Pronunciation of pisces - how to pronounce pisces correctly. This site uses Copyright © Tim Bowyer 2006-14 • All rights reserved U.S. Patent No. 20040162719 • Howjsay in: Deutsch • Français • Italiano • Español • Requests, Errata etc. DIFFERENCE BETWEEN IDIOMS AND PHRASAL VERBS - Knudge.me Before we get to the difference, let us first discuss what a verb is. A Verb is a word used to describe an action, state, or occurrence, and forms the main part of the predicate of a sentence. Example Verbs- hear, happen, plummet, sit, stand etc. Whereas a Phrasal Verb is a phrase which consists of a verb in combination with either an adverb or preposition or both preceding or succeeding it. phrasal verb = verb + adverb/preposition Example Phrasal Verbs- hold on, zoom in, sit up, look out, answer back etc. Idioms are groups of words in a specific order that form an expression whose meaning is different from that of the usual meanings of its constituent parts/words. Example Idioms- spilling the beans, it takes two to tango, hit the sack, cry over spilt milk, one’s cup of tea etc.
Teacher Resources The Library of Congress offers classroom materials and professional development to help teachers effectively use primary sources from the Library's vast digital collections in their teaching. Find Library of Congress lesson plans and more that meet Common Core standards, state content standards, and the standards of national organizations. Discover and discuss ways to bring the power of Library of Congress primary sources into the classroom. Go to the blog Subscribe to the blog via e-mail or RSS. Using Primary Sources Discover quick and easy ways to begin using primary sources in your classroom, with teachers' guides, information on citing sources and copyright, and the Library's primary source analysis tool. TPS Partners The Teaching with Primary Sources Program builds partnerships with educational organizations to support effective instruction using primary sources. The Teaching with Primary Sources Journal
Here's Why French People Can't Do an American Accent - Frenchly Americans, Brits, and — well, just about everyone else who speaks English as a first language — know firsthand the raised eyebrows and blank stares they can receive when making dire linguistic slip-ups in French. The brutality of the French “R,” the tearing-your-hair-out-agony of trying to figure out the difference between the vowel in “pur” and the one in “pour.” *Sigh* We’ve all been there. There are (what feels like) a trillion tiny sounds that distinguish a French accent from an English or American one, and it takes a discerning ear (and a thorough knowledge of the International Phonetic Alphabet) to pick them out. Luckily for you, accent coach Luke Nicholson has done it for you. If you’re trying to perfect your French accent for a Molière scene in acting class or just want a reminder that French people aren’t perfect too (I know, I know, c’est impossible), watch this video to Improve Your Accent.
Weak forms This site uses cookies to help make it more useful to you. Find out more about cookies. Skip to content Weak forms are syllable sounds that become unstressed in connected speech and are often then pronounced as a schwa. ExampleIn the sentence below the first 'do' is a weak form and the second is stressed. What do you want to do this evening? In the classroomStructural words, such as prepositions, conjunctions, auxiliaries and articles are often pronounced in their weak form, since they do not carry the main content, and are therefore not normally stressed. Further links: Need a little more help with your professional development? © British Council, 10 Spring Gardens, London SW1A 2BN, UK © BBC World Service, Bush House, Strand, London WC2B 4PH, UK ShareThis Copy and Paste
Teacher Lesson Plans, Printables & Worksheets by Grade or Subject - TeacherVision.com Clear Connected Speech Examples and Explanations | Not on CELTA There are several features of connected speechThe way that we modify the basic sounds of words as they com... More in English. It’s important for you to understand them as a teacher so you can help your learners understand when listening to fast speech, and perhaps to produce it too. Your learners don’t need to know the technical names for these, but our connected speechThe way that we modify the basic sounds of words as they com... Want ideas about how to teach pronunciation and connected speechThe way that we modify the basic sounds of words as they com... Consonant-Vowel Linking (Catenation) When one word finishes with a consonant sound and the next word starts with a vowel sound, they usually link. He’s a good boy The last sound of he’s is a consonant, (in this case /z/) and the next word a starts with a vowel sound (in this case the weak vowel, /ə/). She looks up to her mum This time, looks finishes with a consonant sound, /s/, and up starts with a vowel sound, /ʌ/, so they link.
