Teacher training course


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Teacher training course

  1. 1. Teacher Training 3-13 August 2010 PhoneticsActivity Chinese whisper: ask student to read a sentence and whisper it to classmates and check it inthe end.BookShip and Sheep, by Ann Baker, Cambridge University Press. Headword Pronunciation SeriesActivity Book:Pronunciation Games by Mark HancockThis book contains a lot of activities such as:Pronunciation Journey to practice minimal pairs such as b or pElision and Assimilation from the book Test Your English Pronunciation – by Michael Vaughan -Penguin BooksPoem:The Chaos (by G. Nolst Trenite, a.k.a. "Charivarius"; 1870 – 1946)It starts with:Dearest creature in creationStudying English pronunciation,I will teach you in my verseSounds like corpse, corps, horse and worse Emerging Vocabulary and Pattern of CommunicationPortmanteau = blend of two or more wordssmoke + fog = smogChannel + tunnel = the Chunnel (linking France and Britain)male + nanny = mannyinformation + entertainment = infotainmentstay + vacation = staycation stay at home vacation (also verb staycationing)mock + documentary = mockumentaryman + bikini = makinibirkini/burkini = Muslim woman swimsuitbrotherly + romance = bormance, means best friendsfan + magazine = fanzineelectronic + magazine = e-zinemock + cockney = mockney, someone from good background who pretends to speak street languageto look coolerfriend + enemy = frenemyTGIF = Thanks God Its FridayPANK = Professional Aunt No KidsFB = Face BookOMG = Oh My God
  2. 2. blog = web log, online diaryGF = girl friendfugly = f... uglycankles = calf anclesmuffin topunibrowbacne = back acneBF = boy friendmoobs = man boobsMILF = mother Id like to f...IM = instant messagingBFF = best friend foreverCha-ching = the sound of cash machine, means prospect for moneyBeemer = BMW carchillaxing = chill-relaxingbrunch = breakfast and lunchnetiquette = Internet etiquetteLOL = laugh out loudBill + Hillary = BillaryBen + Jennifer = BenniferTom + Katie = TomKatBrad + Angelina = BrangelinaJohn + Edward = Jedward Grappling with GrammarDiscussion1How important is grammar in your current curriculum? Do you feel that it should be more/lessimportant than it currently is?2What types of students love/hate doing grammar exercises? Why do you think this is the case?3What grammar points cause most difficulty for your students? Why do you think this is the case?4Do you feel that the grammar resources currently available to you adequately address the needs ofyour students?5What methods do you use to help integrate grammar into their active language use?Grammar GripesSome students find it boring/difficult.It is often forgotten quickly.Moving from learning the rules to real use seems to be a huge hurdle and a big leap.Grammar mistakes tend to fossilize.Direct translation can be dangerous. Students need to thing about time differently.The Grammar of VocabularyVocabulary and grammar are inextricably linked.Students and teachers like to tick grammar boxes on a neat list.But learning a grammar point in isolation is only the beginning.Different StrategiesFun/communicative drills.Communicative tasks.Games.
  3. 3. Self-correction. Learner AutonomyDiscussions1What difficulties are you faced with when trying to help students to become independent learners?Consider this from the students and teachers perspective.2What methods do you use to inspire/encourage/force your students to become independentlearners? Share your ideas with your group.AutonomyIt means motivating students to take responsibility for their own learning.It means moving the focus from teaching to learning.The teacher plays a crucial role in the development of autonomy.“It is not easy for teachers to change their role from purveyor of information to counsellor andmanager of learning resources.” David Little (1990) Learner Autonomy 1: Definition, Issues andProblems.Teachers move from being disseminators of information to managers of autonomous learners.Autonomous learners …set their own learning aims.make choices about learning modes.plan and organize work.decide when best to work alone, work collaboratively and seek advice.learn through experience.identify and solve problems.think creatively.assess their own progress.enjoy learning more.Difficulties Faced with Learner AutonomyStudents are uncomfortable with the responsibility.Teachers are uncomfortable with handing over the responsibility.It takes teacher time and energy to help students become autonomous.Instructions must be crystal clear.Students have freedom and you monitor their freedom (controlled autonomy).Large groups/mixed abilities/catering for diversityYou are an educator in a much broader sense, not only your subject, but social skills, etc.Parents and students view autonomy with suspicion: handing over of responsibility to reduce workload.Methods to encourage Learner autonomyMaking long-term plans/projectsUsing answer keys for self-correction.Explore with them resources.In the beginning allocate time to train the students in the way you want them to work.Error code with underline.Sample passages that contain errors and ask students to correct them.Self-assessment.Students choose their activities.Make them use the school library.Make them present their projects in front of the whole class. This brings the best of students, evenweaker students.Praise.
