perez Basanta The future of English by David Graddol |
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issue 9 - October 1998 Task-based learning by Jane Willis The best medicine by Luke Prodromou Low-risk activities by Dick Edelstein A writer's view by Chris Mares Image streaming by Tim Murphey Renewable resources by Jill and Charles Hadfield Tense times by Sylvia Chalker Difficult, lonely and boring by Simon Haines Six category intervention analysis by Katie Head Coping with negative feedback by Paul Bress Minimax by Jon Taylor |
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Surviving the 20th Century by Alan Maley Waving not drowning by Mario Rinvolucri Cuisenaire rods by Tim Hahn Right from the start by Brita Haycraft The sound of silence by Andy Curtis Examining standards by Marisa Carrara Classroom catchphrases by Tim Brook and James Stunell Coursebook mapping by Russell Stannard Getting started with CPD by Paul Power Lesson planning by Roger Hunt Homework by Lesley Painter |
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Why study language? by Jeremy Harmer How to be a boring teacher by Luke Prodromou Phonemic script - the pros and cons by Clive Newton Native speakers get it wrong by Francis Eaves-Walton Choral speaking by Alan Maley Business English rods by John Hughes Puzzle poetry by Dick Holmes Transactional analysis by Paul Bress A question of correction by Kathy Cox and Justine Eyre |
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Motivation in language learning by Marion Williams Looper's trail by Ana Lucia Pitanguy Marques The secret of reading by Philip Prowse Songs by Akis Davanellos The craft of storytelling by Andrew Wright Sutdent-centred programming by Marcelino Arrosagaray Red card by Joan M Diez Cliville Hour-glass grammar by Leslie Cohen Silent pronunciation by Steve Horne |
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The coursebook - future continuous or past? by Ingrid Freebairn English for scientists by Angela Rogers Lessons for friday by John Hughes When the reading stops by Philip Prowse Mixed-level tasks by Bill Bowler and Sue Parminter On the air by Koray Bilen Roleplaying roleplaying by Mark Hancock Verbalising punctuation by Sandra Cornbleet Suggestopedia by Mark Fletcher |
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Accuracy, fluency and complexity by Scott Thornbury Listening in by Jonathan Marks Get out of the way! by Philip Prowse Teaching in cyberspace by Clive Newton Get moving! by Simon Mumford Stranger in class by Jon Taylor A novel project by Matt Wicks Vocabulary books by Clyde Fowle Community language learning by Simon Marshall and Judith Baker |
 | issue 17 - October 2000 Grammar - a textual approach by Dave Willis TV by Mike Friel R is for rhythm by Liz Price Fantasy roleplay by Justin Stavri Learning from dyslexia by Linda Taylor Taking failure by the throat by Luke Prodromou Guided fantasies by Michael Berman |
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A matter of time by Alan Maley Slow, slow, quick, quick compromise by Paul Bress Dynamics by Bozena Stankiewicz Classroom language by Brian Winn-Smith Personalisation and pairwork by Paul Seligson English skiing professional by Annette Margolis Spread the word by Chris Sion |
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Motivation by Andrew Littlejohn Anecdote activities by Sue Kay A pint of water weighs a pound and a quarter by Bob Jones A box of tricks by Clive Newton Student Anxiety Renata Nascente Word patterns by Susan Hunston An inner journey by Ali Nihat Eken |
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 | issue 20 - July 2001 Search and re-search by Julian Edge Testing terms by Anthony Bynom Putting students to the test by Michael Thompson Urban legends by Daniel Linder RU TCHING eENGLISH 2? by John Hughes String toss by Duane Kindt Teaching intelligently by Rosie Tanner Making it memorable by Ana Leiguarda |
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Check it out by Penny Ur International intelligibility by Robin Walker What's in a name by Steve Buckledee Getting the most from your graded reader by Peter Watkins Puzzle it out by Cath Collins From story to screen by Steve Button Moving into multiculturalism by Antonio Roldan Tapia A photonovel in 12 easy steps by Simon Andrewes (Don't) take my advice by Matthew Norbury |
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In search of a good lesson by Luke Prodromou Beating the blank-page blues by Simon Rea Perpetuum mobile by Chris Sion Curtain up by Mark Almond The play's the thing! by Bill Bowler Setting a good example by Morgan Lewis Learner portfolios by Kari Smith Board organising by Kevin Byrne |
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Breaking taboos by Guy Cook Controversial classrooms by Jane Godwin Coury Teaching teenagers by Cristina Damin, Marcia Peixoto, Waleska Wasenkeski Cooperative learning by Rachel Duzzy A brush with art by Malcolm Lewthwaite Listen and learn by Bill Holden Methaphorically speaking by Michael Rundell The human classroom by Mario Rinvolucri Translation by Daniel Linder Fun with flashcards by John Wade |
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Perspectives on planning by Tessa Woodward The road to automomy by Jon Taylor The culture question by Paul Bress The spelling dilemma by Sheila Waller Spelling and vocabulary games by Simon Mumford Collaborative essays by Leslie Cohen Correction techniques by Maria Alice Antunes Push or pull? by Richard Bradford Poetry for all by Vicky Khatib |
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issue 26 - Jan 2003
The language of the learner - by Sheelagh Deller First-aid phonetics - by Peter Ball Superstitious conditionals - by Danny Glick Identifying intermediate - by Michael Thompson Career change, anyone? - by Bob Jordan English teaching essentials: Listening - by Jeremy Harmer Managing the megamotivated - by Paul Bress From process to structure - by Curtis Kelly Be my guest - by Jacqueline McEwan Knowing when to stop - by Adam Brown |
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What's in a word? - by Michael Hoey Idiomaticity - by Luke Prodromou Which exam? - by Jon Marks Snakes and ladders - by Neil Stainthorpe SQ3R+ 4 NNS - by Simon Rea Proactive Pronunciation - by Karen McLellan You cheat! - by Lindsay Clandfield Spiral Dynamics - by Nick Owen |
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The power of the paraconscious - by Susan Norman Electrons with parsley - by Annette Margolis Paradoxes for change - by Chaz Puliese Talk to yourself! - by Marc Helgesen What does the future hold? - by Marija Plut A love story - by Enrico Modotti Parallel journeys - by Katharine Jackson Peeling the grapefruit - by Luciano Amaral Oliveira New worlds, new words - by Sian Morgan and Liz Long Spiral dynamics: 3 - by Nick Owen |
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Nature or nurture? - by Bill Bowler Which exam? - by Jon Marks Free expression - by Naashia Mohamed Visualising the passage of time - by David Fahey A melting pot - by Sian Morgan and Liz Long Personal inspiration - by Clyde Fowle Mission possible - by Maria Luisa Perez Canado Spiral Dyamics: your profile - by Nick Owen |
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Encouraging output - by Ali Shehadeh Choose your words carefully! - by Sian Morgan and Liz Long Big words, small grammar - by Scott Thornbury Assessment for the right reasons - by Naashia Mohamed Dictionaries in use - by Anthony Bruton and Angeles Broca Time well spent - by Michael Thompson Teaching by numbers - by Michael Rundell Put your thinking hat on! - by Malcolm Lewthwaite |
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The IT revolution - by Felicity O'Dell Language in motion -by Sian Morgan and Liz Long The future of English - by Simon Collin Teaching in tandem - by Jane Sjoberg The apostrophe's apology - by Alan Philips Getting into character - by Sarah Mercer The confidence trick - by Paul Bress |
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