Posts Tagged ‘textbook authors’

All my bilingual classes have to take a semestrial summative test based on the vocabulary and structures they have studied so far. I find the tests accompanying the coursebook quite useful and I usually compile the exercises I find on the CD. It helps me check students’ knowledge on several units we have covered.

This year, I encountered the following problem:

When presenting Comparatives, the student’s book says: “Use different from or not as + adjective + as to talk about the differences between two things.

e.g. This credit card is different from that one.

These explanations are followed by an exercise asking students to identify several mistakes in the use of comparatives. The teacher’s guide suggests correcting “… this is slightly different as the Mark V” to “… this is slightly different from the Mark V

In the Language reference section of the same unit, the coursebook says:

If we want to talk about the differences between two things or people, we can use the following structures:

1 different from – e.g. Her trainers are different from mine.

2. not as + adjective + as – e.g. Her trainers are not as nice as mine.

And then, the test to the unit presents students with an exercise in which they have to correct the use of several comparatives, one of which is: “It doesn’t look any different as this one.” and gives as unique solution “It doesn’t look any different to this one.

Only 2 out of the 28 students taking this test have come up with the “different to” solution. Most of the other 26 opted for “different from“, but there were also some who corrected the mistake using “different than“.

Now get ready for the funniest part of it all, ’cause I am about to make a fool of myself: I corrected the students’ test using the unique solution, crossed out any “different from” or “different than” solution and took 0.5 points from each of the 26 students’ scores. Thus I managed to bring 7 of the students to 94.5 points out of 100 and robbed them of the chance of getting a 10 on this test… One good thing though: I didn’t mark their grades in the register, so I still have time to amend this.

A Google search for “any different from” returns 38 milion results; “any different than” returns 31.4 million results; “any different to” returns 9 million results.

The Macmillan Dictionary says:

different – not the same as another person or thing, or not the same as before
I tried on lots of different hats.
Her new glasses make her look completely different.

different from: What makes him different from the rest of the students?
different to: American English is slightly different to British English.

Ask.com says:

Different from” is the construction that no one will object to. “Different to” is fairly common informally in the U.K., but rare in the U.S. “Different than” is sometimes used to avoid the cumbersome “different from that which“, etc. (e.g., “a very different Pamela than I used to leave all company and pleasure for” — Samuel Richardson).

Some U.S. speakers use “different than” exclusively. Some people have insisted on “different from” on the grounds that “from” is required after “to differ“. But Fowler points out that there are many other adjectives that do not conform to the construction of their parent verbs (e.g., “accords with“, but “according to“; “derogates from“, but “derogatory to“).

The Collins Cobuild Bank of English shows choice of preposition after “different” to be distributed as follows:

“from” “to” “than”
U.K. writing 87.6 10.8 1.5
U.K. speech 68.8 27.3 3.9
U.S. writing 92.7 0.3 7.0
U.S. speech 69.3 0.6 30.1

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After publishing my latest post, several questions about RA kept nagging me:

“Am I misinterpreting my students’ signals when I ask them to do some RA in class?” – Besides the fact that (neither in my own class nor in those classes I observe) I don’t actually expect to see hands thrown in the air by students volunteering to read aloud or outbursts of enthusiasm and students cheerfully shouting: “Yes, Teach, let’s do that!“?, I am also aware that students who were born tired and bored wouldn’t suddenly be coming to life and start fretting with joy. They never react like that when the next exercise contains a text and they expect or know RA is what follows… Never! Not even those who actually like to hear themselves RA and consider it an opportunity to show off! IMHO, the only evidence that they like reading aloud is the lack of reaction or protests. If they didn’t like it, they’d make faces or mumble, make noise, try to delay it for as long as possible, or even protest in their specific teenage manner.

“Am I forcing my students to RA in class simply because I like the activity myself?” – Negative… It’s there, in the coursebook, it has a rubric saying ‘Read the text and …’ so it comes naturally to us to solve the tasks! I tried to skip the RA activity and got asked why we would do that. So it looks like the RA in class is not something I impose on them… On the other hand, I always ask them: “Who wants to start reading?”. I usually hear “Me! Me! Me!” from different corners of the classroom. Their answer used to bring a fresh smile on my face but lately, I have been doubting their sincerity and have been asking myself ‘Are they mocking at me?’ My own reaction to this brought me to a rather unpleasant conclusion: while doubting my teaching methods is a very good thing because it helps me better my professional approach, doubting my students’ sincerity for no particular reason is not OK. After all, it wasn’t them who made me question the appropriateness of my teaching…

“We DO read aloud in class, is it wrong?” – I tried to look for more evidence that RA in class might be wrong and got directed to two more articles which I found both interesting and supportive of the idea that RA is not wrong. Here are the links to these articles: Article 1 & Article 2 (not in any specific order!).

