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?”
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by Katherine Reilly
Many of us hold our childhood memories in high regard; the joy of seeing your father come home from work, the sense of security one would feel when held in the protective embrace of a loved one, but one of the most fondest memories I cherish of my childhood, is that of my mother reading bedtime stories to me.
Continue reading “7 Reasons You Should Read Bedtime Stories to Your Kids”