Six lessons are devoted to a project on how the place we live in can function as school, in other words, what opportunities and facilities are available for the L2 learners (henceforth: Ls) to confirm or expand both the factual and the language knowledge they have acquired in the course of their general and L2 [...]

As one of the many aspects of modern project pedagogy, portfolio offers both teachers and the L2 learners (henceforth Ls) an effective means to develop language skills and strengthen informal as well as formal language acquisition. The necessity of lifelong learning requires Ls to attain and advance their learning strategies, reinforce cognitive competences, and use [...]

Having had the audio-visual input (the preview of the feature film Instinct) two lessons are devoted to a film-based discussion in order to emotionally confirm the factual and language knowledge L2 learners (henceforth Ls) have acquired in one of the units of their course book (Enterprise 4 Unit 9 published by Express Publishing) on one [...]

Having had the audio-visual input (the preview of the feature film Instinct) two lessons are devoted to a film-based discussion in order to – above all – emotionally confirm the factual and language knowledge L2 learners have acquired in one of the units of their course book (Enterprise 4 Unit 9 published by Express Publishing) [...]

‘Drama is doing. Drama is being. Drama can generate a need to speak.’ It is a supplementary technique of communicative language teaching in the following areas:

Drama technique helps to rearrange, apply and deepen the previously acquired knowledge in an action oriented system. Certain situations can be experienced through imaginary, fictive stories, where the participants are involved in role-plays.

The dominant theory of the lesson is to develop conflict resolution strategies. Language practice is only the secondary aim in problem solving drama. It is not an introduction of a new topic, rather rearranging, applying and deepening the previously acquired knowledge in an action oriented system.

In this class we discuss the topic “holidays”, we do a reading task which is followed by an extensive listening comprehension practice using audio-visual input.  L2 learners do creative thinking exercises to allow room for idiosyncratic language use.