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Streaming, or tracking, involves dividing the students up into different ability levels. The goal is to have a set of classes comprised of students of similar abilities and / or aptitudes, so that teachers can provide more suitable class contents and teacher instruction. The first question is how students are placed into their levels. Dominic's school uses the TOEIC Bridge Test. Dominic says it's easy to administer, and the students' mark sheets are sent to the test company for marking. Kevin's school uses a speaking test produced in England for the first year, and a TOEIC test for the second year. The speaking test has students look at some pictures and tell a story into a tape recorder. Robert's school uses a test that Kurume University developed in-house. Up to 8 teachers contribute items, and they have meetings to determine the test content. Ideally, a school will have a trial period, to see if there are students who stand out as being either well above or below the level that they tested into. At some schools, though, this is difficult to do. Also, sometimes the administration may insist on an equal number of students per class, even if your testing shows that the upper and lower levels should be smaller than the middle-level classes.

ELT Podcast - Teachers Lounge We talk about various technology-related presentations that we attended at a conference held in Tokyo June 2-3, 2007. For extensive notes and links to the content discussed, please visit http://www.eltpodcast.com/archive/lounge

www.eltpocast.com Conferences for language teachers are an important opportunity for professional development. Today's episode is intended for teachers with little to no conference experience. We discuss why we like attending conferences, and we offer some advice for "novice" conference-goers to get the most out of the experience. Listen to this episode and / or view our online summary (www.eltpodcast.com/archive/lounge).

www.eltpocast.com We have all probably seen large classrooms that are two-thirds full, with the front third of the seats empty. Or, when the number of seats is about the same as the number of students, you might have seen students rush in to grab the seats at the back, then watch as the classroom fills up back to front. However, when the students are closer to the teacher, it is easier to watch their faces for feedback. Also, teachers do not have to strain their voices to reach the back of the large room. Classrooms with students bunched up at the back indicate that either the students do not care or the teacher does not care. Since learning a language is an emotional thing, students have to be more engaged by being up close. A large physical distance is also a psychological distance; when there is a spatial gap between the teacher and the students, it is difficult to bridge that gap to reach the students. Listen to this episode and / or view our online summary (www.eltpodcast.com/archive/lounge) to see how we address these problems. The solutions we discuss should help you in your own teaching situation.

For more extensive notes, please visit http://www.eltpodcast.com/archive/lounge Dominic's basic policy is to mark students absent if they are over 5 minutes late, and 3 absences will earn the student a failing grade. But what if the teacher is late? Listen and find out.

This is a basic introduction between two people. You will hear it three times: first at a regular speed, then at a slower speed, then at the regular speed again. Robert: Hi, I'm Robert Chartrand. Bill: Hi. I'm Bill Pellowe. Nice to meet you. Robert: Nice to meet you, too. What do you do? Bill: I'm a university teacher. How about you? Robert: Me too! What university do you teach at? Bill: I teach at Kinki University. And you? Robert: Oh, I teach at Kurume University.

Today we discussed information gap activity, a familiar type of exercise found in communicative textbooks and teacher resource books. An information gap activity requires as least two different versions of the material. Students work together in pairs or threes, and each have different information on their pages, so that they have to talk to each other in order to complete the information. For more extensive notes, please visit http://www.eltpodcast.com/archive/lounge

www.eltpodcast.com This week we discussed what to do with the dialogs that are commonly found in language textbooks. First, we outlined a basic procedure that was popularized through textbooks such as Streamlines Departures in the late 80s. We discussed follow-ups and alternatives.

www.eltpodcast.com Welcome to the sixth episode of ELT Podcast, the Teachers' Lounge. In this episode, we discuss student expectations. What do students expect our classes to be like? What do they expect to get out of the classes? How are their expectations sometimes at odds with our own expecations of how the class should go?

www.eltpodcast.com Welcome to the fifth episode of ELT Podcast, the Teachers' Lounge. In this episode, we discuss student evaluations, including continuous assessment, final examinations, and other aspects that go into deciding a final grade for our students.

This is a basic conversation about the weekend. First, you'll hear it at a normal speed, then at a slower speed. Next, you'll hear some practice drills. Finally, you'll hear the conversation again at a normal speed. Robert: Good morning, Bill. How are you today? Bill: Good morning, Robert. I'm all right. How are you? Robert: Pretty good. Did you have a nice weekend? Bill: Not bad. I went to the movies on Saturday night. Robert: Oh yeah? What did you see? Bill: I saw the new Harry Potter movie. Robert: Did you like it? Bill: Yes, it was excellent! Practice A: I went to the movies. B: Oh yeah? What did you see? A: I went to a new restaurant. B: Oh yeah? What did you eat? A: I went shopping. B: Oh yeah? What did you buy? A: I went for a drive. B: Oh yeah? Where did you go?