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Liesbeth Lenaerts


Belgium national with broad international experience and cultural awareness, living currently in Paris, France. Working as an English Language Teacher in higher education in Paris area.

Location France



  • Liesbeth Lenaerts made a comment

    Online teaching becomes frustrating when students do not switch on their cameras.

  • Classroom management issues and giving individualized attention, extra aid, etc.

  • The second version.

  • Liesbeth Lenaerts made a comment

    A combination of both would be the ideal writing lesson.

  • Option 1 is the process approach and option 2 is the product approach

  • write legibly -W
    spell and punctuate correctly -L
    think of ideas of what to write - L
    use grammar accurately -L
    use the right words -L
    plan and organise ideas -L
    write cohesively to link ideas clearly -W
    write coherently to convey meaning clearly -L
    produce a draft -W
    use paragraphs appropriately -W
    edit the draft -W
    proof read -W

  • 1. lead in to the topic
    2. preparation for speaking
    3. Student do the speaking activity
    4. whole class feedback on the activity.
    5. teacher gives feedback on language use

  • Liesbeth Lenaerts made a comment

    Perfect outline.

  • These are my answers:
    Develops naturally in children. S
    Needs to be specifically taught to children. W
    Is permanent. S
    Usually is ephemeral, disappearing immediately. S
    Usually produced spontaneously with no planning. S
    Usually lots of time to plan and amend. W
    Often delayed or no feedback from the other participant. W
    Often instant feedback from the...

  • This depends as well on their age.

  • Important skills and often not taught.

  • True, but I prefer reading a book in paper version.

  • Too much reading and listening and not enough speaking. The lessons were passive and not active for students.

  • Good review, I have used them all. Depends on their age.

  • Liesbeth Lenaerts made a comment

    Excellent reminder.

  • It's a two-syllable noun, the first is stressed. In meaning, it's similar to image

  • Excellent, very helpful to see the three methods next to each other for better comparison.

  • Liesbeth Lenaerts made a comment

    The difference is clear to me. Thanks.

  • The link for this page is not working.

  • Liesbeth Lenaerts made a comment

    This is actually how I was taught to draft a lesson plan when I did my CELTA.

  • The aim of this lesson plan is to teach the causative structure and explain its meaning and use.

  • I learnt Spanish and was first taught vocabulary and then grammar and I learned to use the grammar with the vocabulary (for example short sentences with the right verb conjugation). With this knowledge I started to practice speaking and by building up my grammar and vocab I was able to make more complex sentences and start reading books...

  • That´s how I taught Spanish, first vocabulary and more vocabulary, and then grammar...

  • It´s a tool with endless possibilities; show videos, show news articles, Cambridge online dictionary, interactive worksheets, online games....

  • A basic whiteboard can be used to write vocabulary, and new grammar topics, clip flashcards, stimulate them to do exercises (they love to write on the whiteboard), provide them with a visual, and make it easier to follow your explanation.

  • One student getting it right doesn´t mean all the class has understood.

  • Liesbeth Lenaerts made a comment

    Well noted.

  • Liesbeth Lenaerts made a comment

    Straight to the point with only the necessary wording.

  • You have to work in pairs. (when you say this you indicate with two fingers to a few couples) , then ask questions to each other and answer them. No need to write. Time length of the activity is about 4 to 5 minutes..

  • This is a point a need to work on.

  • I remember my history teacher in elementary school. I loved the way she explained and talked about Egypt. She had visited the country herself several times and would talk about her personal experiences. She was very very strict and most of the kids feared but I just loved her classes.

  • Liesbeth Lenaerts made a comment

    Very insightful.

  • Liesbeth Lenaerts made a comment

    In my opinion, empathy is an important soft skill for a teacher.

  • Liesbeth Lenaerts made a comment

    I teach in higher education so topics are more business related but I always try to use authentic materials and insert activities that cover the 4 language skills. And especially do group activities to make them practice the language.

  • Liesbeth Lenaerts made a comment

    Excellent and very interesting to see each part in its category.

  • Interesting read and something to bear in mind when I will work this summer on next year´s lesson plans.

  • Liesbeth Lenaerts made a comment

    My answers:

  • Liesbeth Lenaerts made a comment

    Very similar to what I had thought of. I always tend to give feedback once the student has finished his/her talk in order not to interrupt and let the learner talk and gain fluency.

  • I was a teenager when we moved to Spain. My only knowledge of Spanish was a few random words. It was my choice to move to Spain, so although it was very hard at the start, I never gave up. Studied all summer by myself vocabulary and grammar and started University in September.

  • Still not fixed.

  • Thank you for this course!!

  • Due to the lack of body language, you have to pay special attention to ambiguity. From the very start, everybody clearly needs to know who is in charge of doing what (different roles) and all should agree to the ways to proceed.