these are some useful tips and tricks to pass the ielts listening test with a good score. The lessons are carefully prepared by a high scorer of IELTS, Fatima Sethi.
A riddle presentation to boggle the mind of the sleepy training participants. Can be given before or during the lecture or session. This is my personal presentation I gathered from an old Reader's Digest. Enjoy the fun!
it is very useful for scientist and project writer. How to write proposal method in write format. it is proper guide for your proposal, contact no:8344654946.
these are some useful tips and tricks to pass the ielts listening test with a good score. The lessons are carefully prepared by a high scorer of IELTS, Fatima Sethi.
A riddle presentation to boggle the mind of the sleepy training participants. Can be given before or during the lecture or session. This is my personal presentation I gathered from an old Reader's Digest. Enjoy the fun!
it is very useful for scientist and project writer. How to write proposal method in write format. it is proper guide for your proposal, contact no:8344654946.
Pragmatics in the EFL classroom: An introductionJerry Talandis
Here are the slides from my presentation at the JALT 2013 national conference, in Kobe, Japan on October 27th. Here's the abstract:
If pragmatic competence is indeed a crucial part of successful communication (Murray, 2009), it follows that language learners need both instruction of pragmatic routines and awareness raising in order to achieve proficiency in a second language (Charlesbois, 2004). The field itself is quite broad, however, encompassing areas such as speech acts, discourse organization, sociolinguistics, and conversational structure, implicature, and management- all areas not traditionally addressed in language teaching curricula (Bardovi-Harlig & Mehan-Taylor, 2003). For English teachers in Japan largely unfamiliar with pragmatics yet interested in learning more, guidance is needed in exploring its many benefits for improving oral communication skills. This workshop will therefore aim to make pragmatics more accessible and practical by defining the field in lay terms, making a case for its inclusion within an oral communication curriculum for low-intermediate and above learners, and providing specific ideas on which aspects to focus upon and how to teach them. Participants will have an opportunity to experience and reflect on various activities that introduce, practice, and assess progress in building pragmatic competency. Space will also be included for participants to discuss their teaching contexts and exchange ideas on how to effectively introduce pragmatics to their students.
References:
Bardovi-Harlig, K. & Mehan-Taylor, R. (2009). Teaching pragmatics. English Teaching Forum 2003(41:3).
Charlebois, J. (2004). Pragmatics: The heart and soul of linguistic proficiency. The Language Teacher, 28(4).
Murray, N. (2009). Rethinking pragmatics pragmatics for the classroom: A deductive approach. PAC7 at JALT2008 Conference Proceedings.
2013/10/22
A talk I gave on how to prepare TOEFL, invited by NCTU Language Teaching and Research Center.
How I prepared my TOEFL (scored 112), and how you can prepare it.
Listen - The Gist is in the Detail IH WebinarChris Ożóg
Have you ever had a learner who has been taking classes for a while and yet still bemoans the fact that English speakers eat their words or that listening is too difficult? This is quite a common complaint and can lead to frustration for learners of even higher levels. But what can we, as teachers, do about it? How can we try to help them? We have listening in our lessons and the learners seem to get the majority of the questions right each time, so surely they are ok at listening, right? This webinar looks at why this might not actually be the case and what might be causing the learners' problems in the first place. We'll look at some aspects of listening that are often neglected in class, such as the importance of pronunciation and priming, before I suggest some activities and approaches to teaching listening that aim to help the learners develop their skills, rather than simply practice them.
9. Pre reading
• Discuss the questions on. pg. 14 with your
partner
• 1. Do you think most dogs are intelligent? Are
some dogs more intelligent than others?
• 2. Do you ever see blind people walking with
dogs?