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	<title>miguel bengoa elt</title>
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	<link>http://miguelbengoa.com/elt</link>
	<description>Some half baked ideas and others, carbonized...</description>
	<lastBuildDate>Thu, 18 Mar 2010 11:40:34 +0000</lastBuildDate>
	
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		<copyright>2006-2007 </copyright>
		<managingEditor>mabengoa@miguelbengoa.com (miguel bengoa elt)</managingEditor>
		<webMaster>mabengoa@miguelbengoa.com (miguel bengoa elt)</webMaster>
		<category>posts</category>
		<itunes:keywords></itunes:keywords>
		<itunes:subtitle></itunes:subtitle>
		<itunes:summary>a part of my english language teaching world...</itunes:summary>
		<itunes:author>miguel bengoa elt</itunes:author>
		<itunes:category text="Society &amp; Culture"/>
		<itunes:owner>
			<itunes:name>miguel bengoa elt</itunes:name>
			<itunes:email>mabengoa@miguelbengoa.com</itunes:email>
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		<itunes:block>No</itunes:block>
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			<title>miguel bengoa elt</title>
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		<item>
		<title>The Principles of DOGME</title>
		<link>http://miguelbengoa.com/elt/2010/02/23/the-principles-of/</link>
		<comments>http://miguelbengoa.com/elt/2010/02/23/the-principles-of/#comments</comments>
		<pubDate>Tue, 23 Feb 2010 10:55:59 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[methodology]]></category>
		<category><![CDATA[dogme]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=445</guid>
		<description><![CDATA[Dogme has ten key principles.
1. Interactivity: the most direct route to learning is to be found in the interactivity between teachers and students and amongst the students themselves.
2. Engagement: students are most engaged by content they have created themselves
3. Dialogic processes: learning is social and dialogic, where knowledge is co-constructed
4. Scaffolded conversations: learning takes place [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2010/02/23/the-principles-of/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Around the verb in 80 minutes… #5: The rods and the chart.</title>
		<link>http://miguelbengoa.com/elt/2010/02/14/around-the-verb-in-80-minutes%e2%80%a6-5-the-rods-and-the-chart/</link>
		<comments>http://miguelbengoa.com/elt/2010/02/14/around-the-verb-in-80-minutes%e2%80%a6-5-the-rods-and-the-chart/#comments</comments>
		<pubDate>Sun, 14 Feb 2010 11:43:58 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[grammar]]></category>
		<category><![CDATA[around the verb]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=478</guid>
		<description><![CDATA[This section of the series owes a great deal to Glenys Hanson and her article &#8220;The English Verb Tense System: a dynamic presentation using the Cuisenaire Rods&#8220;.
MATERIALS

A set of Cuisenaire Rods what are these? Go to Wikipedia
A large sheet of paper – flip chart size for the chart.

The procedure here involves modelling the process of [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2010/02/14/around-the-verb-in-80-minutes%e2%80%a6-5-the-rods-and-the-chart/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Around the verb in 80 minutes #1: Introduction: a bit of history</title>
		<link>http://miguelbengoa.com/elt/2010/02/10/around-the-verb-in-80-minutes-1/</link>
		<comments>http://miguelbengoa.com/elt/2010/02/10/around-the-verb-in-80-minutes-1/#comments</comments>
		<pubDate>Wed, 10 Feb 2010 11:01:00 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[grammar]]></category>
		<category><![CDATA[around the verb]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=432</guid>
		<description><![CDATA[Since 1066, Latin (Romance language) and Anglo-Saxon has formed a confused layer cake comprising of overlapping strata and forgotten bits and pieces all over the centuries. In this layer cake, Latin was the prestige language – and still is.
In this linguistic layer cake: a humble “spade”  (Anglo-Saxon) will never convince anyone to call it [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2010/02/10/around-the-verb-in-80-minutes-1/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Around the verb in 80 minutes #2: Rationale: Covering Grammar</title>
		<link>http://miguelbengoa.com/elt/2010/02/09/around-the-verb-in-80-minutes-2-rationale-covering-grammar/</link>
		<comments>http://miguelbengoa.com/elt/2010/02/09/around-the-verb-in-80-minutes-2-rationale-covering-grammar/#comments</comments>
		<pubDate>Tue, 09 Feb 2010 13:13:08 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[grammar]]></category>
		<category><![CDATA[around the verb]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=449</guid>
		<description><![CDATA[The title to this second post in the series &#8216;Around the Verb&#8217; is inspired by from Scott Thornbury&#8217;s book “Uncovering Grammar” where grammar is not a thing to be learned, but rather a process that emerges as learners language needs become more sophisticated.
The term &#8220;cover&#8221; such-and-such grammar point has the rather unfortunate implication of mystifying [...]]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Around the verb in 80 minutes… #3: How many tenses are there in English?</title>
		<link>http://miguelbengoa.com/elt/2010/02/08/around-the-verb-in-80-minutes%e2%80%a6-3-how-many-tenses-are-there-in-english/</link>
		<comments>http://miguelbengoa.com/elt/2010/02/08/around-the-verb-in-80-minutes%e2%80%a6-3-how-many-tenses-are-there-in-english/#comments</comments>
		<pubDate>Mon, 08 Feb 2010 06:52:15 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[grammar]]></category>
		<category><![CDATA[around the verb]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=459</guid>
		<description><![CDATA[

