Scott Thornbury

Teaching Grammar Creatively is a practical new resource book that offers a variety of lessons and activities for everyday use in English language classes. It aims to stimulate students' imagination, humour and creativity and increase the effectiveness of grammar practice. The book offers more than 50 complete lessons covering a wide range of grammar structures, learner levels, and age groups. Each lesson is divided into two main sections: Language Awareness Activities and Creative Grammar Practice. The Language Awareness Activities are designed to introduce and provide initial practice of items that may still be unfamiliar to students. The Creative Grammar Practice section provides ideas for a deeper and more personalised familiarisation with these items, always with an element of individual creativity. Each lesson ends with the creation of a learner text - a permanent and original record of the grammar, in the form of a story or a poem for example.

The CELTA Course is the only CELTA preparation course endorsed by Cambridge ESOL. It provides full coverage of the CELTA syllabus in a ready-to-use course. The CELTA Course is divided into user-friendly sections: * Input sessions (40 units on 'The learners and their contexts', 'Classroom teaching', 'Language awareness', and 'Professional development') * Teaching practice * Classroom observation * Written assignments and tutorials * 'Resource file' The Trainee Book includes a range of material to be used in input sessions, helpful advice about the course, and a wealth of useful reference material. The Trainer's Manual includes suggestions on how to best use the material with trainees, as well as help and advice on how to prepare trainees for teaching practice, lesson observations, written assessment and tutorials.

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How to teach Vocabulary is for teachers wanting to develop their skills and to find out more about recent developments, such as language corpora and the lexical approaches to teaching.Key Features- Explanations of the theory of words and their relationships- Methods of increasing students' confidence with words

Instead of presenting grammar in the conventional way, under headings such as 'the present perfect' or 'prepositions of time' Natural Grammar is organized around words. Why? Scott Thornbury tells us ''Very simply, words have grammar. That is to say, when you use a word you are obliged to choose from the particular grammar patterns associated with that word.'' Let's look at some examples using for: for + noun phrase e.g. This book is for students and teachers for + ing e.g You can use a compass for telling the time for + noun phrase + to - infinitive e.g. I'm waiting for him to call So, if you learn the grammar of for you are learning at least three important grammar patterns in English. What's more, these grammar patterns cover all of the most important grammar structures in English so your students can be confident they are still learning what we could call the 'traditional' grammar structures. In fact there is a list on page ii o

The CELTA Course is the only CELTA preparation course endorsed by Cambridge ESOL. It provides full coverage of the CELTA syllabus in a ready-to-use course. The CELTA Course is divided into user-friendly sections: * Input sessions (40 units on 'The learners and their contexts', 'Classroom teaching', 'Language awareness', and 'Professional development') * Teaching practice * Classroom observation * Written assignments and tutorials * 'Resource file' The Trainee Book includes a range of material to be used in input sessions, helpful advice about the course, and a wealth of useful reference material. The Trainer's Manual includes suggestions on how to best use the material with trainees, as well as help and advice on how to prepare trainees for teaching practice, lesson observations, written assessment and tutorials.

For two years now Ive been regularly blogging about ELT-related issues that have caught my attention. The topics have been loosely organized around the format of an encyclopaedic dictionary Id published previously, called An A-Z of ELT. Ive since clocked up over a hundred posts that in turn have attracted thousands of comments comprising I dont know how many tens of thousands of words.A couple of things that have emerged from this long conversation are: (1) the same issues come round and round, and (2) they are often framed as questions.The issues tend to relate to my other life as advocate of a Dogme approach to ELT teaching, i.e. the use of minimal materials so as to free up the classroom space (and the cognitive space) in order to allow student-initiated learning opportunities to arise naturally.That the issues are framed as questions is partly due to the fact that there are still no answers to many of the concerns that exercise us, and partly because, in my teaching and in my training, I favour dialogue over monologue, and dialogue almost by definition entails asking questions.Like many things online, the blog has started to become a little unwieldy, especially for new visitors, so I figured it was time to condense some of the issues and some of the questions into a friendlier format, taking a handful of the original entries as my starting point, re-working them a little to take into account the conversations that evolved online, and presenting them in the form of Big Questions.Each Big Question, therefore, has been generated from one of the original blog posts (and Ive thrown in a couple of new ones for good measure) and each entry is rounded off by a number of subsidiary questions the offspring, if you like, of the Big Questions. These questions are designed as an aid to reflection (for the individual reader), or, in a training context, as a way of framing a discussion or workshop. In a sense, they are a means of re-activating, and continuing, the online conversations that the original blog posts triggered.And, if you want to see how those conversations evolved, Ive provided links to the original articles.

What if you could step away from the textbook, the syllabus, and the rigid lesson planand instead co-create meaningful learning experiences with your students? Dogme in Practice invites you into a world where language is emergent, learner-centered, and built around authentic communication.Inspired by Scott Thornburys influential article "A Dogma for EFL" (2000), the Dogme approach has resonated with teachers around the world who are seeking more responsive, materials-light ways to engage learners. This book brings together reflections from educators who have tried Dogme in diverse contextsranging from young learners to adults, from university classrooms to online learning spaces, across both ESL and EFL environments.Inside, youll find: Practical examples of how teachers have implemented Dogme in real classrooms Reflections on the opportunities and challenges of teaching "unplugged" Thoughtful commentary from Scott Thornbury and Luke Meddings, co-authors of Teaching UnpluggedWhether youre new to Dogme or already teaching in ways that echo its principles, this book offers both inspiration and grounded insights to support your journey.

Explores different techniques for teaching grammar including inductive and deductive approaches *Covers practising, testing, error correction and how to integrate grammar with various methodologies such as communicative language teaching and task-based learning *Sample lessons show a range of teaching approaches and grammar items in context