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	<title>miguel bengoa elt</title>
	<atom:link href="http://miguelbengoa.com/elt/feed/" rel="self" type="application/rss+xml" />
	<link>http://miguelbengoa.com/elt</link>
	<description>Some half baked ideas and others, carbonized...</description>
	<pubDate>Thu, 25 Sep 2008 12:58:18 +0000</pubDate>
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		<copyright>&#xA9; </copyright>
		<managingEditor>mabengoa@miguelbengoa.com ()</managingEditor>
		<webMaster>mabengoa@miguelbengoa.com()</webMaster>
		<category></category>
		<itunes:keywords></itunes:keywords>
		<itunes:subtitle></itunes:subtitle>
		<itunes:summary>a part of my english language teaching world...</itunes:summary>
		<itunes:author></itunes:author>
		<itunes:category text="Society &amp; Culture"/>
		<itunes:owner>
			<itunes:name></itunes:name>
			<itunes:email>mabengoa@miguelbengoa.com</itunes:email>
		</itunes:owner>
		<itunes:block>No</itunes:block>
		<itunes:explicit>no</itunes:explicit>
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			<title>miguel bengoa elt</title>
			<link>http://miguelbengoa.com/elt</link>
			<width>144</width>
			<height>144</height>
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		<item>
		<title>PPP: a small addition</title>
		<link>http://miguelbengoa.com/elt/2008/09/25/ppp-a-small-addition/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/25/ppp-a-small-addition/#comments</comments>
		<pubDate>Thu, 25 Sep 2008 12:52:22 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[methodology]]></category>

		<category><![CDATA[Pre-teach]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=154</guid>
		<description><![CDATA[Sometimes the presentation phase of a lesson can take up most of a lesson. What percentage of an overall lesson do you spend in presenting  particular language point and what percentage do the learners get to actually use the language? Half of the lesson, or just five percent of the lesson time?
Do the learners [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/25/ppp-a-small-addition/feed/</wfw:commentRss>
		</item>
		<item>
		<title>What is communicative language teaching?</title>
		<link>http://miguelbengoa.com/elt/2008/09/25/what-is-communicative-language-teaching/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/25/what-is-communicative-language-teaching/#comments</comments>
		<pubDate>Thu, 25 Sep 2008 10:16:54 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[methodology]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=151</guid>
		<description><![CDATA[Communicative language teaching (CLT) is a label that is often used to describe courses and it seems to be a label that has become so over-used and easily used that it has perhaps begun to lose its meaning. When asked in a recent seminar what the characteristics of community language were, there did seem to [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/25/what-is-communicative-language-teaching/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Ideas for creative workbook use</title>
		<link>http://miguelbengoa.com/elt/2008/09/23/ideas-for-creative-workbook-use/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/23/ideas-for-creative-workbook-use/#comments</comments>
		<pubDate>Tue, 23 Sep 2008 06:37:35 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[activity]]></category>

		<category><![CDATA[workbook]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=136</guid>
		<description><![CDATA[Introduction: Setting the Scene
I know that I am generalising, but so often workbooks are relegated to the &#8216;also ran&#8217; or &#8216;lemon&#8217; status of materials. Lacking vivid magazine-like colour and language (read grammar) input, workbook exercises are often given as a homework after thought&#8230;
To continue the generalisation, this homework is often diligently completed by the learners [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/23/ideas-for-creative-workbook-use/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Activity: Planning a holiday</title>
		<link>http://miguelbengoa.com/elt/2008/09/22/activity-planning-a-holiday/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/22/activity-planning-a-holiday/#comments</comments>
		<pubDate>Mon, 22 Sep 2008 12:36:53 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[activity]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=132</guid>
		<description><![CDATA[ Here is a very simple activity that is very useful to have in your toolbox as a no materials activity.
Aims: Fluency in speaking, listening and group negotiation. Giving advise and suggestions.
Skills: Speaking and listening.
Materials: A board and board pen.
Level: Elementary and above.
Preparation time: None,  save a little time thinking&#8230;
Procedure