I start this stage of the workshop by asking how many tenses there are in English. I have asked this question many times. Learners are never consistent with their answers. Incredibly, teachers are similarly inconsistent. This is a shocking revelation given the focus on grammar on so many EFL course books, publications and courses.

How does [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2010/02/08/around-the-verb-in-80-minutes%e2%80%a6-3-how-many-tenses-are-there-in-english/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Around the verb in 80 minutes&#8230; #4: Start of session – the bubble.</title>
		<link>http://miguelbengoa.com/elt/2010/02/07/around-the-verb-in-80-minutes-4-start-of-session-%e2%80%93-the-bubble/</link>
		<comments>http://miguelbengoa.com/elt/2010/02/07/around-the-verb-in-80-minutes-4-start-of-session-%e2%80%93-the-bubble/#comments</comments>
		<pubDate>Sun, 07 Feb 2010 09:48:07 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[grammar]]></category>
		<category><![CDATA[around the verb]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=464</guid>
		<description><![CDATA[This section of the series owes a great deal to Glenys Hanson and her article &#8220;The English Verb Tense System: a dynamic presentation using the Cuisenaire Rods&#8220;.
In this section, I introduce the notions

 that time and space and time is flexible and subjective
that we choose verb forms according to the meaning we want to realise [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2010/02/07/around-the-verb-in-80-minutes-4-start-of-session-%e2%80%93-the-bubble/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Protected: Assessment Tasks &amp; Dossiers</title>
		<link>http://miguelbengoa.com/elt/2010/02/01/assessment-task-1/</link>
		<comments>http://miguelbengoa.com/elt/2010/02/01/assessment-task-1/#comments</comments>
		<pubDate>Mon, 01 Feb 2010 09:20:55 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[f-assessment]]></category>
		<category><![CDATA[focus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=405</guid>
		<description><![CDATA[There is no excerpt because this is a protected post.]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2010/02/01/assessment-task-1/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Wordpress: adding learners to your blog</title>
		<link>http://miguelbengoa.com/elt/2009/11/23/wordpress-adding-learners-to-your-blog/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/23/wordpress-adding-learners-to-your-blog/#comments</comments>
		<pubDate>Mon, 23 Nov 2009 11:00:32 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[CALL]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=383</guid>
		<description><![CDATA[Note that this post (16.11.2009 was updated on the 23.11.2009 with extra information making the process more simple.
This is a potentially confusing step for learners so I have found that it was useful to have a run through with some learners in class. Here is the wordpress.com instruction page link.
Update
The simplest way to get learners [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/23/wordpress-adding-learners-to-your-blog/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Wordpress user roles</title>
		<link>http://miguelbengoa.com/elt/2009/11/16/wordpress-user-roles/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/16/wordpress-user-roles/#comments</comments>
		<pubDate>Mon, 16 Nov 2009 15:03:13 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[CALL]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=387</guid>
		<description><![CDATA[The Wordpress.com page containing this information can be found here.

