Express Publishing ELT

By Leah Davies

Shyness is often misunderstood because it is not one emotion, but a mixture of fear, tension, apprehension and/or embarrassment. Shy children seem to lack confidence and are self-conscious especially in new surroundings or when they are the centre of attention. Changes in the environment and school pressures are also factors that affect a child’s demeanour. Symptoms of shyness may include gaze aversion, a soft tone of voice, and/or hesitant or trembling speech     read more >>

As teachers, we probably have to set and mark tests within our school as well as prepare candidates for external exams. There are many ways of evaluating learner performance and level, but here we’ll look at four types we may be involved in with our classes.     read more >>

A teacher shares her thoughts on using photographs to spark discussion and prod students into producing language.

Photographs have layers of meaning and can be classified in a number of ways depending on the context and the intent.

On a personal note, photography serves as a channel that bridges my inner thought processes with a creative artistic outlet. It is a form of self-expression. Photography allows me to express in a non-verbal way my emotions, thoughts, ideas, and feelings as well as focusing on taking aesthetically appealing photographs. I’ve found that photography is an intensely personal experience. It’s me and the camera     read more >>

Don’t we just love tests! We are constantly evaluating, assessing and examining our students. Some of them revel in the opportunity to shine while others get stressed out. We use the results to diagnose student problems, place them in the correct class and measure their overall level of progress, proficiency or achievement. Our course books come with regular revision sections and tests. Students, parents, school administrators, as well as teachers want to know how things are going and tests are supposed to show that.
Well, a good test is reliable / consistent. The same student taking (and completing) two different versions of an exam such as the Cambridge FCE should get the same score in both.
A test should be valid – it tests what it is supposed to be testing and it has face validity – it looks like a test and has tasks that the student is familiar with.
It should be practical, that is easily administered and marked (two different markers should arrive at the same grade); and meaningful (If I tell the students the 10 vocabulary items they will be tested on, I should not be surprised if they all score 10/10)     read more >>