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collection of all posts: www.teachingenglish.org.uk (added by Mike in Japan) www.learningpage.com (added by Anony) www.handoutsonline.com (added by Orson) www.learnenglish.de (added by MTEnglish1) www.free-esl.com (added by henry teach) www.tesljobs.com (added by yxxygrdzlmoot) www.developingteachers.com (added by Anony) www.englishpage.com (added by Lana) www.tesall.com (added by tesolguy) www.tesolmax.com (added by tesolguy) www.eslcafe.com (added by tesolguy) www.eslkidstuff.com (added by Anony) www.eslmonkeys.com (added by Anony) www.mes-english.com (added by Mesmark) www.teacherjoe.us/Teachers.html (added by TeacherJoe) www.ohiou.edu/esl/teacher/listening.html (added by LanguageLover) www.sitesforteachers.com (added by Memy27) www.hospitalenglish.com (added by Anony) www.eslteachertalk.com (added by Anony) www.marks-english-school.com/games.html (added by Anony) www.eslhq.com (added by Anony) www.fceblog.blogspot.com (added by Anony) www.onlinetutoringworld.com (added by Freddy's) www.better-english.com (added by Uvercinka) www.esl-lounge.com (added by Uvercinka) www.australianetwork.com/studyenglish/ (added by Minhsoncse) www.busyteacher.org (added by Luxurious) www.1stopesl.com/teacher_stuff.php (added by Neen) www.englishtoolbox.com (added by Sakota) www.perfect-english-grammar.com/ (added by Seonaid) www.tefl-jobs.co.uk (added by Anony)
 
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In teaching English, can the direct method be applied in higher-level classes? If not, I'd like to know why? Thanks in advance.
 
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Hi, I need a syllabus for teaching contrastive analysis. pls help me.
 
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Dear all ESL for adults teachers! After a few years teaching adults (but primary children too;-), I would like to find some new, inspirational activities/articles resource. With my A2-B2 students we don´t really like to follow any coursebook, they prefer vocabulary work and discussions. So far, my favorite sites were Breaking News English, or English with Jo. Thank you for any tip - book or link !!
 
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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)
 
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an approximate set up of a manual from the past would be: 1. short text (or extract from classical literature) + comprehension questions + idioms, new words learning exercises. 2. grammar + many exercises (to be done in a notebook - not the "fill in" exercises) 3. poetry any idea where to look for?
 
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Hey guys, I am doing a research project with a Professor from my University. We want some insight from teachers about what works best when teaching English some general info on the types of schools/organizations offering English courses. If you wouldn't mind answering the questions in this survey: [link] I would really appreciate your response. This will greatly improve our research. Thanks!
 
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Hi all. I am an English Teacher from Turkey. I am planning to build a website teaching English. It's target students are Turks who are trying to learn English. But step by step I want to enlarge the project and thus many people from different countries can learn English from our website. To achieve this, I need to cooperate with active English teachers who checks his/her email inbox everyday. If you want to be a part of this project please send me an email telling about yourself. Thanks for reading. Have a nice day
 
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How are new grammar points best presented?
 
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Hy guys.... who knows Takahashi politeness strategies? It is about linguistics..... I hv homework about it... help please
 
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Hi In literary appreciation we tell the students to appreciate the literary features. For instance, we ask them to appreciate the use of simile in the poem. My question: Does appreciate mean that the student needs to express why the poet has used simile and what other thoughts and feelings the simile the evoke in the reader?
 
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Hello, I'm an IELTS teacher in Japan. I created this new thread for IELTS learners to share experience in sitting for IELTS test, how to master IELTS, IELTS tips, strategy and instructions on getting a high score (7.0 and above). I also provide Speaking Prediction Material for IELTS Speaking (from April to August). If anyone want to get all of these materials, feel free to let me know. I will be the very first person to share with you how I got a 8.5 in IELTS (Listening 8.5; Reading 9.0; Writing 8.0; Speaking 8.5). Firstly, I would like to share the first 3 tips in getting Speaking 8.5 ( 7 more tips will be updated tomorrow) Tip 1: Use at least 2 idioms and collocations eg: I'm a bundle of nerves (it means you are really nervous) I'm over the moon now (you are very happy) Tip 2: Use linking words to connect your ideas eg: ...In addition, due to the fact that printed newspapers are geographically-limited, their reach and exposure levels are becoming substantially lower than those of online news. Apparently, it is online press, not the traditional one, which helps new seekers all over the globe access local news as well as global news published by a variety of internationally prestigious newspapers including BBC, New York Times, and Wall Street Journal. Tip 3: Don't use slang (IELTS is a formal test to assess English proficiency of candidates, therefore, you should try to be more formal, don't use slang like a kid) eg: I work my socks off to get a high score for my IELTS test not I work my ass off to get a high score for my IELTS test
By Hoang Mie  
 