The Present Perfect Progressive Tense (#1), by Dennis Oliver - Free English Grammar Lessons The present perfect progressive tense combines the form of the present perfect (has or have + the past participle)with the form of all progressive tenses (BE + an -ing verb). This is how these forms are combined: As in the present perfect, the subject + have / has isfrequently contracted: Negatives are also formed as in the present perfect--with not. Finally, questions are also formed as in the present perfect: I've been feeling tired. You've been working hard. He's been watching TV. ??? ??? She's been ??? She's been working ???. He's been reading ???. He's been reading a ??? ??? ???
Ressources audio en anglais Cette sélection de sites vous propose des ressources audio, en ligne et/ou téléchargeables, à exploiter en classe pour travailler la compréhension orale et la prononciation en langue anglaise : sites institutionnels, portails médias, livres à écouter, exercices d'entraînement... Sites institutionnels Audio-LinguaCette banque sonore collaborative propose des enregistrements mp3 en plusieurs langues. L'Internaute peut les sélectionner en fonction de critères très différents (langue, niveau du cadre, thème, âge du locuteur, durée...).www.audio-lingua.eu/ Portail EducnetLe site Educnet propose à partir d’entrées thématiques (actualités, société, vie quotidienne) des ressources sonores pour les élèves classées en fonction des niveaux de compétence du cadre. 1000 images sur le bout de la langue Le site canadien "1000 images sur le bout de la langue" invite à découvrir et à apprendre des expressions imagées en anglais et en espagnol sur un mode interactif et ludique. Livres audio en ligne LoudLit
Free Text-To-Speech for US English language and MP3 Download | ttsMP3.com 15 ways of eliciting vocabulary Most of the ideas below can be combined (and in fact need to be!). 1. OppositesThis works for certain adjectives, verbs, nouns, adverbs, determiners etc, e.g. “What’s the opposite of dark/ stop/ an idiot/ suddenly/ few?” 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Most of the ideas below can be combined (and in fact need to be!). 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
Login EAP Tutor at Study Group Salary: £28.33 hourly teaching rate Contract Type: Variable Hours (14 hours per week) At Study Group, our students travel from 142 different countries to study on our Higher Education preparatory courses. This is an exciting job opportunity for you to join the EAP team at our Durham University International Study Centre on a full-time permanent contract. Working at Study Group is a unique experience that offers variety, opportunity, and a fast pace. In this job, you’ll deliver our EAP module provision, teaching groups across both our International Foundation Year (Level 3) and the Pre-Masters (Level 6) programmes. Study Group is the leading provider of international education, driving success for our students and partners. Study Group is committed to safeguarding and promoting the welfare of its students, and expects all staff and volunteers to share the same dedication. Study Group processes your information in line with data protection regulations. Customer advert reference: LdToaK40fK
27 Super-Smart, Teacher-Tested Closing Activities In the last few minutes of class, students’ minds are often focused on what awaits outside the classroom door—lunch, a pop quiz, a group presentation, unfinished homework, a chat with friends. But when students “abruptly go onto the next class” without a moment to make sense of what they just learned, we miss a valuable opportunity to reinforce newly acquired learning, says Sarrah Saasa, an economics teacher at the pre-K to 12 Riverside School in Ahmedabad, India. “We want to understand whether they’ve understood the concepts, so we close the loop with reflection.” Just like “contracting your bicep at the top of a dumbbell curl,” quick reflective closure activities “squeeze extra oomph into a lesson,” writes Todd Finley, a professor of English education at East Carolina University. There’s not always time for closing activities, of course—even ones that require limited advance planning. Quick Draw: Students select three main concepts from the day’s lesson and draw them. Anything to Add?