Introduce the activity to the [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/22/activity-planning-a-holiday/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Activity: Why are these things important to me?</title>
		<link>http://miguelbengoa.com/elt/2008/09/22/why-are-these-things-important-to-me/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/22/why-are-these-things-important-to-me/#comments</comments>
		<pubDate>Mon, 22 Sep 2008 09:51:44 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[activity]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=120</guid>
		<description><![CDATA[
Here is a very simple activity that is very useful to have in your toolbox as a no materials activity.
Aims: Question forms and demonstrative pronouns. Giving personal information/getting to know you.
Skills: Speaking and listening
Materials: A board and board pen.
Level: All but the most early beginners.
Preparation time: None  save a little time thinking&#8230;
Procedure
1.  Write [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/22/why-are-these-things-important-to-me/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Activity: Dicey Questions</title>
		<link>http://miguelbengoa.com/elt/2008/09/22/dicey-questions/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/22/dicey-questions/#comments</comments>
		<pubDate>Mon, 22 Sep 2008 08:37:16 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[vocabulary]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=115</guid>
		<description><![CDATA[


Here is a very simple activity that is very useful to have in your toolbox as a no materials (save a die) and no preparation required&#8230;
Aims: Question and answer forms, targeted vocabulary recycling.
Skills: Speaking and listening
Materials: Set of dice for learners - or, if you have internet and a large enough screen, why not try [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/22/dicey-questions/feed/</wfw:commentRss>
		</item>
		<item>
		<title>The Article Flowchart</title>
		<link>http://miguelbengoa.com/elt/2008/09/17/the-article-flowchart/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/17/the-article-flowchart/#comments</comments>
		<pubDate>Wed, 17 Sep 2008 10:38:30 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[grammar]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=106</guid>
		<description><![CDATA[Simon Mumford and Nesta Parry presented this week a short seminar on academic writing at IEU, Izmir. In the seminar they focussed on common mistakes of L2 academic writers thast they met as academic proof readers of academic work. They chose to focus on articles, prepositions and relative clauses.  My interest was to see [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/17/the-article-flowchart/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Strategies for listening, note taking and discussion</title>
		<link>http://miguelbengoa.com/elt/2008/09/15/strategies-for-listening-note-taking-and-discussion/</link>
		<comments>http://miguelbengoa.com/elt/2008/09/15/strategies-for-listening-note-taking-and-discussion/#comments</comments>
		<pubDate>Mon, 15 Sep 2008 07:41:12 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[EAP]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[methodology]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[word lists]]></category>

		<category><![CDATA[listening]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=103</guid>
		<description><![CDATA[These notes are based on a presentation given by Theresa Doğuelli University. The presentation was after sales service from Oxford University Press on the Lecture Ready series of academic English text books.
The aim of the book is strategy training and this was where Teresa began her presentation. The differences between a strategy, skill, plan and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/09/15/strategies-for-listening-note-taking-and-discussion/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Azerbaijan</title>
		<link>http://miguelbengoa.com/elt/2008/06/26/azerbaijan/</link>
		<comments>http://miguelbengoa.com/elt/2008/06/26/azerbaijan/#comments</comments>
		<pubDate>Thu, 26 Jun 2008 08:23:21 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=101</guid>
		<description><![CDATA[One of the first sites that I created was a photo gallery with commentaries in Spanish to show my friends and colleagues in Latin speaking countries what I had been up to.
Recently I learned that a colleague from the University where I work will be going to Baku, so I thought that I would put [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/06/26/azerbaijan/feed/</wfw:commentRss>
		</item>
		<item>
		<title>What Masters&#8217;?</title>
		<link>http://miguelbengoa.com/elt/2008/06/23/what-masters/</link>
		<comments>http://miguelbengoa.com/elt/2008/06/23/what-masters/#comments</comments>
		<pubDate>Mon, 23 Jun 2008 13:34:24 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Education &amp; training]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=100</guid>
		<description><![CDATA[I recently saw in my teaching co-ordinators&#8217; office a poster which advised:
If you are going to bite the bullet, bite hard.
And so, the time has come to start the bite. The What Masters&#8217; page now contains information about nine MA courses and now the time has come to select the ones to which I would [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/06/23/what-masters/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Some more speaking activities</title>
		<link>http://miguelbengoa.com/elt/2008/03/31/some-more-speaking-activities/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/31/some-more-speaking-activities/#comments</comments>
		<pubDate>Mon, 31 Mar 2008 07:53:24 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[activity]]></category>