Yet, with one more buzzing question in my mind (“Do my students really like reading aloud or not?” ), I just thought of asking them and, since I couldn’t ask them in person (they might be tempted to give me the answer they think I’m expecting from them), I thought of a questionnaire. I deliberately didn’t ask for their names, so as to give them the opportunity to be completely sincere. I just want to know what they think of RA.

For reasons I am not going to disclose yet, I have decided to apply the questionnaire in two phases: first, on December 2, I sent it to 54 students I work with in two bilingual classes – 6 contact classes/week. I gave them five days to fill in the form. 45 of my students answered until December 6. Today I am going to send the link to several teachers and ask them to forward it to their pupils/students to complete the questionnaire in five more days.  On December 12 I will turn receiving answers off  and I will write another post in which to discuss the results of my survey – and how relevant they are for me…)

Here’s the questionnaire:


Dear Students,

This is a questionnaire on whether you like reading aloud in the English class and why/why not. Please spend two minutes answering the following questions as sincerely as possible. Don’t forget to press SUBMIT when you finish filling in your answers. Thank you! Teach

* Required

1. My age *

* I am 14
* I am 15
* I am 16
* I am 17

2. I am a… *

* boy
* girl

3. When we do a Reading Practice activity, … *

* I usually volunteer to read aloud
* I sometimes volunteer to read aloud
* I rarely volunteer to read aloud
* I never volunteer to read aloud

4. If it were my choice, … *

* I would never read aloud
* I would sometimes read aloud
* I would be the only one to read aloud

5. When I read aloud in class and the teacher stops me and names another student, … *

* I feel relieved. I am finally left alone.
* I feel disappointed. I would like to read the whole text.
* I feel generous. Everyone should have a chance to read aloud in class.
* I feel ready to laugh at my colleagues’ mistakes.

6. When I read aloud in class, I generally feel… *

* insecure. I know I will make mistakes.
* uncomfortable. Everyone will be looking at me.
* nervous. What if I don’t know some of the words?
* bad. They’ll laugh at my pronunciation.
* confident. I have an opportunity to show the teacher how good my English is!
* proud. The teacher rarely corrects my pronunciation.
* embarrassed. The teacher always corrects my pronunciation.
* indifferent. It’s boring anyway!
* scared. Why me? What have I done?

7. When I read aloud and the teacher corrects my pronunciation, … *

* I simply hate it! Why did she ask me to read if she knows I’ll make mistakes?
* I don’t particularly like it, but I understand why she does it.
* I feel so bad! She makes a fool of me in front of the class!
* I kind of like it… She helps me improve my English after all…

8. When I do my homework and there’s a text in the coursebook, … *

* I prefer to read it aloud.
* I prefer to read it silently.
* I would like to listen to someone else reading it.
* I just turn the page!

9. I like reading aloud in class because…

10. I don’t like reading aloud in class because…


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A few weeks ago, while reading Ken Wilson’s ‘Reading aloud in class is a complete waste of time’, I thought: ‘OMG, we do read aloud in class, either we, teachers, or our students and I never thought of this activity as being a complete waste of time.‘ The feeling of doing this the wrong way became stronger as I remembered Jeremy Harmer saying almost the same thing during the workshop he gave in Constanta in May when, to make a point, he asked some volunteers to come to the front of the classroom, gave them handouts with a pretty difficult text – unlike the texts we usually find in the coursebooks irrespective of the level, announced that every teacher would read one sentence and ran a reading marathon. We all realised that, when exposed to reading aloud (RA), even experienced teachers might feel uncomfortable, nervous, insecure or tempted to sacrifice listening to what those before them are reading for the sake of discovering which sentence will be theirs to read. While the activity in itself was a success – being interactive and dotting Jeremy Harmer’s i‘s, what I found amazing was how subtly he taught us how to avoid making some methodological mistakes: summoning several students to the front of the classroom, giving them some text way above their level, announcing how many sentences a student will read and galloping through the entire activity – to be avoided at all costs.

