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Hi I have been teaching English in my country for over 2 years. i was trained in the theory of the Multiple Intelligences. Now Our boss wants us to work according to CLIL....Content and Language Integrated Learning. I dont know what that is since she wants the teachers to investigate about it themselves...I have been doing some research and I haven´t found anything really new about this....what do you think?

I am going to establish institute in India to help students to improve English. There are many students in India who have Master degree but can't get a job and many other face a lot due to lack of English language. If anyone wants to help them as online teacher , contact me.

how do we apply the competencies based approach in classroom

plz i just want u to answer this question ........... i need it in my dessertation

I decied to start a career in English and heard about the CELTA after doing alot of research I decided it would be a great chance for me. I took the CELTA in Vienna, Austria . I was very excited and in the beginning it was alot of work. But right away I and ALL my colleagues noticed many things that were not fair. A couple of our colleagues who didnt take the course seriously, would come in late or wouldnt come in at all (two weeks absent). One of the colleagues I would see on more than one occassion writing his lesson plan minutes before the class, while I stayed up late into the night preparing mine.Yes his lesson was horrible and during our input session we would get the same grade "a pass". Which would infuriate me. But I knew better to say anything. Then I might get a lower grade under "getting along with other teachers". So I would just sit, smile and take it. There were a few times he would actually come in smelling like beer. I worked hard and thought my hard work would pay off in the end. I watched during the four months as my beer drinking colleague sailed through the course without a care and thought he would surely fail. Finally came the day, for our reports which we received in the mail one week after our course was done. I eagerly opened it. What was written: PASS PASS!! I couldnt believe it!! Under the comment section they (our Tutors) didnt even write anything personal it was a standard template issued with a Pass grade something along the lines of: bla bla will need furthur guidance to become a succesfulteacher. Which lets face it once you start teaching in the classroom you are on your own. I spoke with my colleagues including my beer drinking one and found out that only one of us received a PASS B. No one received a PASS A. During our observations I wouldnt even give my tutors a PASS A. But anyway the point is that the grading system is a very strict, unfair whatever word you want to use. I am very upset that I would be put into the same grade category as my beer drinking teaching friend who also somehow managed to pass!! I worked really hard!! Juggling family, work, and traveling to this CELTA center (three hours) for four months. Luckily I can get over it. But I have to add that many of my colleagues are very discouraged and many arent pursuing English positions as they should be. So let this be a warning to all who are considering in taking the CELTA course. I was told in the END that only about 5% of people receive a PASS B, and 5% Fail. The way the fail is by being absent, I dont know how many times they have to be absent since one of our colleagues missed about two weeks. NEVERTHELESS...I have to say I learned wonderful teaching methods!! I met wonderful people! At this point I cant stay I regret taking the course, but I wish someone would have told me in the beginning. Maybe I could have saved myself some heartache. Let me know what you think. Sincerly, A disappointed CELTA Graduate The good thing is you do learn great teaching methods from CELTA. ALso alot ofteaching institutes only want CELTA teachers. So good luck to you.

Hi, I would like to know if anyone has tried teaching english as a foreign language using nlp skills? I have taught in universities, am familier with toeic, ielts, toefl exams and have done one-to-one in companies. I have become a NLP practitioner and would like to branch out and do something new. I would really appreciate some feedback from someone who has made a similar move. Thank you

Hi. Does anyone know much about this method of teaching English? Has anyone got experience of teaching with this method? Thoughts appreciated

Do you remember your first experience as a teacher? How was it? Good? Bad? Horrible? One teacher told me that the first time he gave a class, he was so nervous that he forgot the alphabet! Has something like this ever happened to you?

Hi, I currently teach at a school that uses the Callan Method of learning English. I took the training for the method and found it incredibly rigid, artifical and often illogical. Thw whole point of the method is to enable students to learn English in a quarter of a time as well as concentrate on their conversational skills. However many of the phrases we teach the students (eg 'Are you your father's only child?' instead of 'Do you have any brother's and sister's?') seems a little strange, nay devoid of how people speak in the real world. Have you/do you teach the method? If so, what do you think? What changes would you make to it, if you could?

