Having a background in museums, I’m well familiar with the term “curate”. In a museum sense, the curator is the subject specialist and chief story-teller. By the end of the 1980s, the museum community was finally questioning its role as gatekeeper and chief filterer of information.
These books on English language teaching are often on the recommended reading list given to you by many teacher trainers. Some may help with your pre-training tasks set for you by your tutors.
What can we do when we are required to complete a coursebook – say for example the learners need to successfully pass an exam – but the content is not relevant to the learner or motivating them to be participative and communicative in class?
When we’re talking it’s hard to know what’s going on in the heads of the learner. How do you control your teacher talking time (TTT)? And is talking really so bad?