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Sample questions from the TEFL exam – Part B, Checkpoint 5 (2 questions) Question 1 TASK OVERVIEW You will listen to six different learners producing sentences containing errors. You will identify the errors, and suggest how you would help the learners to self-correct. ASSESSMENT CRITERIA Your answer needs to demonstrate the following five criteria: 1. One error in each sentence is identified correctly. 2. Pronunciation errors are transcribed correctly using phonemic script (if applicable). 3. The target forms are described correctly. 4. Grammar rules are described accurately. 5. Appropriate strategies are given to help each learner self-correct. TASK INSTRUCTIONS 1. Listen to the six recordings of learners each producing a sentence in English. 2. Complete the table, as in the example, to describe: – one error in each sentence – the correct form – a description of the rule (if grammar) – a strategy you could use in class to help the learner correct their own error If it is a pronunciation error, transcribe the error and the correct form using phonemic script. You can copy and paste symbols from this phonemic typewriter. In order to pass this checkpoint you need to be able to correctly identify 4 errors from the six recordings. Example: Spanish female 1. Greek male 2. Greek male 3. Spanish female 4. Greek male 5. Greek male 6. Spanish female DON’T LOSE YOUR WORK! By clicking the ‘Next’ button at regular intervals the work you’ve already completed will be saved. Question 2 Describe a strategy you could use to help each student self-correct.
 
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Hey all, I am strongly considering becoming an ESL instructor at the college level and am thus hoping to start an open line of communication with those of you who have relevant experience. Here are two questions, but I'd appreciate the opportunity to follow up and have ongoing conversations about this career path. 1) Is there a burnt out factor when it comes to teaching ESL? I've spent the past five years as a one on one tutor at the college level, and sometimes it can become very tedious explaining the same content over and over again to multiple people every day. Is being an instructor somewhat different than that? 2) Generally, what are the most important pieces of advice you would give to someone like me who is strongly considering becoming an ESL instructor? Thanks, in advance, for your time.
 
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Hello Forum, I am a native speaker of English who is interested in teaching medical English online. My advertising efforts have been fairly unsuccessful. I have tried fiverr flyers, craigslist, and foreign-language forums. Any advice? Thanks in advance.
 
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Whats the effect of generativism on language teaching?
 
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Hello I'm in need of some thesis topics in the field of EFL teaching.
By NeumannClive  
 
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How can I teach short and long vowels simply to my students ?
By Anonymous  
 
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hello..i'm indonesian. here i would like to ask you , how to teach English for children in the early age ? what is the method ? thank you
 
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Hi there, have spent ages browsing for info on this but not getting anywhere at all!! I`m a highly qualified EFL teacher with lots of experience, desperate to get a job in Cuba to perfect my Spanish (and salsa-dancing) CAN ANYONE PLEASE HELP??!! Thanks a lot.
 
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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 succesful teacher. 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 of teaching institutes only want CELTA teachers. So good luck to you.
 
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Hello, I have just qualified as a Neuro Linguistic Programming practitioner, I am also an ESL teacher. I am unemployed at the moment and thinking of becoming an independent worker. I would love to exchange ideas with another teacher who has the same profile. Looking forward to hearing from you oon, have a nice weekend
 
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Hello, I am looking for advanced level textbooks for advanced learners of English. I would really appreciate some help and suggestions. Thank you!
 
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Hello. Today, I have a question about information source. Next week I'm taking a job interview for a high school. One of the assignments is a sample(trial?) lesson. I will be presenting how I teach for 15 minutes at the interview. They sent me a copy of a textbook and I have to make a lesson plan from it. To organize my lesson, I'd like to ask for ideas and advice from many teachers of English as a second language. Do you know any website where you can exchange such ideas or opinions?
 
