Some years ago, one of my beloved tutors introduced these Clarke’s (2003:40ff.) assertions to us. I thought I could share it with you:
I’d like to start this week’s entry with the notion, which regularly pops up in dogme group discussions: distinction between being prepared and being planned for the lesson. Checking other stuff in Edge (2002)
So. The first teaching week is moving slowly to its end and, I should say I was very happy to be back to regular teaching after a very long period of summer holidays. The students finally
Today we had our first synchronous lesson via Vyew. Most of us were comfortably sitting at our home computers with a cup of tea, just Oleg was at work.
3 years ago, in my DELTA days I did Experimental Practice lesson and wrote an assignment on Dogme principles and I was really delighted to watch this recently recorded video as a message from my past:
Despite getting Destinction for that assignment, I think I was not able to give the rationale as clearly as Scott did it in this video:
Синхронный урок – это когда, открыв VC, Вы разговаривайте с учителем, делаете задания и сразу же их обсуждаете, т. е. все практически так же как и на обычном уроке, с неформальным общением и разбором “сложностей” английского языка. Синхронный урок – это необязательная часть обучения, но