  4. 4. Make students aware of their own difficulties.Give compulsory and optional tasks.It can be non-specific: any article from a newspaper and 3 lines summarizing it.Let students create test materials.Give options with graded tasks: easy, medium, difficult.Have a session in the beginning about learner self-awareness and the different learning styles.Autonomous LearningDefinitionAutonomous learning is self-managed learning.It means that the learner has much of the responsibility of planning and organizing their learning, fordoing it, for assessing its value to him or herself and even for suggesting the mark the workproduced should get.Sometimes the term is used for learning with only a small amount of teacher support. A universitydocument, for example, defined autonomous learning as “learning requiring no more than 12 hourlecturer contact” in a course.Gains for the learner:Ability to respond to change.Transferable skills.Allows for different learning styles – learners can use their own judgement about how best to learn.Self-direction is motivating and leads to higher order thinking.The excitement and pleasure of independent learning will carry over to the subject itself.Mirrors natural learning in the rest of life.Losses for the learner:The educational system might not be designed for independent learning.Carl Rogers said that only 1/3 or ¼ of students are self-directing; the rest do just what they aresupposed to do.Too little (as well as too much) direction can cause frustrations for the learner.Students can lack the necessary knowledge in the subject matter to make a beginning.Students might have very specific expectations about the degree of direction that should beprovided by the teacher.Challenges for the educator:It is a challenge to provide the correct amount of guidance without providing too much direction.Direction is needed to identify areas of difficulty but too much direction detracts from their senseof ownership of the learning project. Listening Exercises Using Video ClipsFactors to consider when choosing a clip:AppropriatenessAppealing topic/unusual topicQuality of the clip. Background noise/music could impede understanding by beginning students,but good exercise thoughClarity of objectiveLengthLevel of language/task. You may require less advanced students to make intelligent guesses. You
  5. 5. can use clips above the level and get achievable objectives.Before Viewing:Use simple factual questions about the topic.Use additional open questions to stimulate discussions.PredictingAfter explaining what the clip is about, ask students to write a list of what things they expect to seein the clip.First viewingStudents swap their lists with a partner and tick the things that appear in the clip. The student withthe most ticks is the winner.Second viewingAsk about facts, names, components, etc.Ask about opinions, why Writinghttp://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59493&docid=14681 5Problems in writing (why writing is so difficult):It is often a solitary task, often given as homework and therefore unsupported.Students find composition titles boring.They often feel failure when they have their writing returned to them in red ink.Its not communicative.Its not fun.Writing compositions is usually linked to tests which is perceived as stressful.Writing is a difficult skill even in a persons mother tongue.You need time, preparation, patience and concentration.You integrate different skills: grammar, vocabulary, etc.Creativity often not encouraged by the education systemTranslation from L1Students may be too ambitious with their writing standardsWriting can be prohibitively intimidating.Lack of clear instructionsAssociation with examsLack of instant feedback.Poor knowledge of basics (coherence, cohesion)Writing tasks are not well thought-out to be stimulatingBad feedback leaves a dent in the confidenceProblems with grammar and vocabularyStudents need to find the inspirationNeeds planning and organization of ideasThere is a pressure for perfection when it comes to written texts.Skills needed for writing
  6. 6. Knowledge of correct register (formal, informal)Needs good range of sentence structures.Needs linking, imagination, planning and drafting.Knowledge of basic building blocks.Knowing how to use a dictionary.Proof-reading you own writing (self correction)Knowledge of punctuation (Pardon impossible, to be executed. Pardon, impossible to be executed.)Good planning skills.Spelling.Ability to express ideas.Creativity.Grammar and vocabulary.Handout to focus on style / registerOnce upon a time… [fairytale]I regret to inform you… [rejection formal letter]All my love, Boris xxxx [email to friend]In conclusion, it must be stated that… [an essay]She grabbed the gun and pointed it a Dillon. [a detective story]The windows are large and look down onto a flower-filled garden . [real estate description]All this can be yours for only $999, if you call this number… [advertisement]Add two tablespoons of sugar and stir… [recipe]I look forward to your prompt reply… [application]Here in the studio we have the lovely Dido. Hi Dido… [radio show]Activities that foster real written communication (alternative to essay writing) whether formalor informalPersonal information personal ad (dating) staff profile autobiography (on back of a book) immigration card (at airport) application form registration form (on website)Family post-it note birth announcement wedding invitation family treeDaily activity diary/blog/tweet travel journalHome house swap selling a house roster (jobs in the house)Town and country Giving directions brochures
