If you are preparing for the Cambridge DELTA, you have most likely encountered the terms cohesion and coherence. They are often used interchangeably in everyday staffroom chat, but for Delta-level analysis, keeping them distinct is essential—not only for passing Module 1 but also for writing precise background essays and giving focused feedback to learners. SoContinueContinue reading “C is for Cohesion vs Coherence”
Category Archives: A-Z
T is for Turntaking
If you turn on Greek TV during a talk show or interview, you will note that Greeks do interrupt each other quite frequently and freely. But they are not the only ones – watch this video…. Surprised? No wonder so many people consider Trump to be the epitomy of a bully! The following videoContinueContinue reading “T is for Turntaking”
R is for Relevance
This may have happened to you, too. You are in a desperate hurry to get on with something and your friend, sister, husband or boss, start rabbiting on about completely unconnected things, like details of the traffic, the clothes someone wore or his relationships etc. You think: “Get to the point!!!” Watch this experiment – theContinueContinue reading “R is for Relevance”
V is for Vocabulary Acquisition
Vocabulary Acquisition Learning vocabulary in large quantities remains a problem in the second or foreign language classroom. The advice on how many words to teach in each lesson varies, from 5 to 10 or 12. Yet, students need masses and masses of it to make progress – it’s not the grammar that makes theContinueContinue reading “V is for Vocabulary Acquisition”
A is for Advance Organisers
Reading is a highly complex activity and, yet, in the foreign language classroom, it is often approached as if texts were just collections of words and grammatical patterns which students, if only they could analyse and decipher them, would be able to arrive at the overall meaning of the text. But, is this what happensContinueContinue reading “A is for Advance Organisers”