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Michael Harris has taught in Spain, Bolivia and Colombia. From 1982 to 1992 he taught at the British Institute for Young Learners in Madrid, where he was responsible for setting up the Junior Department (11-14 year olds). From 1992 to 1996 he also taught English at the University of Alcalá de Henares. At the moment he is involved in teacher training in Spain and other parts of the world. Michael is the co-author of World Class, World Club, Opportunities and New Opportunities. He has also published articles and methodology books on the following topics: Syllabus design; self-assessment: continuous assessment and testing; learner development; oral skills; culture and language learning.
   
This session will look at the three main stages of the process of communication in the classroom (for both writing and speaking). Ironically, the last stage should always come first. What we do after writing or speaking affects the nature of the communication we can expect. Only by ensuring that what students say is actually listened to or read can we give communication any real purpose or meaning. Secondly, comes the vital stage of preparation: what we do in the lessons beforehand; how we focus on the language and strategies essential for communication; how we help students marshal ideas; the opportunities we give students to draft or rehearse. The final stage, that of performance itself, is where our role as teachers involves either standing back, encouraging and listening (for speaking) or rolling up our sleeves and giving feedback and advice (for writing).  
 
     

New Opportunities

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