  7. 7. holiday adTravel and tourism post card flight/hotel reservationDescribing people describe celebrities describe yourself in a chat room suspect report (witness to a crime) cover letter (on CV) missing personDescribing things lost object selling on e-bay standard ad instruction manualRelationships advice pages role play in soap operaHealth and fitness Tips on how to stay healthy Fitness club regulationsEducation Course description job ad job application CV Taking munitesMoney Credit card applicationLeisure time Whats on club home pageScience and technology patent application posting a problem on a forum FAQs (this one fits anywhere and helps to teach question making)Environment campaign leaflets poster for organic marketIdeas to Encourage WritingConvert informal text into formal one (the weather is crab, he is a failure, etc.)Discourage the use of non-motive words (nice, good) and encourage the use of motive words(splendid, marvellous)Pass through the text for collaborative writing. The first person start with say Once upon a time …,the second person complete the sentence or add another sentence. The third person reads previoussentences and adds his. Can be made of small groups of five and goes on to one page.Writing a story in a chosen tense and using peer-correction.Emails making arrangement to meet (when it is impossible)
  8. 8. The Proust QuestionnaireDictation. Say a list of statements and ask them to write down the ones that are true about them.Dicto-gloss (key words). Read a story, ask them to write the key words and in group restructure thewhole story.Running dictation. 3 stories on a table, each group sends one person to read one sentence, go backand write it, then the next one. And the group that finishes first wins.Writing a story based on a song / add a verse to the songCartoon writing. Take a cartoon, erase the script and ask them to write their own with dialog ornarrative style (one day the frog went to the park).Mad Libs. You have a text. All the adjectives, for example, are replaced by a star, and students areasked to choose the appropriate adjective from the list below.Develop a complete story behind one picture.Think of 3 celebrities, 3 problem they, 3 solutions that you offerImaginary trip. You have £500 and you need to plan a holiday, including flight, hotel, etc.Write a reward ad for a missing person:________________________| || Rewards || _______ || | | || |______| || || Description: ~ ~ ~ || ~~~~~~~~ ||_______________________| SpeakingThese activities are very flexible – they can be adapted to different levels, they can be used topractise various grammar points or sets of vocabulary and they can last as long (or short) as youlike.It is important to “explain and train” well – the instructions should be clear and you shoulddemonstrate first.It should be clear to the student whether the focus of the activity is fluency or accuracy.1Just a Minute (pairs or groups)2Very quick and simple. The students get to pick a topic from the set of cards (see examples) andhave to speak for a fixed period of time on that topic.3Time Trial (pairs or groups)The student writes down any 5 words on a card. They pass their card to their partner or anothergroup member. You give the student a topic and they have to speak about that topic, using each ofthe words on the card.4Chain Challenge (groups or whole class)5Very flexible for controlled practice of grammar points. The first student says a sentenceincorporating the grammar point. The second student must invent their own sentence and repeat thatof the first student and so on. Great fun and a good way to practise different verb forms.6Taboos (groups)