		<category><![CDATA[practice]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/31/12-lower-level-speaking-ideas-still-being-edited/</guid>
		<description><![CDATA[Do you teach speaking with few or no materials? Here are some speaking activities that you can try with your classes. 
Picture Dictation
materials: Ls notebooks or scrap paper and pictures to be dictated.
Aims: fluency, prepositions of place, vocabulary, process language.
Level: Pre-int upwards
Procedure: Ls draw 2 square boxes, you tell them to draw a ‘photo&#8217; of [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/31/some-more-speaking-activities/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Some speaking activities</title>
		<link>http://miguelbengoa.com/elt/2008/03/31/speaking-activities/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/31/speaking-activities/#comments</comments>
		<pubDate>Mon, 31 Mar 2008 07:52:42 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[activity]]></category>

		<category><![CDATA[technique]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/31/speaking-activities-still-being-edited/</guid>
		<description><![CDATA[Here are some more activities, some of which you can use with little or no prepararion. These are activities that I have found by dredging my computer directories. I there fore do not know the sources fo these activities. I would be happy to give any credit where it is due.
Lying: an icebreaker
air off students. [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/31/speaking-activities/feed/</wfw:commentRss>
		</item>
		<item>
		<title>A new link</title>
		<link>http://miguelbengoa.com/elt/2008/03/25/a-new-link/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/25/a-new-link/#comments</comments>
		<pubDate>Tue, 25 Mar 2008 06:26:45 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/25/a-new-link/</guid>
		<description><![CDATA[Here is a link sent to me by Robert Ledbury. The site is created by Phil Quirke (any relation to Randolph Quirk?) as part of his PhD with Aston University.
&#8216;Welcome to the site      that aims to give EFL/ESL teachers studying for Masters and Diplomas all the     [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/25/a-new-link/feed/</wfw:commentRss>
		</item>
		<item>
		<title>TBL - a rough guide</title>
		<link>http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/#comments</comments>
		<pubDate>Fri, 14 Mar 2008 14:15:43 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[methodology]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[J. Willis]]></category>

		<category><![CDATA[Krashen]]></category>

		<category><![CDATA[Michael 	Long]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[tbl]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/</guid>
		<description><![CDATA[This post is intended to give the most cursory idea about what exactly task based learning is.
A sample TBL lesson
Aim: learners will communicate a short personal anecdote (speaking)
Anticipated language: tense and aspect distinctions will probably need to be made (past simple and continuous). There will be some narrative type vocabulary especially related to order of [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/14/tbl-a-rough-guide/feed/</wfw:commentRss>
		</item>
		<item>
		<title>The flash-based phonemic typewriter</title>
		<link>http://miguelbengoa.com/elt/2008/03/13/the-flash-based-phonemic-typewriter/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/13/the-flash-based-phonemic-typewriter/#comments</comments>
		<pubDate>Thu, 13 Mar 2008 08:21:41 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Features]]></category>

		<category><![CDATA[internet]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/13/the-flash-based-phonemic-typewriter/</guid>
		<description><![CDATA[An online phonemic typewriter does just what it says.
ðəju:nikʊəd fəni:mɪkteɪpreɪtə knbifʊəndɪə

David&#8217;s homepage can be found here: http://davidbrett.uniss.itThank you Steve Darn for passing the link around.

