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Author: Andrew Walkley

Andrew Walkley has 25 years’ experience as a teacher, trainer and materials writer. He is currently the co-director of Lexical Lab (lexicallab.com) an educational services provider specialising in course design and consultancy, material writing and teacher training. With Lexical Lab, he runs a variety of training courses for people in English Language education as part of a Summer school. He is the co-author of several coursebook series - Outcomes, Innovations and Perspectives (National Geographic Learning) and the methodology book Teaching Lexically (Delta Publishing).

How do we improve listening outcomes?

24 August 2023 Andrew Walkley Teaching Adults Leave a comment

Traditionally, ELT listening lessons often focused on micro-skills like using context and general knowledge to get the gist. More recently, there has been a reconsideration of listening and how we might improve it, based on four main processes. These can be described as:  In this post, we define these four

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Giving Students A Voice: Six Critical Thinking Tips

17 May 2019 Andrew Walkley Teaching Teens One comment

Critical thinking is seen as an increasingly valued skill to teach students in the 21st Century, but the first thing we need to ask is what exactly is it? Very often critical thinking can become a complaint that people aren’t thinking like me! Some definitions have a focus on being

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Repetition and word lists

4 January 2019 Andrew Walkley Teaching Adults, Teaching Teens One comment

Many coursebooks provide word lists of ‘new’ words that appear in the unit. Sometimes these are with a translation and they may also have an example or phonetic forms. The word list is an obvious resource for repetition. I don’t use the word ‘review’ here, because that implies that we

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repetition

In praise of repetition

22 October 2018 Andrew Walkley Teaching Adults, Teaching Teens 5 comments

Repetition has got itself a rather bad name over the years and it is often avoided in many course materials. Why is this the case? Well, one reason may be purely economic. Drills mean a lot of recording and/or space on the page which makes for an expensive book. Similarly, repetition of

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Questions

The Questions We Ask

6 April 2018 Andrew Walkley Teaching Adults, Teaching Teens Leave a comment

Hugh Dellar and Andrew Walkley explore questions about vocabulary that give you more feedback from your learners. Perhaps the most common kind of question that many teachers learn to ask during initial training is Concept-Checking Questions (CCQs). The basic idea is that after explaining what something means, teachers need to

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Bringing the World to the Classroom and the Classroom to Life