  9. 9. 7Great for revising vocabulary. Put the students into groups. Give them cards with differentkeywords at the top. They must choose 3 words (or more, depending on the level) that cannot bementioned when describing the keywords. Then they swap cards with another group. The studentstake turns to try and explain the keyword to the other members of their own group within a timelimit.8Role plays (pairs or groups)9A classic! They can take the form of job interviews, information inquiries, making decisions,suggestions, giving advice, etc. They work well because students feel more relaxed when “playing”someone else. I find that with lower levels it is important to make them very structured and to pre-teach the vocabulary. If possible, have the students to sit back to back when doing telephone roleplays.10Surveys (groups)11This helps the whole class to interact and provides good controlled practice. If possible surveyscan also be done outside class time and with other classes. It is important to check the questions thatthe students write before they conduct the survey.Example interviewInterviewer Respondent Yes | It depends | NoDo you enjoy reading newspapers?Do you enjoy studying English?Do you find it easy to learn a new language?Do you find it easy to get up in the morning?Do you like …Do you find it difficult …Do you hate …Do you think it is important …Do you intend ….Are you interested in …First conditional speaking practiceImagine that you and your partner are flatmates. You need to divide up the house chores.Household chores I cant stand dong Household chores I dont mind doing….................................... …...................................….................................... …...................................….................................... …...................................Now you need to negotiate with your partner. You want to avoid doing as many of the tasks in theleft column as possible.Example: “Ill wash the dishes if you do the ironing.”Example of SurveysTitle of survey: ______________________Name of researcher:___________________Date: _______________ Location: ____________Questions ResponseQ1Q2…Speaking topics (cards) for basic levelMy favourite TV programme My favourite book
  10. 10. A fantastic present The best holiday Ive ever hadMy apartment/house My home-townA festival in my country My bet friendMy family My favourite websiteWhat I did last weekend My most important possessionsThings you can do on a sunny day Things you can do on a rainy dayThe weather in my country Things I like about IrelandThings I dont like about Ireland A famous dish from my countryHow to stay healthy A famous person in my countryThe capital of my country My plans for the futureSomeone important in my life A tourist attraction in my countryMy daily routine Things Im good atMy favourite teacher in school A job I would like to doImportant events in my life My universitySpeaking topics (cards) for Intermediate levelShopping online Fortune tellers – real or rubbish?Something Im proud of An interesting person I knowThe leader of my country A film I didnt enjoyMy vices An indispensable gadgetFighting crime Is money the root of all evil?The main industries in my country Hell is other peopleTourist attraction in my area How I recharge my batteriesFun on a tight budget Household chores I hate doingThe most important places in my country Private vs. public transportPrizes/awards Ive won My definition of successPopular sports in my country How we can protect the environmentFashion My idea of heaven is ...Speaking topics (cards) for Advanced levelAre you a spender or a saver? Finding love onlinePlastic surgery – OK or no way? Last meal on Death RowWhat keeps me awake at night Cat person or dog person?My life in 5 years time A traditional story from my countryThe greatest invention ever My favourite time of the yearChildhood games My idea of the perfect holidayMy celebrity crush Popular TV shows in my countryThe importance of education Are you a telly addict?My dream house Things my country is famous forRunning your own business – path to success or Celebrity adoption – is it just a publicity stunt?too much stress?Corruption in my country Relationship age gaps – how much older is too much older?Culture shock Go on – spoil yourselfMobile manners Volunteer workWhats in a name? An era I would like to have lived inAre you a couch potato? Illegal downloading – OK or no way?Hooked online The best present Ive ever received
  11. 11. Milestones in my life Romance is ….An embarrassing moment Superstitions in my countryFive things I would take to desert island An important event in my countrys historySpeaking cardsBeing your own boss Gender RolesWhat are the positive and negative aspects of What fields are dominated by either men orbeing your own boss? women? Why do you think this is?What sort of qualities would you need? Men wearing make-up, women in the boxing ringWould you every want to run your own business? – OK or no way?Why/why not? Whats your opinion of househusbands?Beauty is only skin deep Super Size MeWould you prefer to be gorgeous or gifted? Is obesity a growing problem in your country?If money is no object, would you ever consider If so, what are the underlying causes?plastic surgery? (Why/why not?) Should junk food be banned in all schools?Do you think there are any disadvantages to being (Why/why not?)a very attractive person?Finding love online The Good Old DaysDo you think it is possible to find love online? In what way is life today better than it was 100Do you know anyone who has? years ago?Why have dating websites become so popular? In what way is it worse?What are