Video 1 - Introduction / Why a diagrammatic approach?

Video 2 - Guidelines for creating diagrams

Video 2 - Guidelines for creating diagrams

Video 3 - Examples

Video 3 - Examples

Video 4 - Further examples and conclusion

Video 4 - Further examples and conclusion

'A great deal of modern thought about the teaching of English to non-native speakers centres around a ‘communicative approach’. This is as it should be as most students retain for longer and it is generally considered to be a more suitable method considering the purposes for which a modern learner requires another language.

It may seem reductive then, to consider how students learn grammar (and often vocabulary) orphaned from all the other aspects of the language. However, there are groups of students for whom the communicative approach doesn’t work. Students from very traditional learning backgrounds don’t like all the ‘soft’ skills and don’t see the point of all the chatter, they want facts; students focusing on exams such as IELTS often prefer a more efficient system or, like the presenter, some are ‘visual’ learners. Mr Lezemore sees patterns and structure, even when a grammar point has more exceptions than rules, he learns with charts and tables and flowcharts, he likes clear graphics.

The purpose of the seminar is for educators to reflect on strategies for assisting the above type of learner. We will look at examples and create others. The presenter will discuss ideas of how to turn explanations for the spoken or written word into diagrams and visuals. These can then be taken back to the classroom, experimented with, expanded and used as another teaching tool.

About the speaker:

Rupert Lezemore is an independent business advisor and language consultant to the EFL industry. Rupert began his career as a teacher and trainer in Japan, moving on to become Director of  of Studies, based in Singapore.  Following a stint as a Foundation Programme Manager, Rupert spent six years as Principal of Regent Language School, Edinburgh.

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