	Related posts
	
	Fifty Links for learners (1)


]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/13/the-flash-based-phonemic-typewriter/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Fifty Links for learners</title>
		<link>http://miguelbengoa.com/elt/2008/03/12/links-for-learners/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/12/links-for-learners/#comments</comments>
		<pubDate>Wed, 12 Mar 2008 10:54:35 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[internet]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[texts]]></category>

		<category><![CDATA[vocabulary]]></category>

		<category><![CDATA[learner]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/12/links-for-learners/</guid>
		<description><![CDATA[Here is a selection of links for learners to use for their own language learning purposes. There are links to resources under the following categories:




language links
 topics: Texts to read and listen to, pronunciation practice, spelling practice, &#8230;
 listening: over 400 activities.
 native speaker: VOA Special English - limited to 1500 lexical items.
 on line [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/12/links-for-learners/feed/</wfw:commentRss>
<enclosure url="http://www.voanews.com/real/voa/english/spec/specengla.ram" length="149" type="audio/x-pn-realaudio" />
		</item>
		<item>
		<title>Oral communication tasks</title>
		<link>http://miguelbengoa.com/elt/2008/03/07/oral-communication-tasks/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/07/oral-communication-tasks/#comments</comments>
		<pubDate>Fri, 07 Mar 2008 09:19:51 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[listening]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[reading]]></category>

		<category><![CDATA[task]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/07/oral-communication-tasks/</guid>
		<description><![CDATA[Here is a suggested taxonomy for oral communication task types, not in any order of importance.

Providing 				extended answers to oral questions.
Asking 				and answering questions about diagrams or other visual 				representations of information.
Asking 				for information to solve problems or complete a job-related task.
Making 				requests and observing conventions of politeness.
Sustaining 				short conversations using informal register[s].
Managing the various [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/07/oral-communication-tasks/feed/</wfw:commentRss>
		</item>
		<item>
		<title>False beginners</title>
		<link>http://miguelbengoa.com/elt/2008/03/06/false-beginners/</link>
		<comments>http://miguelbengoa.com/elt/2008/03/06/false-beginners/#comments</comments>
		<pubDate>Thu, 06 Mar 2008 11:15:01 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[levels]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/03/06/false-beginners/</guid>
		<description><![CDATA[This is my definition of a false beginner.
&#8216;False beginners are those learners in any ELT program who have consistently failed to master sufficient language skills at each level of instruction: they are operating at an inadequate level of performance at whatever level of instruction they have reached.&#8217;
Although no formal definition of the false beginner has, [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/03/06/false-beginners/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Automaticity in reading</title>
		<link>http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/#comments</comments>
		<pubDate>Fri, 29 Feb 2008 11:19:56 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[bibliography]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[reading]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[practice]]></category>

		<category><![CDATA[technique]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/</guid>
		<description><![CDATA[ Following are a number of statements extracted from What Research Has To Say About Reading Instruction [International Reading Association] and particularly from the chapter entitled Reading Fluency: Techniques for Making Decoding Automatic by Samuels S J [University of Minnesota] and Farstrup A E [International Reading Association]. The excerpts are selected to raise awareness of [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/automaticity-in-reading/feed/</wfw:commentRss>
		</item>
		<item>
		<title>What is meant by automaticity and automatization?</title>
		<link>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/#comments</comments>
		<pubDate>Fri, 29 Feb 2008 11:14:49 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[bibliography]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[listening]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[testing]]></category>

		<category><![CDATA[automatization]]></category>

		<category><![CDATA[performance]]></category>

		<category><![CDATA[practice]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/</guid>
		<description><![CDATA[automatic

largely or wholly involuntary, 				especially as with a reflex
acting or done spontaneously or 				unconsciously

automatize

to make automatic [noun 				derivations: automatization the process of making 				automatic; automaticity the state or condition of being 				automatic]