I am looking for a one week long training course in August that will help prepare me to teach primary school students English. I don't have time for the CELTA this summer - that is one month long, but I am looking for a one week long course that focuses on teaching children.

I could teach english in canada if I take one or two year corse at university there. anyone here knows about it more detail?

any good english summer program in Boston for international students?

Does anyone know any study guides or books that are particularly useful to read to prepare for the Praxis ESOL test?

Learn how to communicate in english with the help of asian tutor. I've been looking for online teaching and I'm willing to teach students in any grade level from asian countries. Let me help you to learn more about english grammar, spelling and pronunciation. Also, I want to meet new friends online to know their culture and learn their languages.

Hello I am in the process of completing my TEFL course. I'm on my very last module and have stupidly tripped up twice on the same question, I have one attempt left so need to get the right answer, so please help! Here's the question: Imagine you are teaching a class of 40 eight-year-olds. They really enjoy games and activities, but they become easily overexcited, and it is hard to bring them under control. What techniques could you use to finish an activity and get their attention? My INCORRECT answers: One way to get their attention is to remain silent, until they settle down and realise you haven't spoken once you have their attention you can continue with the lesson. Another idea would be to end the game and start a listening exercise, something that will get their attention like a game of Simon says. 'Simon says sit on the floor', 'Simon says put your hands on your head' etc. students will eventually start to listen and enjoy taking part in the game. Good ways to finish an activity or game and get the students attention would be to ask the students to stop what they are doing then go around the class and gain feedback from the students. Ask them questions about their activities to see how the game went and what they learnt from each other. Perhaps award points or small prizes to winning teams/students with good answers, this clearly finalises the game/activity and also keeps the children happy about finishing the game and competing with each other. Teachers comments: You seem to have misunderstood this question. You are not being asked to describe activities, but in fact what techniques could you use to finish an activity and get their attention. The students are not being naughty or doing anything wrong so you don't need to describe how to get them to behave. They are taking part in the speaking activities in English as expected but of course this would be a little noisy. The question asks you how you would get their attention when it is time to stop the activity. Although these are great, you have still misunderstood. You have described what you would do after the activity has finished. We are asking you to show us how you would get their attention (in a probably quite noisy class) to signal to them that it is the end of the activity. I'm not sure what was wrong with my first two techniques and apart from shouting loudly (which doesn't seem like the answer they are looking for) I'm kinda stumped. PLEASE HELP!

I need some information about competence based approach in english laguage teaching , since it is the new method applied in Algeria.

I am an ELT teacher in Peru looking for some good topics for thesis proyects, I know some of you have a lot of topics that can be very helpful to me. I will really apreciate that you share them with me. ...

Help! My husband and I want to live in a Spanish-speaking country and teach English. I have my Ed.S. degree in School Psychology (an Ed.S. is in between a Master's and a Ph.D.), and I would love to do counseling or something. However, most places will not accept me because my husband has no teaching qualifications. I have taught in the US university system, but I do not have a teaching degree, either. Any suggestions on where to look?

Hello, I live in Roselle (a Chicago suburb), Illinois. My 6 year old niece has recently come to the US for the first time from India & has joined a school here. Since english is not her native language, she needs help with spoken english. Would appreciate it if someone could give some information about spoken english classes. Am looking for a tutor who also understands Hindi, since that is my neice's native language. Thanks!

I wonder what are the most crucial issues to bear in mind while choosing the 'right' CELTA centre. After days of google search, I'd appreciate any additional information like personal experience, tips or whatever. The UK is the country I am particularly interested in, yet it's not final.

