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| Welcome to June's first TeachingEnglish newsletter. This week we have our usual mix of activities, tips and tricks for you to use in the classroom and some lively discussion for you to get involved in. There's also the chance to download a new publication from the British Council which looks at the state of English language teaching and learning in India.
There is a new article dealing with the issue of homework and young learners, a 'stop, go back' dictation activity for you to try and a new blog posting from our Guest Teacher Rania Jabr. Nik Peachey has also posted 6 great suggestions about how to use online songs and music in the classroom and finally you have the chance to help one of our readers by answering the question: 'What is the difference between errors and mistakes?'
Best wishes, TeachingEnglish Team | British Council | BBC   |
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 | English Next India was commissioned by the British Council and is the second publication in the English Next series. David Graddol analyses demographic and economic trends and suggests how they may influence language policies that will impact on India's future.
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 | Homework is generally part of any English course and is set with the aim of helping children absorb and build on work done in class and to extend their learning time. Doing homework also helps children on their way to becoming independent learners. Here are some ideas for using LearnEnglish Kids for homework.
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| This is a dictation activity which pushes students to make sense of the language they hear by writing it down as accurately as possible. Different to traditional dictations, the learners themselves control the dictation, with learners asking the teacher to 'stop' and 'go back', as many times as they want. My students particularly like this aspect which makes them feel in control of their learning. Suitable for classes of any level, this activity demands little teacher preparation. Read More |
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| | Motivation | |
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 | When students are truly motivated to learn English, they will make greater progress at a faster rate. Motivation needs to be generated early on at the beginning of the semester, as it is, in my opinion, unlikely to successfully develop at a later stage.
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 | Dealing with errors / mistakes
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| What are "errors" and what are "mistakes"? Where exactly is the distinction - in the causes of an incorrect utterance? Or how severe the utterance is? Its effect on communication? And where do "slips" fit into all of this?
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