Experimental Practice in ELT

  • Guide price
  • £4.12
  • €5,15
  • $6.76
These prices can change depending on your location

Want to try out something new in the classroom? Shake things up and get out of a teaching rut? How about taking a walk on the wild side of ELT?

This book gives both experienced and new teachers detailed frameworks to successfully implement experimental lessons. Aiming to create an up-to-date work on modern areas for experimentation, the authors selected five hot experimental areas in ELT:

  • Dogme
  • lexical chunking
  • corpora in the classroom
  • translation 2.0
  • CLIL

Each chapter provides history and background on each area, a sample lesson plan, opportunities & risks as well as dos & donโ€™ts for each practice area. A โ€œtoolboxโ€ at the end of each chapter opens the path for further exploration of the experimental practice jungle, with current trends and key resources. Each chapter follows the same user-friendly template, making the book a simple-to-use guide to experimentation in the ELT classroom.

This book is aimed at:

  • New teachers who want to start experimenting early to develop good habits
  • Experienced teachers looking to escape old habits while developing professionally
  • Cambridge Delta candidates embarking upon their Experimental Practice assignment
  • Teachers seeking new ways to engage and inspire both themselves and their learners

So what are you waiting for? Take a walk on the wild side!

Experimental Practice Lesson Plans

Click on the link below for full page colour PDFs of the lesson plans in the book. You can print these out for easy reference in class.

Experimental Practice Lesson Plan pdf (1588)


  • Experimental Practice in ELT is now available at Amazon in Kindle format.
  • To read Experimental Practice in ELT you need a Kindle, PC, Mac, Android device or iPhone/iPad.
  • If you want to read the book on a device other than a kindle then you can download a free Kindle reader here.

19 thoughts on “Experimental Practice in ELT

  1. Simon Greenall says:

    Congratulations on the flow chart idea. I’ve never seen a Teacher’s Handbook laid out like this. I have no idea if this new design idea works yet, but it deserves to, and it makes a wonderful change. Well done!

  2. Mariana Manolova says:

    What could be better ?
    How about taking a walk not only on the wild side of ELT, but a real walk in the park! It could help concentration of overworked teachers and boosts their creativity! ๐Ÿ™‚

  3. Thanks for your responses Simon and Mariana. All the lesson plans have been tried and tested and especially designed for the EP classroom. We hope the book inspires you as much as it inspired us – enjoy!

  4. Thanks for the comments, Simon and Mariana! We hope the lesson plans will help teachers see some of the different possibilities open to them when trying out these methods/approaches. Also, we hope that teachers will feel nspired to create their own plans too to try out all sorts of different options.

    Mariana, a real walk in the park is indeed important! Exercise–at least 30 min. a day–should be a priority, but often we get so caught up in our work that we forget! So maybe reading “Walk on the wild side” and then going out for a real walk to mull over the new ideas ๐Ÿ™‚

  5. Congratulations! Lovely to see a book on experimental practice. Very useful for many I am sure. I look forward to reading it, especially the bit on Dogme as I am very interested in what this approach has to offer not just EFL but EAP too. I will be recommending it to colleagues ๐Ÿ™‚

  6. Thanks Emma for your kind words and support. As we were doing our diplomas, we kept looking for this book, but couldn’t find it! That’s when we decided to write it! The Dogme chapter is the most insteresting as the lesson plan can’t follow a direct sequence. Each stage depends on how the learners react or respond.

    I hope you downloaded the free plans which go with the book. The book itself gives a fuller understanding of the plans and each area, plus all the information you need to carry out a complete EP lesson.

    And thanks so much for recommending it to colleagues, we cannot thank you enough for that!

  7. Incoming link: Useful links for Delta | Sandy Millin

  8. Incoming link: Doing the Cambridge Delta: A Guide | Reflections of an English Language Teacher

  9. Your book has excellent explanations and clear lesson plans. I’m working on whether or not I and my coteachers can bring these methods into our classes…but more to the point, I want to thank you for mentioning corpora and how to use them. I hadn’t heard of corpora before. I showed my coteachers COCA and the Time Magazine corpus and they loved it.

    1. Thank you so much for your comments Chewie! Lots of people have heard about corpora but it takes a while to get used to them and then bring them into the classroom. Enjoy all the free corpora available and good luck using the lesson plan in your classroom!

  10. Ewa Grzelak says:

    So far I’ve only seen the lesson plans and I’m excited to read the whole book. The lesson plans are so close to what I was trying to implement in my teaching – but I used to create a sort of a new mind-map with far too many details for each class and was too narrow-minded to see you can create a universal template:). What a great job!

    1. Thanks so much for the praise! It’s lovely to hear that we are helping teachers and I hope your expectations about the book are met!

      If you feel you plan too much – how about trying out the Dogme chapter first when you get the book? Believe me, it’s thrilling and liberating!

  11. Jennie, Christina, this is brilliant! I have been teaching for almost 30 years, and this is a fun breath of fresh air. Well thought out and put together. A must!

  12. Chewie, Ewa, and Jay, as Jennie said, thanks so much for your kind words. We’re thrilled that you’re finding the lesson plans and the book useful. I agree with Jennie, if you feel you are over-planning, try experimenting with Dogme. I used to have the same problem–planning out every step of every lesson. Not only did it take too much time, but it prevented me from really paying attention to when I needed to adapt more to what was really happening in the classroom.

    Something that I do often today is to have a very bare “lesson skeleton”. For example, if I’m doing a lesson on presentations, I know that I’m going to talk to the student about what his/her challenges and objectives are when giving presentations in English, then work with him/her on a presentation they actually may do, let them give the presentation while I observe (keeping in mind the student’s own objectives expressed at the beginning of the lesson) and then giving feedback and letting the student express their own feelings about their performance. I don’t know exactly what language or skills we’re going to work on, but I have an idea of the flow of the lesson.

    And Jay, thanks so much for that compliment–you just made my day ๐Ÿ™‚

  13. Incoming link: Intensive Delta Course Week 5 | A Hive of Activities

  14. Incoming link: It’s Translation, Jim, but not as we know it.* | A Hive of Activities

  15. Incoming link: Traveling the experimental practice road (by Christina Rebuffet-Broadus) – Teaching Village

  16. Incoming link: Experimental Practice: My personal Journey (by Jennie Wright) – Teaching Village

  17. Incoming link: IATEFL 2016 – Corpus Tweets 1 | EFL Notes

Leave a Reply

Your email address will not be published. Required fields are marked *