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Hello, guys! I come from Portugal. I am in the 11th form, and English classes are obligatory in Portugal from the 5th to the 11th forms. All right, they're only obligatory  in practice , because, in theory, only a 'first' foreign language is obligatory. However, English is generally chosen for a first language, and I doubt any more than 20 parents (the required number to open a class) in any given school want their children learning French or Spanish or German in the 5th form. So, English is basically obligatory. However, it seems that, from the 10th form or so onwards, these classes here in Portugal are just pointless. To demonstrate what I mean, I shall describe my usual class. We begin by correcting homework from the previous class. The homework was a page of grammar exercises from the book. Everybody is just talking with each other, and there's a lot of noise in the room. Nobody really cares. Nobody is really paying attention. And they don't have to because the teacher isn't speaking. There's just a student sitting in front of the computer, typing what they have answered, and then clicking the 'check' button to see if it is right. Most of the times, the computer says the answer is wrong, when it's actually right, and the student, accompanied by the teacher, must figure out exactly what is considered correct by the computer, even though the initial input was really correct. This is an actual example from today's class, including the several attempts to answer: Rewrite the following sentences using the words in brackets in the appropriate form without changing their meaning: a) I'll let you go to the party if you pass the test with a good mark. (provided) — I'll let you go to the party provided that you pass the test with a good mark. Wrong! — I'll let you go to the party provided you pass the test with a good mark. Wrong! — I'll let you go to the party, provided that you pass the test with a good mark. Wrong! — Provided that you pass the test with a good mark, I'll let you go to the party. Right! So... The most intuitive and correct answer is wrong... You must have a plethora of possible answers ready to make sure you'll get the right one. This happens often. Next, we read a text. Wait... Did I say we  read  a text? I'm sorry: I meant to say we  hear  a text being read by a recording on the computer. No-one really reads the text. No-one practises speaking. At the beginning of the text, there is a section called 'Starter: oral practice', where we are supposed to have a discussion in class, prior to the reading of the text, about its subject. You know, to practise speaking and listening skills. However, as a friend of mine said, 'doing that would actually make sense, so we're obviously not going to do it!' Then, you have to answer the questions that follow the text. All right, at least with that, I can find nothing wrong. Except that, don't forget, there is still a lot of noise, because nobody really cares. I do the exercises in under five minutes, since they are so easy, and then I can spend another ten extremely productive minutes doing absolutely nothing! And then, it's time for some grammar! This can come in two ways. Either the teacher tells us to do it as homework (and I have to carry the book home, instead of leaving it in my locker, only so that I can frustratingly do only one single page of extremely easy exercises which will take no longer than five minutes) or she shows us a PowerPoint presentation. The presentation contains the exact same explanations and examples as those that are in the book. When the teacher is angry with the class because most people keep on talking, she demands that we (even those who remain silent) copy from the PowerPoint all the explanations there. She then requires that we copy all the exercises which the presentation contains (even though they are very similar to those in the book), do those exercises and then do more exercises from the book, even though they are very similar. Basically, that's how the class itself is a complete waste of time. In fact, on Fridays, I have to stay at school during the afternoon due to the English class. I get home at around 17:30. If it weren't for the English class, I could get home at around 14:00. During the 3,5 hours gained, I am sure that I could learn so much more at home than in those classes. And what about the tests? Well, my next test is going to be an English test on Friday, 8th May; and on Monday, 11th May, I shall have a Maths test. Knowing this, just today, I had this conversation with a friend of mine: HE: I want you to know something. I: What? HE: We're not going to have any more tests for another two weeks! BOTH: Yay! (we give each other a high five) I: And... HE: What? I: We're not going to have any more  real  tests for another three weeks! BOTH: Yay!  (we laugh and give each other a high five) Today, the teacher, upon seeing how most people in class were not behaving, threatened to move the test to the following Monday. I thought about it, and then I told my friend: 'As I enter the room for the class, the teacher could tell me, "OK, guys, this is a surprise test, and you will do it today, right now": I really wouldn't mind! On the day of the test, I shall be just as prepared as I am now!' For the test, all I need is some luck so that I will not write something that is actually correct but which the teacher will consider to be wrong; and so that I will not make any mistake whilst writing, since, apparently, the teacher takes points for presenting the test with anything that has been struck through, which means that we must either write everything twice, first with a pencil and then with a pen over it, wasting twice as long, or pray that we'll get everything right at first. That's 11th form English teaching here in Portugal. Up until the 8th form or so, it was really good and useful, because one could actually learn something. But then, it just began to get pointless, and it is now worse than ever. I now learn much more by watching series online, reading English websites, and doing other activities at home (I probably spend about 95% of my free time in contact with the English language). Fortunately, in Portugal, TV stations did not adopt the terrible Central European custom of dubbing, instead of subtitling, foreign series and movies; watching series with subtitles has allowed me to be more in contact with the English language and facilitated learning. Just by doing that, after the first three or four years of formal teaching, one can really learn much more than in school. So, that's how English teaching works here in Portugal for me. My final opinion: it is a complete joke. What about you guys? For non-native English students, how is your school teaching? And for native English speakers, how is your teaching of other foreign languages?
 
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Dear technical English teachers, I am teaching an experienced nurse who is travelling overseas- he wants to learn to speak and listen to foreign nurses and doctors. [link] [link]/ [link] [link] [link]/ Does anyone have sample dialogues of nurses with other nurses or doctors or any other resources? Michael
By cloa513  
 
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