Giving anyone the possibility to edit any kind of information on your blog has potential dangers. There are four levels of privilege:
Administrator
Full privileges and owner of the blog. Complete power over:

 posts/pages,
comments,
settings,
theme choice,
import,
users

Nothing is off-limits, including deleting the entire blog.
Editor
An editor can

publish,
edit, and delete any posts/pages,
moderate [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/16/wordpress-user-roles/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Why use a blog for your class?</title>
		<link>http://miguelbengoa.com/elt/2009/11/16/why-use-a-blog-for-your-class/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/16/why-use-a-blog-for-your-class/#comments</comments>
		<pubDate>Mon, 16 Nov 2009 14:16:38 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[CALL]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=379</guid>
		<description><![CDATA[Perhaps the easiest way to answer this question is to give you the link to one that we used in a seven week module. The link is here.
Some of our posts include:

Our values.
Orientation days with effectiveness feedback through a poll.
Vocabulary resource.
How to get an avatar.
Homework reminders.
Writing samples
Collecting feedback
Holiday messages.
Presenting text for the classroom.
Using the blog [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/16/why-use-a-blog-for-your-class/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Starting a Wordpress Blog in Your Class 2: Features</title>
		<link>http://miguelbengoa.com/elt/2009/11/12/starting-a-blog-in-your-class-2-features/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/12/starting-a-blog-in-your-class-2-features/#comments</comments>
		<pubDate>Thu, 12 Nov 2009 11:37:49 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[CALL]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=356</guid>
		<description><![CDATA[Features of your blog
On the &#8216;Your account is now active page&#8217; you will see two links:
View your site or Login
Click on both, opening two separate tabs in your browser. I imagine that you might be disappointed with the look of your blog and that will be the first feature we will look at. First here [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/12/starting-a-blog-in-your-class-2-features/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Starting a Wordpress Blog in Your Class 1: basics</title>
		<link>http://miguelbengoa.com/elt/2009/11/12/starting-a-blog-in-your-class-1/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/12/starting-a-blog-in-your-class-1/#comments</comments>
		<pubDate>Thu, 12 Nov 2009 10:31:34 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[CALL]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=346</guid>
		<description><![CDATA[
Here is a quick guide to starting a blog in your class.
The first steps
You will need pen and paper to note down:

email
email user name and password
blog user name and password.

1.  Create a new email account especially for the blog. Use any email provider. Remember your email address and username. Write them down.
2.  Go to wordpress.com. [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/12/starting-a-blog-in-your-class-1/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Teaching Unplugged and Technology</title>
		<link>http://miguelbengoa.com/elt/2009/11/11/341/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/11/341/#comments</comments>
		<pubDate>Wed, 11 Nov 2009 07:35:25 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[technology]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=341</guid>
		<description><![CDATA[My apologies for quoting at such great length, but there has been some polemic over the use of technology in classrooms of late. This comes from dogme at yahoo groups.
&#8220;&#8212;&#8211; Original Message &#8212;&#8211;
From: Scott
To: dogme@yahoogroups.com
Sent: Friday, November 06, 2009 4:30 PM
Subject: [dogme] There&#8217;s faffing and there&#8217;s faffing&#8221;
&#8220;(&#8230;) with respect, comparing a computer breakdown or projector [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/11/341/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>ParaPal Design</title>
		<link>http://miguelbengoa.com/elt/2009/11/05/parapal-design/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/05/parapal-design/#comments</comments>
		<pubDate>Thu, 05 Nov 2009 10:03:12 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[CALL]]></category>
		<category><![CDATA[EAP]]></category>
		<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=328</guid>
		<description><![CDATA[An excellent site from ParaPal Design: thank you!
A quick tour:

Site map here.
Authoring takes you to drag and drop and matching activities that you author yourself, not all are free though  . I especially like the jigsaw. Have a look at the demos. The ParaPal suite is primarily designed for language learning this is a [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/05/parapal-design/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Protected: Post-Focus Assessment Task 2</title>
		<link>http://miguelbengoa.com/elt/2009/11/05/at-2-revisited/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/05/at-2-revisited/#comments</comments>
		<pubDate>Thu, 05 Nov 2009 09:30:22 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[f-assessment]]></category>
		<category><![CDATA[focus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=318</guid>
		<description><![CDATA[There is no excerpt because this is a protected post.]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/05/at-2-revisited/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Protected: Pre-Focus Assessment Task 2</title>
		<link>http://miguelbengoa.com/elt/2009/11/02/pre-focus-assessment-task-2/</link>
		<comments>http://miguelbengoa.com/elt/2009/11/02/pre-focus-assessment-task-2/#comments</comments>
		<pubDate>Mon, 02 Nov 2009 06:59:11 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[f-assessment]]></category>
		<category><![CDATA[focus]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=313</guid>
		<description><![CDATA[There is no excerpt because this is a protected post.]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/11/02/pre-focus-assessment-task-2/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Multiple Intelligences</title>
		<link>http://miguelbengoa.com/elt/2009/10/27/multiple-intellegences/</link>
		<comments>http://miguelbengoa.com/elt/2009/10/27/multiple-intellegences/#comments</comments>
		<pubDate>Tue, 27 Oct 2009 12:41:36 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[Education & training]]></category>
		<category><![CDATA[methodology]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=310</guid>
		<description><![CDATA[Fact or fiction? What does seem to be true is that MI (multiple intelligences) is widely accepted as a part of teaching theory. What what exactly is it? What does MI mean? Where is the proof? Is it the same as, or something different to NLP (neuro linguistic programming)?
Can anyone tell me what intelligence is? [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/10/27/multiple-intellegences/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Johanna Sterling: Site Review</title>
		<link>http://miguelbengoa.com/elt/2009/04/20/joanna-sterling-site-review/</link>
		<comments>http://miguelbengoa.com/elt/2009/04/20/joanna-sterling-site-review/#comments</comments>
		<pubDate>Mon, 20 Apr 2009 05:47:33 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=195</guid>
		<description><![CDATA[Joanna Sterling&#8217;s site has been in existence for many years and is thoroughly recommended for teaches and learners alike.
Activities for learners   include: spelling activities, parts of speech, English jokes, advice about improving speaking as well as links for students.
For teachers the site includes: lots of practical ideas, the Portable Electronic Dictionary,remedial spelling, helping students [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/04/20/joanna-sterling-site-review/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Teaching Speaking Tactics</title>
		<link>http://miguelbengoa.com/elt/2009/02/18/teaching-speaking-tactics/</link>
		<comments>http://miguelbengoa.com/elt/2009/02/18/teaching-speaking-tactics/#comments</comments>
		<pubDate>Wed, 18 Feb 2009 10:17:19 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[skills]]></category>
		<category><![CDATA[speaking]]></category>
		<category><![CDATA[syllabus]]></category>
		<category><![CDATA[vocabulary]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=191</guid>
		<description><![CDATA[When learner&#8217;s can&#8217;t speak, what can they do? Avoidance is a common strategy. Learners either change the topic, or clam up completely.
However, there are a number of other strategies that can help learners and, if used judiciously, are probably more benaeficial.


1. Use L1 based strategies:
In closely related languages a literal translation might work.
Switch languages and [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2009/02/18/teaching-speaking-tactics/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
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		<title>Phonology: features of connected speech</title>
		<link>http://miguelbengoa.com/elt/2008/10/28/phonology-features-of-connected-speech/</link>
		<comments>http://miguelbengoa.com/elt/2008/10/28/phonology-features-of-connected-speech/#comments</comments>
		<pubDate>Tue, 28 Oct 2008 12:47:31 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[phonetics]]></category>
		<category><![CDATA[listening]]></category>
		<category><![CDATA[phonology]]></category>
		<category><![CDATA[speaking]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=166</guid>
		<description><![CDATA[This series of posts explore some of the features of connected speech with the following aims.

To revisit and consolidate old knowledge by

creating a list of common features of connected speech in English.


To provide a reasonably accessible resource for others to use so that it may be used to

give weight to the argument that phonetics is [...]]]></description>
		<wfw:commentRss>http://miguelbengoa.com/elt/2008/10/28/phonology-features-of-connected-speech/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
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		<title>Dictation</title>
		<link>http://miguelbengoa.com/elt/2008/10/23/dictation/</link>
		<comments>http://miguelbengoa.com/elt/2008/10/23/dictation/#comments</comments>
		<pubDate>Thu, 23 Oct 2008 12:09:03 +0000</pubDate>
		<dc:creator>Miguel</dc:creator>
				<category><![CDATA[dictation]]></category>

		<guid isPermaLink="false">http://miguelbengoa.com/elt/?p=113</guid>
		<description><![CDATA[Ian White a highly respected member of Izmir University of Economics&#8217; Teacher Training Team (Turkey), facilitated an excellent session on dictation in which a wide variety of views were expressed on dictation. Sorry for any additions or omissions, Ian.
Why do dictation?

It improves listening and comprehension skills.
Punctuation is realised by pauses in breathing, so a greater [...]]]></description>
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		<slash:comments>0</slash:comments>
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		<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>
		<slash:comments>0</slash:comments>
		</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>
		<slash:comments>0</slash:comments>
		</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>
		<slash:comments>0</slash:comments>
		</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>
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		<slash:comments>0</slash:comments>
		</item>
	</channel>
</rss>
