Yuliya Kumicheva

Рассказываю, как вести языковые конспекты так, чтобы слова действительно запоминались. Делюсь своими принципами, примерами заметок, методами организации и визуализации лексики. В конце — полезные ссылки, шаблоны и видео!

Many students resist group work, believing it limits their speaking time, slows down progress, or simply feels uncomfortable. But what if these objections are based on misconceptions? In this article, I break down the most common reasons students avoid group learning—and why research proves they’re missing out. Discover how group work enhances language acquisition, builds motivation, fosters accountability, and improves communication skills.

My course, A Learner-Centered Course for C1 Advanced Reading and Writing, was developed with a strong emphasis on practical application. I not only designed the course but also delivered most of the lessons, integrating the assignment’s principles into my teaching practice. My assignment received a Pass, making it a valuable reference for understanding what Cambridge expects in terms of structure, rationale, and assessment.

Я работаю с группами с 2012 года. Я преподавала на курсах, а с 2020 года самостоятельно набираю по шесть групп каждый учебный год. В этой статье я собрала свои рекомендации и поделилась личным опытом.

"I have a large passive vocabulary but a considerably smaller active one". "When I read or listen to something, I can understand everything, but I just can't use fancy words in my speech". "I know a lot of words. I just don't use them". Does any of this sound familiar?

I usually do them in the beginning of the lesson, and I let my student use their notes or go over our classroom notes from the previous lesson, because the way I see it, the aim of these activities is not to test their memory but to give my students a reason to go back, look at the words, or retrieve some from their memory and use them

How can we fight off feeling constantly overworked and start praising ourselves more?