What, then, should I do when we encounter some reading material in the coursebook (and, as Ken Wilson pointed out “Reading texts are often the most dominant features of most coursebook material.“) other than ask students to read it aloud? One solution I thought of immediately was to ask my students to do all the Reading Practice exercises as homework, thus transferring the responsibility of how this activity would be done! But… what if they just copy their homework? What if they don’t read the text? I’ll have to come up with some more questions to test their comprehension but then again, how much of the information contained in the text should they remember and for how long? Should I give them several minutes to silently read the text in class too, so as to help them remember what it is all about? And if they’re going to read it again in class, why would I bother to give it as homework? Why would they bother to solve the tasks given for homework? Is there any point in reading coursebook materials anyway? Most texts look like newspaper articles, informing us on one thing or another, either on topics our students are supposed to be very interested in or containing information meant to raise the “Wow”-factor.

In an article entitled A Novel Idea: Reading Aloud in a High School English Classroom Stephen Dreher points out that “an individual’s reading preferences are dynamic and… it is difficult to define someone as one specific type of reader“, referring to how mood usually interferes with a person’s choice of one form of reading or another, i.e. silent reading, RA or being read to. Haven’t we all experienced these hypostases of being silent-readers most of the time, but also aloud-readers or mere listeners? Don’t we all love being read to every now and then? Of course, it strongly depends on the quality of the reading enhanced by the reader’s pronunciation, intonation, appropriately pausing and stressing certain words, which brings us back to the main track of why would we need to read aloud in class? To teach exactly the fore-mentioned features of good reading skills. “Every English teacher knows that reading well means far more than decoding and basic comprehension.” (Stephen Dreher) To this, I’d like to add that every English teacher knows that students’ correct decoding and basic comprehension of a text become self-evident while they read aloud.

In that workshop in May, Jeremy Harmer drew attention to the real-life situations when someone is actually somehow motivated to read aloud, using the example of one person reading a newspaper and stopping now and then to share parts of the information with their spouse or children, in which case the reader usually begins with: “Ha! Listen to this! Bla bla bla bla bla bla…” or “Hey, did you know that bla bla bla bla bla bla…?” Hmmm… OK, but what are the odds one of my students would read “The Sun” or “The Times” and suddenly interrupt their silent reading to share the information with their… parents? In English? They’re more likely to do that in Romanian, if at all. This makes me think of the method applied both in English-speaking countries and in non-English-speaking countries where primary school teachers use RA when teaching children to speak and read in their mother tongue. The practice of RA is then extended to higher level students, again in their mother tongue, at least for one very good reason: to make sure they’re not illiterate when graduating from compulsory education. Why then wouldn’t the method work for teaching foreign languages, too? Why can’t we, teachers, be satisfied with the simplest reasons for RA: the handiest method to develop our students’ ability to read in a foreign language and the most direct method to check whether they make any sense of what they’re reading or not? There’s more to reading than just recognising the words in the text, that’s why we’ve come up with so many reading sub-skills, but don’t you think these sub-skills have been overrated lately while the importance of reading for the sheer pleasure of it tends to be lost?

Far from wishing to contradict anyone else’s opinions or convictions on this issue, allow me to conclude by simply admitting to it: Yes, my students and I  DO read aloud almost every text in the coursebooks we’re using these days. They’re our main source of authentic material in the classroom, why not make the most if it? Is it a complete waste of time? No, not if the RA is enjoyed by all those involved – irrespective of how the activity is approached – or if they feel the RA actually helps them improve some aspects of their English.

Several links

For lists of arguments for and against RA in class, check this link. Those who are fortunate enough to have a subscription to ELT Journal, might even read the article. Its author concludes that “the benefits of reading aloud outweigh the disadvantages. If used sparingly in the classroom, it is a valuable learning tool.

For an article in which its author shares her opinions in favour of RA in class, click here. Heather Lundy says: “… this is a real life skill which
improves with practice, and… it is important to develop students’ awareness of the many levels of communication involved in effectively reading aloud.”

For several suggestions on how to effectively use RA in class, click here.

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For the last twelve years, I have been pondering on whether to keep going to national and international conferences or simply stop doing it. Reasons for stopping have been piling up, yet I can’t seem to find them convincing enough and probably, deep down, I still hope things may change for the better.

