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Tag Archives: Tamás Lőrincz


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Grammar Foundations with Headway

Tamas Lorincz will be presenting a webinar on Thursday 27th February at 11AM and at 2PM GMT. Here he talks about what he’ll be covering in the webinar. You can sign up now.

Many teachers and students believe that a strong grammar syllabus and a well-constructed step-by-step approach to recognising, practising and using a grammar point is the best way to become proficient users of English. Headway is the tried and tested course that follows this recipe.

In this webinar we are going to examine how grammar is presented in Headway, how teachers can help students to familiarise themselves with new grammar points and what we can do to make the grammar useful and relevant to our students.

We are going to look at activities that introduce and demonstrate new grammar in meaningful and interesting contexts, then share ideas and activities that help students practise and use the new grammar. The activities will concentrate on ways in which we can exploit the materials in the coursebook to engage students and support their learning.

In the first part of the webinar we will look at the way grammar is presented in the coursebook. We will discuss ways in which we can demonstrate grammar in meaningful and engaging contexts by incorporating new techniques and the resources presented in the course.

The second part of the session will focus on meaningful practice. We will look at platforms and activities that encourage students to use the new grammar points.

In the final part of the webinar we will share ideas about encouraging independent authentic usage.

We will look at a whole unit in the course and see how the presentation and practice of a grammar point is incorporated into the unit and we’ll discuss ways in which we can enhance the learning opportunities the materials represent.

Headway is proud to follow a grammar-based syllabus which we believe helps students understand and use English effectively in a variety of settings.

During the webinar, participants will be encouraged to share best practices and discuss areas of special interest and/or difficulty. We will also look at ways in which we can adapt the activities to offer a variety of learning and practice opportunities for classes where students are at different levels and for students with different learning needs and abilities.

We will also introduce some ways in which technology can support our students’ learning and independent practice.

If you are already an active user of Headway you will find new ways in which you can approach the material and we would love you to share your experiences, ideas and teaching tips.

For those who are new to Headway, this webinar will offer a unique window on the course and some tips, ideas and tools you can use to make the most of this popular coursebook.

Do you use Headway? Do you have a favourite grammar activity? Share it with us by leaving a comment in the ‘Leave a reply’ box at the bottom of this page. We would love to hear how you used it and why you liked it!

We hope to see you see you at the webinar on 27th February at 11AM and at 2PM GMT. Sign up now.


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Teaching phrases and expressions – a language teacher’s nightmare?

Woman with hand over mouthTamás Lőrincz, a teacher and teacher trainer, shares his tips for tackling English phrases in and out of the classroom.

Do you know what Scotch Mist is? Honour bright? Before I started writing this post, I didn’t have a clue. I was off my head with joy to find a book on my bookshelf with 420 idiomatic, colloquial, and proverbial expressions, published in 1939. Have you ever entertained an angel unawares? Do you even know what it means? Before writing this post, I certainly didn’t.

A Textbook of English - W. O. Vincent

A Textbook of English
W. O. Vincent

The chief purpose of W. O. Vincent’s A Textbook of English for Foreign Students was “to provide material for practice with words and combinations of words, so that the student is able to build up an extensive vocabulary, and to become familiar with their uses and shades of meaning.” (From the jacket blurb)

In the 74 years since this book was published, English teachers are still trying to achieve the same aim. Our job, of course, has become more complex. Coursebook authors and editors are very selective as to which turns of phrase to include in their books, while teachers are also careful to make sure that the idiomatic expressions they teach their students are relevant to their lives.

Of course, corpora are very useful in making such decisions, but they are ultimately time-bound. Some of them have been based on databases that are hundreds of years old and the frequency of appearance of certain phrases are not always an accurate representation of how language is currently used.

As teachers, we like checklists. So, let’s make a list of five things we can all do to make sure that the phrases we use and teach are not outdated.

1. Search

I know – obvious. Search engines like Google are one of the best ways of checking current usage. Just check the number of hits and it will tell you immediately whether you should bother teaching it or not.

2. Read

Yes, I’m going to be even more obvious now. Tabloids, regardless of your personal opinion of them, do feature a lot of language grounded in the colourful and flexible use of English. Handled correctly, they are an interesting classroom resource that can generate discussion about how and why specific phrases and expressions are used.

3. Sing

Check out the lyrics of some of the top 20 songs. Popular music is an inexhaustible supply. Just look at this week’s top single in the UK (Katy Perry’s ROAR at the time of writing). Katy Perry starts with two beautiful phrases your students will gobble up in no time:

“I used to bite my tongue and hold my breath…“

4. Watch

If you don’t want to hear Katy Perry ROAR (which I find absolutely understandable), you can watch a movie with your class as well. Even the worst movies are potentially valuable sources of current usage, interesting twists and turns of the language.

If you want something ready-made and reliable. Kieran Donaghy’s ELTon award winning Film English website gives you some fantastic opportunities to teach, practice and learn new phrases and expressions.

5. Socialise

Provided your students are digitally literate and know how to safely manage themselves online, you can help them find friends on Facebook and Twitter. Interacting with online friends can cause an explosion of new vocabulary, packed with up-to-date and intriguing phrases and expressions.

Google Hangouts and Skype chats are also fantastic tools for enabling your class to talk to new people, no matter where in the world they might be. Many teachers use Skype and Google Hangouts to connect with other classrooms around the world, giving their students valuable exposure to informal English.

You may have heard these suggestions before, and they are tried, tested, and produce positive results. (And there’s no point in re-inventing the wheel, as they say). We live in an age of global connectivity and lightning-quick access to information, yet it’s sometimes difficult to remember that English surrounds us, no matter where in the world we may be. With a bit of effort and willingness, we can enable our students to interact with others in English more easily, and give them the tools they need to understand and use idiomatic English more confidently.

And if you were hoping for a bonus suggestion, here it is: keep a lookout for a pretty good-looking smartphone application coming your way from Oxford University Press. From what I have seen – yes, I had a sneak peek; the perks of guest posting 😉 – it will be great fun for teachers and students alike.

Now over to you. What are your preferred ways of teaching phrases and expressions? Please share your tips with us in the comments to this post.