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What one European country may have done right.

Photo by Immo Wegmann on Unsplash

by Adriane Thrash

Saturday morning, it’s 70 degrees as the sun moves up. Cackling seagulls fly overhead, and the smell of clean laundry comes from a next-door balcony. Three weeks after the first COVID case was diagnosed here, the surreal pace of life under semi-quarantine continues. The constant ticker-tape of numbers rolls along: number of new cases, number of intubations, number of deaths. Our viral ‘market-watch’ runs the gamut from the extraordinary to the mundane: respirators, anti-viral drugs, gowns-masks-and-gloves, acetominophen, mouthwash, alcohol and toilet paper. Continue reading “What one European country may have done right.”

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My students complain that CLIL reading texts are too long and difficult to deal with… What should I do?

by Dimitris Primalis

Unlike traditional EFL (English as a Foreign Language) texts, which are graded and fairly simple for lower level class, texts in CLIL books are usually long and more demanding in terms of vocabulary, structure and are usually different in terms of task types (e.g. students may have to complete a Venn diagram). These features may bring to surface complaints by students and parents and add further pressure to the educator.  How can you deal with it?

Continue reading “My students complain that CLIL reading texts are too long and difficult to deal with… What should I do?”