KEN LACKMAN PDF

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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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Yes, there are scores — even legions — of teachers doing wonder-ful things without knowing there is a name for it. And, of course, teachers who luckily? Word quickly spread and soon afterward Ken received requests to present at numerous other conferences and schools in the greater Toronto area. Thanks for passing on the ideas. Google and the like can also offer support language-wise for teachers, just as it can for language learners. Although we offer a wide range of workshops, our focus is on activities and lesson frameworks that will allow teachers to plan effective lessons more easily.

Coursebooks might provide new language, but it is very unlikely to be language which the students actually wanted to produce at the time that they study it. And I so agree with this point: The deft use of reference tools, such as learner dictionaries or online corpora, can also be developed.

My first reaction was, reactionary! An interesting training activity might be first to have the trainees devise 1. Key expressions were written on the board and their mechanics highlighted, in a way that replicates the language focus stage of Counselling Language Learning CLL.

Ken Lackman

Based on an extensive database of classroom interaction that he has amassed over time, Phil has identified five kinds of instructional classroom talk, two of which seem to approximate closely to the notion of conversation: Enter your email address to subscribe to this blog and receive notifications of new posts by email.

Most of the frameworks and activities are universal. Thanks, Leo — I was toying with the idea of weaving you into the plot too, especially your very clear breakdown of the factors such as collocation, register, semantic prosody etc that serve to distinguish synonyms, and which help explain why a word just feels wrong in particular contexts, even though its denotational meaning is correct. This site uses Akismet to reduce spam.

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That should mean continued employment for their teacher. Sorry, your blog cannot share posts by email. And then again, my bold claim could itself be a wonder killer. A framework for Dogme. Inquiry dialogue is less about the exchange of ideas than the joint construction of ideas.

The workshops at the conference feature some of the best presenters in Canada and sessions are chosen based on general appeal.

W is for Wondering | An A-Z of ELT

I have enjoyed your work books, blog, vids for some time. Since that time, we have presented over workshops at schools and conferences in Canada and Europe. I know such a book has been mooted. Methods and activities for more effective teaching with less preparation. 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.

However, where I would disagree is that fundamental to this training is the coursebook and a critical awareness of all the language that is available in coursebooks and the affordances they provide not just those written by the authors. My wondering is about whether the role of less capable L2 users was somehow redefined by all three speakers in light of sociocultural theory private speech, ZPD mediation, etc.

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.

Thank you for summarising the talks by some of my favourite presenters, none of whom, ironically, I got to listen to this time. Schools on that list include private language schools, numerous LINC schools, and several universities and colleges. This is my first time posting on this blog.

You can view some of these testimonials here. In comparing the two conversational modes, discussion and inquiry dialogue, Phil found that the former tends to be transmissive ,en style, involving the mere exchange of tokens of information or kej, with little in the way of follow-up, and which, in the interests of task completion, inclines towards early closure.

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The second presentation that had me wondering was by Ken Lackman: Suffice it to quote the very quotable John Holt To take a look at our published works, click here. This is a huge question. After target language is presented and explained, one only needs to choose one or more of these activities to round off the lesson with.

I think Scott meant that some coursebooks and I would include my own, Alckman and Innovations, Scott ;- give better examples and are closer to language students may wish to speak. These lesson frameworks were created to enable teachers to deliver great lessons with virtually no planning or preparation.

Talk to the expert: Interview with Ken Lackman – TEFL Equity Advocates and Academy

The answer depends on what determines good and bad teaching. Your value as a teacher is not based lacmman the language you speak but the language you teach.

For the complete list of lackmah click he re. Andrew neatly demonstrated that many of our intuitions regarding the frequency of a word, or its most typical collocations, are flawed, to say the least.

Talk to the expert: Interview with Ken Lackman

Does it matter to students whether their teacher is a nNEST? Thanks for your comment, Neil. And extending and deepening the kind of reformulation offered would seem to place greater demands on the teacher than on the student. Email Subscription Enter your email address to subscribe to kfn blog and receive notifications of new posts by email.

The quote at the end stirred me.