Ken Lackman EFL Magazine Author. Ken Lackman spent seven years in Prague teaching English and developing teaching materials for The Caledonian . He is the founder and leader of Ken Lackman & Associates, a thriving teacher training project, offering workshops, mini-conferences and other types of. Ken Lackman (B. Ed., DELTA) is a frequent presenter at IATEFL conferences and other conferences in North America. He began his teaching career in at.
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Ken Lackman, Author at EFL Magazine
I think Scott meant that some coursebooks and I would include my own, Outcomes and Innovations, Scott ;- give better examples and are closer to language students may wish to speak. The demo lesson consisted of cycles of pairwork conversations on a topic that had been selected by a class brainstorm and vote alternating with similar conversations lackmann the teacher and a selected student.
I am wondering sorry! And if they really enjoyed the class, then that means there should be no reason for those students to complain about their lessons. Ken Lackman and Associates was formed in to offer teacher training sessions to schools and other language kdn organizations. Unless we have, as many schools do, a very narrow definition of what teaching is about, what NESTs and nNESTs bring to the teaching table should be considered equally valuable.
Lwckman under Creative Commons from.
Ken Lackman |
Wonderful post, Scott, really inspiring ideas — promoting inquiry dialogue, T-S lacjman conversation stages very Demand High? I shall check out the sources. I promptly went out and ordered them — hence the quote. Text, Discourse and Corpora, London: I know such a book has been mooted. In comparing the two conversational modes, discussion and inquiry dialogue, Phil found that the former tends to be transmissive in style, involving the mere exchange of tokens of lackma or experience, with little in the way of follow-up, and which, in the interests of task completion, inclines towards early closure.
Our activity workshops are based on a similar premise, with universal activities that, once learned, can be easily plugged into a lesson, even on the spot. Your value as a teacher is not based on the language you speak but the language you teach.
Talk to the expert: Interview with Ken Lackman
Interview with Ken Lackman So, in the light of these three presentations, what I wonder might a more lavkman model of Dogme look like? Thanks for the feedback on my talk and for weaving it and the other two talks together. In my short talk there was much I had to leave out, and one point was answering this question.
For example, our most popular workshop, Universal Activitiesfeatures over 30 great classroom activities that can be used for teaching grammar or vocabulary. As Phil put it: You can predict many of the kinds of things students may wish to say or importantly hear about more controversial topics and this seems to me a good starting point.
Coursebooks seem to leave a lot to desire in terms of reformulation-rich affordances, demand-high implementation, and conversation-oriented practice of the exploratory kind. The lesson frameworks provide teachers with universal plans that, once learned, will enable one to teach solid lessons with virtually no planning or preparations.
If I were learning a lacjman language with a teacher, I would tell the teacher what I want to say, not wait to be told what someone who is not there thinks I might want to say.
Ken Lackman and Associates. I have enjoyed your work books, blog, vids for some time. Most of the frameworks and activities are universal. Hi Scott, This is my first time posting on this blog. Thank you for summarising the talks by some of my favourite presenters, none of whom, ironically, I got to listen to this time. Talk to llackman expert: Leave a Reply Cancel reply.
Find out as much as you can about teaching and keep experimenting in the classroom. Notify me of new comments via email.
And extending and deepening the kind of reformulation offered would seem lacmkan place greater demands on the teacher than on the student. That needs to come from the top.