Although I surely don’t know much about the amount of work and nerve-racking implied by organising an international conference, I can’t pretend not to have noticed some aspects which, unfortunately, have prevented this conference from being a complete success. Among the several reasons behind this post, two stand out: a. to point out some mistakes, which might help others when organising a similar event and b. to unveil some reasons why a conference might be less successful.

Much as I might feel tempted to do it, I’ll refrain from giving specific names. Here’s the short list:

1. The venue – “Petre Andrei” University is a new building, with only two elevators on the ground floor (one of which did not work) and two more on the first floor, to be used by 250 participants at the conference if they wanted to get to the sixth floor, where the auditorium was, or to the different floors where the workshops were located.

2. The plenaries – Thirteen plenaries in two days, some of them running one immediately after the other, with no break whatsoever… and probably three hours of sitting down on a chair wouldn’t be that bad if who you’re listening to really has something interesting to communicate and gives you the feeling you’ve learnt something new and you’re taking home some food for thought. Well, the reality is saddening… A NEST beginning his talk with a reminder to the audience of who he is, how great he is, what coursebooks he’s written and how good friends he is with … [dropping names] and when he finally gets to the topic of his talk, it turns out to be more than 50% a commercial presentation… Another NEST presenting new activities to be done in the classroom, completely random and disorganised, culminating with an adaptation of “This little piggy went to market“, only his little piggy went to… eBay!? Another NEST, who has become a regular in the conferences in Romania although he has long stopped saying anything new, is just adapting the same old – same old he too got so fed up with that he has even changed his initially enthusiastic attitude towards the audience and nowadays his performance is more and more cynical and sarcastic… Luckily, there were several NESTs whose plenaries never fail to be both interesting and challenging and who keep attracting large audiences and make it worth attending the conference.

3. The workshops – What initially was announced as four concurrent sessions of 10 workshops each, ended up in the same number of sessions, but with 12 workshops each. Audiences to the workshops varied from 0 [zero] participants in several rooms – including that of a NEST presenter!!! – to a maximum of 45 in the international speakers’ rooms. Surprised?

4. How the numbering of the workshop rooms was done beats me – imagine Room No. 4 next to Room No.10, on the landing between the second and the third floors, Room No. 6 on the eighth floor, etc. That wouldn’t have been such a big problem, hadn’t the organisers changed some workshop rooms with just 15 minutes before a workshop session was due to start… Imagine, again, the embarrassing situation when, after changing rooms, a workshop presenter standing in front of the classroom sees two people coming in, says “Hello! Come in, please! Thanks for being here!” and the two people look at each other wondering what the hell is going on and then say “We’re sorry, what workshop is this? We were looking for Mr. X’s room, isn’t he going to have his presentation in this room? Oh, they’ve changed the rooms? Do you happen to know where we can find him? You don’t? OK, no problem, sorry, we’ll try and find him…” Now multiply this situation by five presenters who were forced to change rooms and around twenty people looking for each of the workshops they wanted to attend. I’ll let you do the math…

5. The workshop rooms – With large windows and no shutters or blinds or shades of some kind, comfortable as the rooms may have been, the bright light made it very difficult to see the PowerPoint or MovieMaker or Internet-using presentation projected on the shiny whiteboards… So much work and time invested in making a good presentation, wasted in an hour of bright afternoon sunlight. Oh, but the view of the sunset was amazing!

6. The publishers – The publishers’ book stands were spread over two floors, most of them aligned along the walls and/or the stair rails, leaving a narrow path for the participants to pass by. I said ‘most of them’ because there were two exceptions: one publisher who got the largest space and could display everything they wanted and another publisher who, being told that there was no need for them to be at the conference venue earlier than 10 a.m., got placed right next to the elevators, in sort of an end-of-hallway, facing the entrance to… the toilets. Was this publisher being punished in some obscure way? I wonder… If that was the case, well… they deserved it: they sponsored only two authors to come to this conference!

Do I sound unfair? I am being unfair, of course! The organisers have put many a sleepless night into the RATE conference, the circumstances were not favourable at all, the initial venue for the event had to be changed due to financial issues, they wanted to please all the publishers who sponsored authors to participate in the conference and all the teachers who took the time to fill in a speaker’s proposal, thus making it all a very busy event, and pretty crowded, too.

I know it’s a lot easier to criticise than to get your hands dirty in the doing of it all and I’ll apologise if I sounded critical, it was not entirely my intention… If it had been, I would have given names. Although I am sure I actually don’t need to, because those who were there know exactly what I am talking about here and those who chose not to be there will understand they have no reason to regret it too much.