In some literature, the word automization is used rather 			than automatization.
For our purposes as teachers, automatization is the process of making language processing and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/what-is-meant-by-automaticity-and-automatization/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Activity: vocabulary tennis</title>
		<link>http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/#comments</comments>
		<pubDate>Fri, 29 Feb 2008 09:52:58 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[Activities]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[speaking]]></category>

		<category><![CDATA[word lists]]></category>

		<category><![CDATA[activity]]></category>

		<category><![CDATA[game]]></category>

		<category><![CDATA[group]]></category>

		<category><![CDATA[group cohesion]]></category>

		<category><![CDATA[lexis]]></category>

		<category><![CDATA[list]]></category>

		<category><![CDATA[picture]]></category>

		<category><![CDATA[vocabulary]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/</guid>
		<description><![CDATA[This is an activity that requires no setting up and can be done at the drop of a hat just the kind of activity that I love to have in my toolbox! Essentially, the idea is to promote automatization through quick responses, under moderately stressful conditions.
Aim: learners will recycle vocabulary and/or create short sentences under [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/29/activity-vocabulary-tennis/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Syllabus and curriculum</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/syllabus-and-curriculum/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/syllabus-and-curriculum/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 06:17:39 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/syllabus-and-curriculum/</guid>
		<description><![CDATA[Having published several posts on individual skills, I felt that they needed better organisation and something to &#8220;hang onto&#8221; as it were. To that end, here are some short thoughts on syllabus and curriculum.
Some assumptions

 	 	

Experienced teachers (by definition) are familiar 	with the planning, setting up and running courses.
The academic director of a school [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/syllabus-and-curriculum/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Writing sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:27:51 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[syllabus]]></category>

		<category><![CDATA[writing]]></category>

		<category><![CDATA[cohesive devices]]></category>

		<category><![CDATA[discourse]]></category>

		<category><![CDATA[sentence level]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/</guid>
		<description><![CDATA[1. Manipulating the script of the language: handwriting, spelling and punctuation.
2.	Expressing grammatical [syntactic and morphological] relationships at the sentence level.
3.	Expressing relationships between parts of a written text through cohesive devices [especially through grammatical devices such as noun-pronoun reference].
4.	Using markers in written discourse, in particular:

introducing an idea
developing an idea
transition to another idea
concluding an idea
emphasising a point [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/writing-sub-skills/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Listening sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:26:17 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[listening]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[cohesive devices]]></category>

		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[discourse]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/</guid>
		<description><![CDATA[
 	 	
1.	Deducing meaning and use of unfamiliar lexical items through understanding word formation and contextual clues in utterances and spoken text
2. Recognising and understanding phonological features of speech [especially those forms associated with supra-segmental features]
3.	Understanding relationships within the sentence: the syntactic and morphological forms characteristic of spoken language
4.	Understanding relationships between parts of text and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/listening-sub-skills/feed/</wfw:commentRss>
		</item>
		<item>
		<title>Reading sub skills</title>
		<link>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/</link>
		<comments>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/#comments</comments>
		<pubDate>Mon, 25 Feb 2008 05:23:41 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
		
		<category><![CDATA[curriculum]]></category>

		<category><![CDATA[reading]]></category>

		<category><![CDATA[skills]]></category>

		<category><![CDATA[syllabus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/</guid>
		<description><![CDATA[
 	 	
1. Basic reference and information-finding skills [e.g. title, using contents page, index. footnotes, bibliography, chapter headings and sub-headings, chapter summaries]
2.	Deducing meaning and use of unfamiliar lexical items through understanding word formation and contextual clues
3.	Understanding grammatical [syntactic and morphological] relationships at the sentence level
4.	Understanding relationships between parts of text through cohesive devices [especially grammatical [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/02/25/reading-sub-skills/feed/</wfw:commentRss>
		</item>
	</channel>
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