Hi, Scott Foresman English The Father of my to a close to a native English Accent. I am a living example of Audio-linguistic Method and Scott Foresman IN TUNE (1 to 4) English books, that even though I haven’t experienced any other English circumstances in real life, except being a translator, it has given me such a good English accent which is pretty close to a native accent. You can’t tell either it is from a native English speaker or not, that happens when I talk on the phone or even when any one hears me. It is so good that I have been asked where my accent is from, Where from the United States I am From, something I have no-idea what to say. Some times I think it is similar to a Canadian accent, but I’m not sure. As a result that I have been from Scott Foresman English, I want to go further more and I don’t know what to do. Now I want to experience English in a Speaking Country and I haven’t gotten any chance, so I ask: Is it only up to here where Scott Foresman Would take me? Doesn’t Scott Foresman have any further program for those who have gotten so high on Scott Foresman’s purpose? so please I beg to anyone involve somehow with this institution to help me get a chance. I can show Scott Foresman that I can tell every one of the conversations and Mini-conversations from book one to book four of INTUNE, something that I consider to be the key of getting a native pronunciation. Also, I want to know where the procedency of my accent is from. Odalis Manuel Sanchez (Email removed, please add it to your profile)

I teach English conversation classes. I have a very advanced student who uses English in his job speaking to clients. He feels he can not express himself quickly enough or with sufficient clarity. What exercises could we do to improve this ( I imagine this is a problem that native English speakers face in their work?)

does anyone have any contemporary songs that they use in teaching pronunciation?

Hello, I am currently starting a Masters in TEFL as I am quite taken with the notion of teaching English, even though I have no professional experience myself. This being the case, I wondered if I could impose on those with more experience than me and ask if you would not mind sharing answers to the following questions: 1. What do you consider is the number one need (focus on grammar, focus on vocabulary, focus on pronunciation, etc.) of the students you teach? 2. How much of your class curriculum satisfies that particular need? 3. Where are you currently teaching and what age group do you usually teach? I greatly appreciate any assistance.

hi, I really need guidance on this question. Now write a lesson plan for a 45-minute-long lesson on the chosen topic in the space provided below. Click to remind yourself of the model structure for a lesson plan. To pass this task, make sure each stage of your plan includes an activity description , the type of interaction , and the timing . For example: 1. Warmer. Play pictionary using the words taught in the previous lesson. S-S 5 minutes Answer: Warmer. Give out a flashcard of hobbies to students, and play charades, asking them to act out what picture is on their card. Use adverbs of frequencies learnt in the previous lesson. T.S. 5 mins Lead in. Draw a picture on the board of a footballer, elicit information from students about his profession and his name. S.T. 1 min. Put students into pairs and brainstorm ideas about a footballer's lifestyle. PW S.T 3 mins. Using the picture of the footballer, elicit about the footballer's lifestyle, eg, He is very rich, He drives a mercedes. S.T 5 mins. Drill individually and as a group. T. S.T 1 min. Ask students to come up with sentences of their own. S.T 2 mins Use a drawing on the board of the footballer with a broken leg, elicit from students how his life has changed. S.T 2 mins. Put students in pairs to discuss the problems now he has a broken leg. PW 3 mins. Presentation. Use pictures to set up a timeline that compares the footballer's present and past lifestyles. Elicit sentences from students eg, He is not playing football now. Will he be able to play football next month? T.S S.T 5 mins. Drill chorally and individually. T.S 2 mins Plenary. Ask students to correct errors that teacher heard them say and write correct sentences on the board. T.S S.T 2 mins. Controlled practice. Draw 3 pictures on the board of other hobbies such as someone playing tennis, mountain climbing and running. write on the board, what is he/she doing? eg, He is climbing a mountain, drill students. T.S 4 mins Plenary. Go over students answers, then allow students to discuss with each other the answer to the next question. T.S S.S 2 mins. Production. Put students in pairs and ask and answer questions about what hobbies they have had. PW T.S 5 mins. Plenary. Elicit examples e.g. 'I used to collect stamps' S.T. 2 mins. Set homework assignment. T.S 1 min. Comment: I think you might be confusing the lesson here - it seems like the language focus is for "used to". Here you need to present the new language of hobbies....