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If I were to organise an ELT conference, I would feel tempted to change the rules and make it a totally different event than those we’re so used to attending and which, why not tell the truth, have become so predictable.

National and regional ELT conferences nowadays bring together a number of distinguished authors of coursebooks and materials, several publishers’ reps and between one and two hundred participants, generally local teachers who have managed to keep themselves enthusiastic enough to wish to update their methods and professionally better themselves.

The authors usually give a plenary talk and a workshop, and so do the publishers’ reps. Local teachers, most of the times the same names, would give workshops. Discussions about why local teachers don’t get invited to give plenary talks have not come to any conclusion. NESTs and non-NESTs, have only agreed that there will always be a preference for listening to NESTs at a conference, irrespective of how relevant their presentations might or might not be for the participants.

To cut a long story short, if I were to organise a conference, I would invite all the authors and publishers’ representatives to participate as audience and several local teachers to give plenary talks and workshops. The theme of my conference would be “Teaching English – ideal vs. reality”. The presenters would have to refrain from showing the results they obtained with their best and most talented students and, instead, present the struggle they have to go through when teaching with no resources (unbelievable as it may sound, there are still so many schools, in so many countries, where the resources are scarce), when dealing with undisciplined classes, illiterate children or uninterested individuals, when nothing they might attempt to do would motivate the students, when teaching in some remote corner of the county or in some technical high school in a village makes them commute for hours, when the monthly pay they get does not stimulate them to go to work but manages to kill all enthusiasm…

A totally different angle to look at conferencing, right? I’m almost sure that such an event has never taken place, although I may not be the first one to think of it from this perspective. I am aware of the disadvantages of such a conference, but I imagine there are also several advantages to it, one of which is the opportunity given to authors to gather fresh ideas about the reality of teaching English as a foreign language to thousands of less than average pupils and students in different countries, which would result in new coursebooks and materials.

Interested in participating in such a conference? Anyone?

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The 11th RATE (1) Conference (October 22 – 24) will be hosted by one of the most beautiful cities in Romania, Iaşi, the social, economic, cultural and academic capital of the Romanian region of Moldavia (2).

Iaşi - The Palace of Culture

Known in Romania as “The city on seven hills” or “The city of great loves”, Iaşi is a symbol of Romanian history. The Romanian historian Nicolae Iorga said “There should be no Romanian who does not know of it”. It is the second most populous city and second largest university centre in Romania with 5 public and 7 private universities.

Iaşi - "Petre Andrei" University

The conference venue is “Petre Andrei” University. The speakers are well-known coursebook and materials writers. Michael Vince, Vaughan Jones, Steven Fawkes, Philip Kerr, Sarah Philpot, David Hill, Bob Obee, Ben Goldstein, David Baker, Nicola Crowley will, once again, share their knowledge with the Romanian teachers of English participating in the plenaries and workshops. One more notable presence at the conference: Anna Parisi, project leader of the SEETA community forum, in fact its heart and soul. The Publishing Houses – Macmillan, Fischer, Educational Centre, Uniscan, Niculescu/Oxford, Pilgrims, Longman – will have the opportunity to display their latest realeses in two presentation sessions, joined as well by Studentlines and SOL.

The conference program is really tight and the amount of information will be huge. The organisers are proposing 13 plenaries and 4 sessions of 10 concurrent workshops each, adding up to an amazing total of 40 workshops in 2 days. Judging by the number of concurrent workshops, a minimum of 150 participants is to be expected.

All participants are likely to feel challenged when it comes to choosing the workshop to attend. The variety of titles matches the difference in the participants’ interests and tends to cover all levels and areas of English teaching in Romania. Yet, a workshop programmed at the same time with other nine presentations, five or six of which will be hosted by the coursebook and materials authors we all admire so much, is likely to end up with few to no participants, and thus be cancelled. Experience demonstrates that a local presenter stands little chance of having a full room when their session is simultaneous with that of a renowned author, and for good reason too.

Iaşi - Metropolitan Cathedral

Nevertheless, exchanging ideas and opinions with the other participants, discovering new approaches to old activities and, last but not least, meeting dear friends, making new acquaintances and establishing new contacts, projects or partnerships make it worth participating in the 11th RATE Conference in Iaşi.

