The buzz word around the Escuelas Oficiales de Idiomas (EOIs) in Spain this year is mediation and the importance of teachers at these centres getting to grips with the concept cannot be stressed enough. In a series of three blog posts we will be taking a look at some of the key issues surrounding this topic.
Picking up a book, writing a pen-friend or doing a language exchange in English are all tried and tested ways to keep improving and practicing your English over the summer months. In fact I would suggest them all to my students and many of the activities below are based on them in one way or another. But with the devices and tech tools available to our learners I thought I would put a bit of a spin on the typical summer learning ideas.
Stuck for something to talk about in class? Well here are ten useful expressions in English to stretch your students’ vocabulary plus a quick activity to get them chatting as well.
Teach the expressions anyway you see fit. You might start out by putting the word “talk” on the board and ask students to think of different ways of talking, or as many expressions with “talk” as they know. You can then include the expressions you want them to learn and have them guess at the meaning and use a dictionary to check, or have them match expressions to their meanings.
Here are my ten (but you can use others if you like):
No two people have quite the same experience of teaching English. My own history includes mostly private sector teaching to adults and teens (so this post might not reflect your situation exactly). But regardless of the context you teach in, many of us, and this is undoubtedly true of any profession, might get to a time when we question why it is that we are doing it, or maybe we forget why we got into it in the first place.
For native speakers there is the added “I’m JUST an English teacher” issue to face as well, as in: I’m JUST teaching something that I didn’t have to put any real effort into learning myself, or Am I JUST taking the easiest option? Shouldn’t I be more of a go-getter in world of increasing “go-getting.” I would bet that this thought has crossed the minds of a fair number of you out there. Perhaps if you are a NNS (non-native speaker) of English you haven’t had this same feeling, and the things listed below are somewhat more obvious to you. If so, scream and shout about them! Kick up a fuss about your profession! And get your colleagues stoked about their job! Because there are a great many things to love about being “just” an English teacher.
Over 700 enthusiastic teachers from all over Europe attended the ACEIA 2016 conference in Seville on Saturday 12 November.
Under the banner ‘Creative Minds Inspire,’ the event was headlined by Pearson’s Antonia Clare, one of the award-winning authors of Speakout 2nd edition, with her inspirational plenary session ‘Language, Learning and the Creative Mind.’ Antonia examined the ways in which learning a language is in itself such an inherently creative task and looked at how to engender creativity, both on the part of the learner but also on the part of the teacher.
When you’re writing in English, especially when you’re writing for exams, it’s not enough to choose the correct words and put them in the right order. You also have to link sentences together to show how your ideas are organised and to guide the reader through your text. For this, you need a good command of connectors, or linkers, those little words and phrases like but, however, in spite of, because of and in order to. In this article we look at using connectors in English to improve your writing skills.
The most common connectors, and the ones used most frequently in speech, are and, but, or, because, so and then, and with them you can express most ideas quite well. However, in order to demonstrate a more sophisticated knowledge of the language and to express more nuanced ideas, especially in formal writing, there are many other connectors that you need in your repertoire. Let’s have a look at some of them. Continue reading →
If vocabulary and grammar are the meat and bones of a language, then proverbs are its blood. Not only are these short, pithy, well-known expressions great for giving warnings and advice or for expressing simple truths about life, they also tell you a lot about the cultural context of the language. Each and every language has hundreds of such sayings, but as English is the language at hand, here are 35 common English proverbs for you to enjoy, learn – and hopefully use. Next time you get the chance to throw one into conversation, make sure you strike while the iron is hot!Continue reading →
When you learn a foreign language, there are always certain sounds that are a challenge to get right and certain words that you must struggle to get your tongue around. With English, the erratic spelling system means that even if you have no trouble with the sounds themselves, you may often mispronounce words anyway.
To help you out with some of the trickier and more readily-confused ones, here are 10 English words that are difficult to pronounce for learners and some tips for getting them right. Continue reading →
Why does cough rhyme with toff but plough rhyme with now? Why does debt have a silent b? If ewe can be you, how comes eye can be I? Who on earth put the k into knight? Why is read read as red when it’s said in the past, but reads like its reed in the present? Indeed, why is English spelling so weird? In today’s post we look at the history of English spelling to find out some of the reasons that underlie its many orthographic idiosyncrasies.
Why is English spelling so weird?
Too few letters for too many sounds
Modern English has a phoneme inventory of 44 sounds (with some variation according to dialect) but only 26 letters with which to write them. Since its very earliest days, this mismatch has been a key obstacle to spelling the language in a regular manner. The monks who were among the first to write down Old English tried to solve the problem by adding new letters to represent sounds absent in Latin, such as a ligature of a and e, namely æ (ash), and several runic characters – þ (thorn), ð (eth), and ȝ (yogh). Æ can still occasionally be found (for example, in the official name of the Encyclopædia Britannica), but the runic symbols were eventually replaced by digraphs – combinations of two letters to represent one sound – th for þ and ð and gh for ȝ. Diacritics – those little marks above and beneath letters that you find in so many other languages (á, è, ü, ç, ñ and so on) – being absent in Latin, were never used by the early writers of English and so never really became a part of the orthography, except to write certain foreign loanwords. Continue reading →
‘To be or not to be’ – that’s the one line from Shakespeare that everybody knows. But the question is, do you know just how many other words, phrases and idioms he gave to the English language, either by coining them himself or by popularising them through his poetry and plays? This year marks 400 years since the Bard of Avon’s death, and yet even those who don’t know his work probably quote him on a daily basis. Today we’re looking at 20 words and phrases English owes to Shakespeare.