it's NOT about what the teacher does with technology Bruce Springsteen: "When we kiss…" Not just going through the motions! You could probably say I've had four different though overlapping careers — in language teaching, language teacher training, technology and ELT management. The first of those I retired from (after 35+ years) a few months ago, though the number of contact hours I was doing was limited; teacher training I'm retiring from at the end of this month; management I got fired from (to the relief of all involved!) many years ago; which leaves only another 10 or so years in technology to do (I'm only (?)
Links for translators The resources on this page are all available free (or in free versions) on the Internet. General Dictionaries Cambridge The suite of Cambridge dictionaries are possibly the best online English-English dictionaries available (and with nearly 2m searches a month, among the most popular). Catalan Catalan dictionary from the Enciclopèdia Catalana. Dictionary.com Apart from the good results from its dictionary, the site also provides a lot of other resources (other language dictionaries, thesarus, style guides, links...). English teachers, are you asking the right questions? Declan Cooley, CELTA Opens in a new tab or window. trainer at the British Council in Poland, explains why some questions are not as effective as they first appear, and offers some alternatives. Questions of all kinds are a teacher's most basic tools for generating interest, provoking thoughts, encouraging students to speak, developing text comprehension skills and checking understanding. New teachers on courses like the CELTA spend a lot of time honing their skills at using effective questions in the classroom. As well as discovering what questions work, teachers learn that some questions are not as effective as they first appear. Here are a few questions that do not always give the results intended.
Future - Why does your voice sound different on a recording? What makes a recording of our voice sound so different... and awful? It’s because when you speak you hear your own voice in two different ways. Greg Foot explains all. The first is through vibrating sound waves hitting your ear drum, the way other people hear your voice. The second way is through vibrations inside your skull set off by your vocal chords. Integrating pronunciation into classroom activities In my work as a teacher trainer I have been surprised at how often experienced teachers are reluctant to tackle pronunciation issues in class. I can think of at least two reasons why pronunciation tends to be neglected: firstly, the lack of clear guidelines and rules available in course books, and secondly the fact that isolated exercises once a month do not seem to have much of an effect. This is not surprising, however; like all other areas of language teaching, pronunciation needs constant attention for it to have a lasting effect on students, which means integrating it into daily classroom procedures.
September 2012 Formative vs. Summative Assessment: Does It Matter? by Deena Boraie Assessment terminology has become a minefield because it often obscures distinctions between concepts, which in turn affects classroom practice. Understanding assessment concepts is key to assessment literacy, and teachers who are assessment illiterate can have a negative effect on the quality of education and on students’ learning (Popham, 2009).
Five mixed messages that have severely damaged modern language education Introduction Over the decades, since the 70’s pedagogic revolution which saw the total rejection of Grammar-Translation methodology and Audiolingualism, teachers have been the recipients of scores of mixed messages about how languages are acquired and should be taught which have greatly damaged the teaching profession and Modern Language provision at large. I referred to them in the title as ‘mixed messages’ because they have often been the result of the overgeneralization , misinterpretation, vulgarization or distortion of research findings, hypotheses or even theories of some validity, which have given rise to ‘myths’ about language teaching and learning that have been haunting the teaching profession for decades and still shape in many cases the way many of us teach. 1.Languages are acquired by children subconsciously, hence no need to teach them grammar – This belief is at the root of the ban on grammar teaching that affected MFL provision in England for decades.
24 Free Chemistry iPad Apps for Students Would you like to learn how to count protons, neutrons, and electrons in an atom? Are you looking for Free Chemistry iPad Apps? Are you looking for a fun way to study and learn chemistry? Enjoy the following 24 Free Science - Chemistry iPad Apps for Students. Testing and assessment It was all made worse by the fact that the chemistry teacher read the results to the whole class, from first to last place. My humiliation was complete. Students can have very negative reactions towards tests and it's no surprise when they too may have had experiences like this. Evaluating speaking For example, speakers need to pronounce individual sounds clearly, understand the functions of language, and follow the conventions of turn-taking. The second part of this article looks at whether these different elements can be evaluated formally, and what ways there are to do this. In the third part of this article we will look at how these competencies can be evaluated, with specific discussion of the IELTS speaking test.