(1) For those who don’t know, RATE stands for the Romanian Associations of Teachers of English and it includes four long-established regional associations (BETA – Bucharest ETA, TETA – Timişoara ETA, CETA – Cluj ETA and MATE – Moldavian ETA) and the much younger DELTA (Dobrudja English Language Teachers’ Association) which was born in May 2009.
(2) Moldavia is a province of Romania, make sure you don’t mistake it for Moldova, which is a republic and a neighbouring country in the East of Romania.

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A promise is a promise: I have to keep my word and write about how I met the five distinguished authors who have been my guests last month. Sorry for the delay!


The first author I met was Ken Wilson! (Yet, the first Wilson I met was Dede, in 1991, at that teacher training which took place in Iasi – I wrote more about it in another post.)

I first saw Ken in Constanta in May 2000, at the AGM (Annual General Meeting of all English inspectors) which took place in Vega Hotel in Mamaia – the AGM that Ken wrote about in his guest post.  I was an intruder there, visiting my best friend who was an inspector for Ilfov county. While I can testify to Ken’s description of Anda Maxim, I must add that there was one more male inspector there, besides the one he mentions: it was Vasile Brusalis, Constanta county school inspector for English, the local organiser of all the AGMs which took place in Mamaia for several years.

SALA PALATULUI - The venue of MACROM 2002 & 2003

And then there were the Macmillan Romania Conferences in 2002 and 2003, in Bucharest!  Both MacRom conferences were huge, with around 600 participants (most of them women) from all over the country. Plenaries, semi-plenaries and workshops, Ken Wilson presenting “What kind of learner are you?” (2002) – the title of the first lesson in Prospects Intermediate, the coursebook series he was promoting – and “Are you curious? Then I’ll continue” and “PEP talk” (2003). I still have the handouts Ken gave to the audience… the “Gardner’s Theory of Multiple Intelligences” in 2002 and… remember this, Ken?

English is tough stuff

Compare heart, beard, and heard,
Dies and diet, lord and word,
Sword and sward, retain and Britain.
But which of them rhymes with written?

Be careful how you speak:
Say break and steak, but bleak and streak;
Blood and flood are not like food,
Nor is mould like should and would.

River, rival, tomb, bomb, comb,
Doll and roll and some and home.
Shoes, goes, does. Now say finger,
And then singer, ginger, linger.

Query does not rhyme with very,
Nor does fury sound like bury.
Ear, but earn and wear and tear
Do not rhyme with here but there.

Seven is right, but so is even,
Hyphen, roughen, nephew Stephen,
Monkey, donkey, Turk and jerk,
Grasp and wasp, cork and work.

Finally, which rhymes with cough –
Though or through, plough or enough?
Hiccough has the sound of cup.
My advice is – give it up!!!

Written by Doctor Gerald Nolst Trenite (1870-1946), a Dutch observer of English. Note – this is a shortened and simplified version of the original. You can find the full version by searching English Tough Stuff on Google. (All in italics above is meant as a quote of the material on the handout.)

In September 2003, Ken toured several counties, participating in the ELTeachers general meetings with a talk and promoting the Prospects series. He also visited Constanta and participated in the General Meeting of Constanta County English Teachers, organised by the County School Inspector, Vasile Brusalis, at the Children’s Palace. It was one of the many successful meetings Ken had with English teachers all over the country and one of those meetings which boosted the sales of Prospects.

While I only mentioned the occasions when I saw or met Ken, I deliberately postponed the description of this energetic gray-haired good-looking gentleman, almost always carrying a black travel bag with a shoulder strap and always smiling. I don’t remember ever seeing Ken other than smiling, even when the corners of his mouth were not raised, there was this warmth in his eyes and this aura around him that made a strong impression on the audience. One thing that, in my opinion, makes Ken stand out from among other trainers or authors is his undeniable charisma which, combined with the quality of his talks and the mastering of the presentation skills, create this amazing bond between the speaker and his audience. Ken’s personality, ideas and methods have impressed and influenced hundreds of Romanian teachers. His textbooks have enriched Romanian students’ English and have made teaching a lot more effective, affective and enjoyable.


NOTEAmazing as it may seem, of the hundreds of pictures teachers took of/with Ken on all these occasions, no one could help me with at least one such pic…

Update: Thank you for the photo, Ken!

Ken Wilson - conferencing in Romania


Any other Romanian teacher of English willing to share his/her impressions on meeting Ken Wilson, please feel free to post a comment!

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