the potential pitfalls of meeting If you were transported back in time to 1910,someone this way? what one thing would you miss the most? Why?Tweet Tweet Fun on a tight budgetWhats your opinion of Twitter? What are the What things can you enjoy doing when yourepositive and negative aspects of it? short of money?Do you tweet or do you follow anyones tweets? If money is no object, how would you spend a funWhat other social networking sites are popular in weekend?your country?The Secret of Success Dinner Party GuestsWhat is your definition of success? (personal life, Who would be your ideal dinner guests?wealth or happiness?) Choose any four people you like – celebrities,Describe a person you know who you consider to friends, historical figures …be very successful. Give reasons for your choices.What achievements are you most proud of?Law and Order Tying the knotAre there any areas of law in your country which What do you think people gain from gettingyou think should be relaxed/tightened up? married and what do they lose?Have you every broken the law? Describe a typical wedding in your countryAre there any laws which are not really enforced? (location, traditions, party, etc.)Describe an important letter/email you Describe a photograph you have taken whichreceived is important to youYou should say: You should say:
  12. 12. Who the letter was from What the picture showsWhat it was about When and why you took itWhy it was important Where you kept itand explain how you felt about it and explain what is special about itDescribe a well-known person you like or Talk about an activity which you enjoy doingadmire in your spare time.You should say: You should say:Who this person is What kind of activity it isWhat this person has done Where you usually do itWhy this person is well known What equipment you need to do itand explain why you admire this person and explain why you enjoy it so muchDescribe one of your friends Describe a film you have enjoyedYou should say: You should say:How you met What it was aboutHow long you have know each other When and why you saw itHow you spend time together What special features it hadand explain why you like this person and explain what you especially liked about itDescribe a river, lake or sea which you like Describe a tourist attraction you have visitedYou should say: You should say:What the river, lake or sea is called what the attraction wasWhere it is when you visited itWhat the land near it is like what you saw and did thereand explain why you like this river, lake or sea. and explain what you thought of itDescribe a place where you studied Describe your favourite style of dressYou should say: You should say:when you studied there what kind of clothes you like to wearwhat subject you studied what fabrics and colours you preferwhy you chose the place what (or who) influences you in your choice ofand explain how you benefited from this clothes and explain whether clothes are important you or notDescribe way in which you save energy Describe a film you saw which made an impression on youYou should say:what you do You should say:how it helps what film and what type of film it ishow long you have done this for when you saw itand explain why it is important to do these things what your favourite part of the film is and explain why it made an impression on youDescribe a city in which you have lived Describe a party you particularly rememberYou should say: You should saywhere it is why the party was heldhow it has changed who attendedhow you hope it will change in the future what happened and explain what made it memorableDescribe a festival that is important in you Describe a famous building you have visited
  13. 13. country You should say:You should say: where it iswhen the festival occurs what its likewhat you did during it why its famouswhat you like or dislike about it and explain whether you would recommend otherand explain why this festival is important people to visit itDescribe a big public event that you have Describe something that you have which isattended important to youYou should say: You should say:what it was when and where you got itwhen was it held, and why how long you have had itwhat happened how you would feel if you lost it or it was stolenand describe how you felt about being there and explain why it is importantDescribe a tourist attraction you would like to Describe a useful website you have visitedvisit You should say:You should say: what the website waswhat the attraction is how you found the address for this websitewhat you can see and do there what the website containedhow you know about it and explain why it was useful to youand explain why you would particularly like to gothereDescribe your journey to school or work Describe an interesting historic placeYou should say: You should say:what forms of transport are involved what it isthe importance of time where it is locatedwhether it is enjoyable or not what you can see there nowand explain how you