WebQuest.Org: Home Teaching with Twitter: how the social network can contribute to learning | Higher Education Network | Guardian Professional I am senior lecturer in English at the University of Wolverhampton and have been an advocate for the past few years of teaching using blended learning - integrating online learning activities alongside face-to-face teaching. Two of my courses on Victorian literature feature a number of assessed online discussion forum activities. They get 100% participation - much of it enthusiastic. Online learning spaces are neutral - just like a 'real' classroom is. It's what you do in them that matters. I use face-to-face classes as a spur to take our study of any given topic further online, thus extending it into areas of reflection and research not possible within the constraints of a seminar discussion. The important question to ask regarding e-learning is: What does an online space make possible by way of teaching that my class couldn't do face-to-face? I've only recently joined Twitter, but before I had a Twitter account I tried teaching with the spirit of Twitter.
Welcome to the English for Uni Website! | English for Uni Welcome to the English for Uni website! This free website is for teachers and learners of English as an additional language, from intermediate levels upwards (i.e. approximately IELTS 6 and above). The site aims to make difficult grammar and academic writing concepts easier to understand. Please use this site as often as you like. On this site you can learn more about: There is also information for speakers and learners of Japanese, Chinese, French and Indonesian. All the sections of this website have video stories, explanations and exercises. All the videos have captions that you can view on YouTube. You may also like to view the glossary of grammar terms and other useful websites for help.
GrammarNet Essay Writing Workshop | Learn To Write From An Expert Poetry Day: 10 British Actors Read 10 British Poems Today is National Poetry Day (October 2) in the UK, and the Brits have always done pretty well at providing the world with poems and people who are good at reading poems, here are 10 poetic moments, provided by some of our favorite actors and actresses. Starting with Benedict Cumberbatch reading “Ode to a Nightingale” by John Keats: And, getting our Anglophenia big two out of the way early, here’s Tom Hiddleston reading W.H. Auden’s “As I Walked Out One Evening,” which uses the folk ballad tradition to draw comparisons between the streets of a city and the fields of the country, with the city clock reminding one and all that natures cycles of birth and death are never too far away: While we’re out for a stroll, here’s Jeremy Irons reading “Daffodils” by William Wordsworth. Which leads us neatly, into the First World War poets, such as Wilfred Owen. Owen was greatly influenced by Siegfried Sassoon, as a poet and a fellow soldier. And finally, a rare treat.
Paul Nation - School of Linguistics and Applied Language Studies BEdStud MA (Hons) DipTESL Paul Nation is Emeritus Professor in Applied Linguistics at the School of Linguistics and Applied Language Studies (LALS) at Victoria University of Wellington, New Zealand. His specialist interests are the teaching and learning of vocabulary and language teaching methodology. He has taught in Indonesia, Thailand, the United States, Finland and Japan. Recent books A recent book What you need to know to learn a foreign language pdf798KB is available to to dowload Translations pdf353KBSpanish - ¿Qué necesitas saber para aprender un idioma extranjero? The second edition of Learning Vocabulary in Another Language (2014) has now appeared from Cambridge University Press Two books written for teachers appeared in early 2013. The number of free Mid-frequency readers on this web site continues to increase (see below). A book, Making and Using Word Lists for Language Learning and Testing, has appeared in 2016 from John Benjamins. Publications Vocabulary Analysis programs Fiction
Teacher Introductions | Learn Real English [video src=" width="400" height="300" ][video src=" width="400" height="300" ][video src=" width="400" height="300" ] Meet AJ Hoge | Open Player in New Window Download the Text for this Video Meet Joe Weiss | Open Player in New Window Meet Kristin Dodds | Open Player in New Window
The Poetry of 'Doctor Who' Shakespeare is stuck for a rhyme for TARDIS. Poetry has come to play a large part in the way Doctor Who tells a story. If, for example, you wish to add an unsettling undercurrent to a cozy situation, why not have some children recited an eerily specific poem in a spooky way? Or sing a little song with dark lyrics? And if you want to suggest gravitas, simply throw in an apposite quote from some classic verse. Both approaches suggest that the events that are about to unfold were always going to unfold, because in the future (or the past, the Doctor gets about), they are already legendary. Here are as many examples as we could think of: “The Beast Below” A society that rides around on the back of a star whale will probably have its own nursery rhymes, and so it transpires for the remnants of England. A horse and a man above, below; One has a plan but two must go. And one at the end: In bed above we’re deep asleep, While greater love lies further deep. But that wasn’t the end of it.
EAP Listening - Structure EAP Listening - Structure Several studies (e.g. Chaudron & Richards, 1986; DeCarrico & Nattinger, 1988) have suggested that explicit signals of text structure are important in lecture comprehension. Listening for these signals can therefore help you understand the lecture. Signals The tables below show some of the most common signals used in lectures to indicate structure (Leech & Svartvik, 1975). 1. At the beginning of a lecture, or a section of a lecture, the lecturer will give you some idea about the structure of the lecture. 2. Before the new information is given, the lecturer will often summarise what you are expected to know about the subject to be covered. 3. In a lecture, it is often necessary to define the terms that will be used. 4. The lecturer will often be explicit about the order in which new points will be mentioned. 5. In lectures, it is common to make generalisations. 6. When you are taking notes, you cannot write down every word. 7. 8. 9. 10. 11. When we classify, we arrange members of a group.