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Post-it notes vocabulary activity

If you want an easy to prepare activity to teach students some new thematic vocabulary, what you need is some post-it notes (two different colors), pens or markers , a table and a larger piece of paper ( the size of a poster possibly).

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Social inequalities : an oral presentation mini course

“For us, art is not an end in itself … but it is an opportunity for the true perception and criticism of the times we live in.” (Dada poet Hugo Ball)

Social Inequalities is a mini course teaching students how to prepare oral presentations using contemporary artists as an incentive. The target group is students over 16 years old and the level is B2+ . In total it lasts about  8-9 teaching hours. This is why the whole series was initially  posted in 3 parts (First : lesson plan 1, Second : lesson plan 2 and Third : lesson plan 3 & 4 together).

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Writing poems late at night

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My friend, my finally cancer free friend, Meredith Lee, was here a month ago to visit. We met in Athens and I spent 3 days with her before she was off to a cruise around the Greek islands enjoying her ‘freedom’. We mostly spent our days strolling around Athens and taking pictures as she just wanted to take as much in as possible of the Athenian atmosphere and landscape. We went around the historic center, talked to people on the streets, shop owners, dogs and cats (!). We walked for hours, one day probably over 20 km! I even took her to the theatre to see the latest Enke Fezollari success! She cried in the end!

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An Interview with Marisa Constantinides

by Vicky Papageorgiou

The interview first appeared on ELTA Serbia newsletter Autumn 2018 edition

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Marisa is a teacher, teacher educator,  and ELT author; she is the Director of Studies of CELT Athens responsible for the design and implementation of all courses offered at CELT.

Her main ELT qualifications are a Diploma in TEFLA (the RSA Dip. TEFLA,  predecessor to the Cambridge Delta) and an M.A. in Applied Linguistics from Reading University.Marisa is a frequent conference presenter and keynote speaker – some recent presentations can be viewed here – and has presented at IATEFL International, TESOL France, Brazil TESOL, TESOL Greece as well as on numerous online Conferences and Events and has served as a member of the Committee of the IATEFL Learning Technologies SIG (Special Interest Group).

Marisa is one of the founding moderators of  a weekly hash tagged discussion of ELT teachers on Twitter which was nominated & shortlisted in the 2012 ELTon Awards for Innovation in Teacher Resources.     Marisa co-moderates #ELTchat on Twitter every Wednesday  (find more info on theELTchat blog.)

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DEBATE : Is Graffiti a form of Art or Vandalism ?

This series of lesson plans fist appeared on the Visual Arts Circle and can be found Visual Arts Circle. I am sharing it here too so that it is archived.

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By Vicky Papageorgiou

The classroom debate is a highly useful tool for a teacher. It provides the students with an excellent opportunity to improve their fluency skills and to extend their vocabulary while, at the same time, discussing about complex contemporary issues and developing the students’ critical thinking skills. If organised carefully, classroom debates are something your students will look forward to.

Introducing a debate in the ELT classroom is a complex process without any doubt. If none of the students has ever taken part in a debate, the teacher has to ensure that several steps are followed :

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DEBATE : Is Graffiti a form of Art or Vandalism ?

The first of a series of lesson plans for the Visual Arts Circle

Visual Arts Circle

graffiti-street-art-history-thumbnail

By Vicky Papageorgiou

The classroom debate is a highly useful tool for a teacher. It provides the students with an excellent opportunity to improve their fluency skills and to extend their vocabulary while, at the same time, discussing about complex contemporary issues and developing the students’ critical thinking skills. If organised carefully, classroom debates are something your students will look forward to.

Introducing a debate in the ELT classroom is a complex process without any doubt. If none of the students has ever taken part in a debate, the teacher has to ensure that several steps are followed :

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Lesson plan : Learning with YouTube videos

This is a new Lesson Plan I wrote and is now published on the current ELTA SERBIA NEWSLETTER, in the July-August issue

http://elta.org.rs/kio/nl/07-2015/Lesson%20Plan-Vicky%20Papageorgiou%20Learning%20with%20YouTube%20videos.pdf

You can check out the whole newsltter here : http://elta.org.rs/2015/07/13/elta-newsletter-july-august-2015/

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Art in ELT : An interview with Chrysa Papalazarou

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Art does not reproduce what we see; rather, it makes us see.

Paul Klee

I met Chrysa Papalazarou, online first (through social media) and then in person, early this year, and we both thought that we had a lot in common, especially our love for art. Chrysa has been using art in her English class in a systematic way for the last 3 years and has created two blogs for this purpose. Her work caught my attention immediately because it was  the first time I saw a colleague use a systematic research-based framework to ‘marry’ ELT and the Arts. The framework in discussion is Visible Thinking which stems from Project Zero (Harvard University). Even more intriguing though, is the fact that through these lesson ‘proposals’ , as she likes to call them, Chrysa tries to raise her students’ awareness on contemporary issues such as War and Peace, bullying, disabilities, etc.

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