would make your journey and explain why this place is interestingmore pleasant if you couldDescribe a language you would like to learn in Describe an interest or hobby that you enjoyfuture You should say:You should say: how you became interested in itwhich languages interest you how long you have been doing ithow easy you think it would be to learn why you enjoy itwhere you would like to study it and explain what benefits you get from thisand explain why you would like to learn it interest or hobbyDescribe a place to eat Describe the job or career you have or hope to haveYou should say:where it is and what it is like You should say:what kind of food it serves what the job iswhen was the last time you went there what it involvesand explain why it is special for you why you chose it and explain why it is rewardingDescribe a film, theatre or V performer you Describe a country or state that you lived in oradmire visited
  14. 14. You should say: You should say:what they look like what its main features are (e.g. cities, landscape)what they do what the climate is likewhere and when you saw them what it has to offer visitorsand explain why you admire this person and explain how you feel about the country or stateDescribe a celebration you remember Describe a place you enjoyed livingYou should say: You should say:what event was being celebrated which area it is inthe form the celebration took how many people live with youwhere the celebration took place what it is likewho was there and explain why you like or dislike living therewhy it was enjoyableand explain it is memorable for youDescribe a book you enjoyed reading Describe a recent news storyYou should say: You should say:what the book was when the event took placewhat it was about where the event took placewhen you read it what happened exactlyand explain why you enjoyed it and explain why the news story was memorable or importantDescribe a family other than your own thatyou know wellYou should say:how you know this familywho the members of the family arewhat they do and what theyre interested inand explain how you feel about the family More Speaking ActivitiesTV program: news reader, advertisement, sports, weather, etc.Recorded speaking activity for assessment/self assessment (using Audacity). Teenagers liketechnology a lot and they like to use it.Swear box: if you swear/speak non-English put 50c in the box.“Choose Your Own Adventure” book seriesGrilling your partnerWrite statements about yourself, some are true, some are false, and let your partner guess.“Conversation Gambits” book.Business Card and introduce yourself.The Balloon Activity: Choose a profession and ride a balloon with some students. You have tothrow away two persons with the least important profession. You need to argue and defend yourprofession. Vocabulary ActivitiesMy favourite fun vocabulary games:Association Game
  15. 15. This can be noisy but its great fun.“Associate, dont hesitate.Stay with the beat, and dont repeat!”Dont say that wordCollocation rapWord huntHeadline hunt Classroom ManagementTrain the students in your method. Dont assume that they know what you mean. Explain to yourstudents whether your focus is on fluency or accuracy.Dont tell students the answer directly. You can tell them how many answers they have wrong. ReferencesProfessor David Crystal, one of the great linguists of the time, two of his books areHow Language WorksThe Fight for English Printed ResourcesCutting Edge (Series)Upper intermediate, Teachers resource bookThe Extra Series: Speaking Extra Reading Extra Writing Extra Listening ExtraInside Out resource pack
  16. 16. Writing in ParagraphsIdiom Organizer / Phrasal Verb OrganizerReal Listening and SpeakingReal WritingJust Reading and WritingEmail English / Telephone EnglishThe English File (series)A Way with WordsTaboos and IssuesTime Saver (series) Online ResourcesUsing Moodle:Moodle is a Course Management System (CMS), also known as a Learning Management System(LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can useto create effective online learning sites.Phonetic transcriptionhttp://ipa.typeit.org/BBC: Keep your English up to datehttp://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1728_uptodate/Ten of the best websites for teachers/students(1) BBC World Service – Learning Englishnews stories, popular culture, authentic reading, listening material, updated daily, downloadableactivities, covering grammar, vocabulary, and pronunciation. There is a section for keeping yourown vocabulary up-to-datehttp://www.bbc.co.uk/worldservice/learningenglish/(2) British Council Learning English CentralLesson plans, reading, writing, listening and speaking activities under THEMES, updated weekly,downloadable podcasts of authentic listening materials, section for kids and secondary schoolstudentshttp://learnenglish.britishcouncil.org/en(3) Teaching EnglishIn the TRY section, teachers have access to downloadable lesson plans, ideas for projects, grammarand vocabulary quizzes, etc. In the THINK section there are hints and tips for teaching English, and
  17. 17. in the TALK section, teachers can post problem on forums.www.teachingenglish.org.uk(4) Instant IdeasSubscription site. Complete lesson plans with exercises. Updated weekly. Audiovisual material onDVDhttp://instant-ideas.com/(5) English Club – English GrammarHelps students to use POS correctly. Also quizzes and exercises. Documentaries with subtitles in theESL-VIDEOS sectionhttp://www.englishclub.com/grammar/(6) Lesson WriterAllows teachers to create customized lesson plans based on texts and readings on the internet.Teachers copy and paste a piece of text into Lesson Writer and the program analyses the text forteachable items including grammar, usage, pronunciation and vocabulary. Teachers customise lessonplans, save and print. Great fun.www.lessonwriter.com(7) English around the Worldfrom grammar to literature to history to recently coined words. regional slang, dialects, and unusualEnglish usage around the world. Hilarious examples of imperfect English.www.anglik.net(8) World EnglishGrammar activities, grammar rules, vocabulary activities, puzzles and quizzes, a discussion forumon improving reading and writing skills. Lots of classic stories to copy and paste for home-madelessons.http://www.world-english.org/(9) One Stop EnglishSubscription site. Good site for teachers to get lesson ideas as well as lots of ready-made lessons,activities, exercises, etc. Updated weekly.www.onestopenglish.com(10) You Tube ClipsNew site (2008) which posts youtube clips and ideas how to use them in the classroom to teachgrammar, vocabulary, etc. Updated weekly.www.teflclips.com10 of the Best of the Rest(1) The paper boyLinks to a database of English newspapers from all around the world. Can be useful as a classroomresource to compare how different publications in the same/different countries report the same newsitem. Also useful source of authentic articles for teachers to use in Lesson Writer.www.thepaperboy.com.au(2) Britlit
  18. 18. Great lesson plans and activities from a selection of poetry and prose from contemporary Britishwriters and poets.www.britlitworld.com(3) PoetryExcellent source of poetry from all eras, complete with biographies.www.poetryconnection.net(4) Games and SongsA mine of songs, worksheets and ideas for using songs.www.esl-lounge.com(5) BoredLots of activities to while away the time. Good source of jokes, puns, palindromes, oxymorons andclichés. Also film and music clips, crosswords, and other brain teasers.www.bored.com(6) Using films to teach grammarMovie clips with exercises to to help learners practice grammar pointshttp://moviesegmentstoassessgrammargoals.blogspot.com/(7) The Audio ArchiveListen to English speakers from Australia, New Zealand, Canada, England, India, Ireland and USAreading the same texts, highlighting different accents.www.alt-usage-english.org/audio_archive.shtml(8) Ship or sheepA useful site that follows the format of the Ship or Sheep book which aims to give practice withminimal pairs. Scroll over minimal pairs to hear the difference.http://www.shiporsheep.com/(9) About.comLoads of stuff here for both students and teachers. Regularly updated.http://esl.about.com/(10) The Routes of EnglishInteresting sections on how English is changing, the future of different English accents, how spokenEnglish spread around the world, and the origin of some English words (including the 10,000 or sothat we use from French)http://www.bbc.co.uk/radio4/routesofenglish/10 More Sites Also Worth a Look(1) FonetiksMore practice listening to the difference between words that contain minimal pairs.http://www.fonetiks.org/(2) Giggle PoetryGreat site for kids, teenagers and the young at heart in general.
  19. 19. http://www.gigglepoetry.com/(3) The English PageGood website for students to use at home to revise grammar and vocabulary areas. Also has freedownloadable pronunciation material.http://www.englishpage.com/(4) Writing wikis for wikipediaShows teachers and students how to write and edit contributions for the online encyclopedia.http://www.writingwiki.org/index.php?title=Main_Pagehttp://collegewriting.org/(5) Better-English – Grammar ExercisesBusiness English site. Wide range of grammar exercises.http://www.better-english.com/grammar/http://www.better-english.com/http://www.englishgrammarsecrets.com/(6) Language.com – Grammar QuizzesShort quizzes to test different areas of basic grammar. Good for use to introduce new grammarareas.http://www.1-language.com/eslquizzes/index.htm(7) Grammarman ComicGrammarman is a superhero cartoon strip with games, worksheets, webquests all based around thecharacter.http://www.grammarmancomic.com/(8) Short filmsSubtitled short films in English for people with hearing problems rather than EFL students, butsome students might find them interesting.http://news.bbc.co.uk/2/hi/programmes/click_online/4421335.stm(9) Classic Movie SiteInfo and reviews of classic filmshttp://classicfilm.about.com/(10) Conversation topicsSimple website for conversation questions organized by topic.http://iteslj.org/questions/Have a look at these 10 websites(1)http://www.mypopstudio.com/(2)http://www.teachitworld.com/(3)www.eslcafe.com(4)www.newseum.org(5)www.dvolver.com(6)www.teachertube.com(7)www.puzlemaker.com
  20. 20. (8)www.cambridgeonline.com(9)www.usingenglish.com(10)www.english-online.org.ukSome for teacher development(1) English Teaching ProfessionalWebsite of the ETP journal. Great lesson ideas, plans, hints and tips as well as reviews ofcoursebooks, reference books and websites for teaching English.http://www.etprofessional.com/(2) Modern English TeacherWebsite of the popular Modern English Teacher journal dealing with all aspects of teaching anduseful websites.http://www.onlinemet.com/(3) Training TeachersLots of articles and advice for new and more experienced teachers.http://www.tttjournal.co.uk/Using Technology in the Classroom(1)www.teacherlearning.com(2)www.ict4lt.org(3)www.languages-ict.org.uk(1) Effortless English ClubLearn the secrets of speaking English fluently.http://effortlessenglishclub.com/Group Recommendations:cwrynn@eircom.net,erginhazal@gmail.com, dolores.galla@gmail.com, pe8j-hrgc@asahi-net.or.jp(akiyo), rainbow923m@yahoo.co.jp(midori), bellacat1981@yahoo.co.jp(ikuko), mponti@xtec.cat(marta) estermagri@gmail.com, rebecasempere@hotmail.com ,joannapasta@yahoo.com , so-audrey@hotmail.com (Susanna), attia_mohammed@hotmail.com, mireiaxorto@gmail.comwww.englishtown.com for stshttp://www.englisch-hilfen.de grammar and vocabularyhttp://web2.uvcs.uvic.ca/elc/studyzone/index.htm for reading passageshttp://www.sheppardsoftware.com/Geography.htm for world geography games in Englishhttp://www.nhk.or.jp/nhkworld/english/radio/program/index.html for listeninghttp://puzzlemaker.discoveryeducation.com/ for making word searches, crosswords, etchttp://www.eiken.or.jp/eikentimes/joke/index.html (in Japanese)http://www.xtec.cat (in Catalan)http://www.esldiscussions.com/ for speakinghttp://www.macmillanenglish.com/insideout/html/New_insideout_elessons.htm for mixed resourceshttp://www.teachitworld.com/index.asp?home=1 for mixed resources
  21. 21. http://www.esl-lab.com/index.htm for listeninghttp://www.english-grammar-lessons.com/should/menu.php for grammarhttp://www.manythings.org/vocabulary/lists/b/ for mixed resourceshttp://australianetwork.com/englishbites/ for English video clipshttp://vocabahead.com/VocabularyVideos/tabid/59/VideoId/579/Default.aspxhttp://www.vocabahead.com/StudyRoom/tabid/61/Default.aspx for vocabhttp://www.isabelperez.com/ for mixed resources (in English and Spanish)http://www.elllo.org for listeningwww.4shared.com for file sharingesl.about.com for teaching ideas Interesting vocabulary/usagefalse economynon-emotive words = plain words like good, bad, nicewithin the bounds of reasonto slur your words (because of alcohol drinking)synaptic patterns = mental patterns that affect actionWLTM = would like to meet (dating)GSOH = good sense of humour (dating)n/s = non-smoker (dating)AOB = any other business (on the agenda)water cooler conversations = small talkslucher/luch = old man who likes looking at womenpost-it = a note placed on the fridgeto tweet = to post a tweet on twitterroster = jobs in the houseIrish expressionscop on:She has no cop on. (common sense)Would you ever cop on? (grow up)jaded = tired of the worldto banjax = to injure, destroyPaddy = Irishmanrakes of = a lot ofye (said yee) = you (plural)Irish pronunciation:de tick eejit. = the thick idiotWhats dat ting? = Whats that thing?turty tree and a turd (33 1/3) = thirty three and a thirdnoice one = nice oneOirish = IrishWhats the craic? = Whats the news.Shes a great craic. = Shes a great fun.Verb to be with present participle for habitual actionsHe does be working every day.
  22. 22. They do be talking on their mobiles a lot.I do be tired on Monday evenings.Perfect tensesIm just after hitting him with the car.Shes just after losing five stone in five weeks.Irish rhymes:Molly Malone: the tart with the cart.The Spire: the stiletto in the ghettotwo ladies: the hags with the bagsPatrick Kavanagh: The crank on the bankJames Joyce: the prick with the stickThe clock in River Liffey: the time in the slimeDublin = Baile Atha Cliath (said: bali oha kliah) means “Town of the Ford of the Hurdles”Irish street namesCarrick = rock CarrickfergnsBally = town BallymunAth = ford AtheloneDrum = hill DrumcondraDun/Rath = fort DundrumKil = church KilkennyClon = field ClonskeaghBun = bottom of hill BunclodySaint Bridget: female saint in IrelandStereotypes within Ireland:The Skangers: (said skanyers) working-class people living in the north side, may wear pyjamas tothe shops, also known as “scobies” or “howayas”The D4 Heads: Rich people living in the south side, wear designer clothes, follow rugby, goes toUCD then works for Daddy.The Cluchies: Come from the countryside, follow Gaelic sports, only eat potatoes.