Teaching Reported Questions

Teaching Reported Questions.
One of your students could be a famous personality visiting their town/city. Other students interview him/her and report back."
Rama
quote Example A
Student 1: Are they happy?
Student 2: Yes, they are.
Student 3: What did he ask you?
Student 2: He asked me if they were happy.
Example B
Student 1: What is your name?
Student 2: My name is Sami.
Student 3: What did he ask you?
Student 2: He asked me what my name was."
Khalid
I use a timeline:
I put the reporting verb in the "PAST" on the line in regard to "NOW".
---PAST (reporting verb)---NOW---
This is to better understand the logics of English, to see e.g. why the present tense in direct speech becomes the past tense in reported speech, in fact to show that it stays in the past together with the reporting verb.
Read more at http://www.eslbase.com/grammar/reported-questions
http://www.languagecorpsasia.com

Teaching Reflexive Pronouns

Teaching Reflexive Pronouns.
quote Thank you very much, everything you share is very important to review or learn. Usually I start making the student see her/his face in a mirror to compare the situation and start expressing ideas using "myself", later they listen about the other cases of reflexive and understand them easily.
Form
myself
yourself
himself / herself / itself
ourselves
yourselves (plural)
themselves
Functions and examples
We use reflexive pronouns when the subject and object are the same.
I burnt myself on the stove this morning.
NOT: I burnt me on the stove this morning.
You can help yourselves to drinks.
NOT: You can help you to drinks.
He blames himself for the accident.
NOT: He blames him for the accident.
Read more at http://www.eslbase.com/grammar/reflexive-pronouns
http://www.languagecorpsasia.com

China TEFL TESOL Education Alliance

China Education Alliance, Inc. Introduces Newly Developed Online Educational Game 'Fortune Island'.
 
HARBIN, China, Jan. 7 /Xinhua-PRNewswire-FirstCall/ -- China Education Alliance, Inc. (OTC Bulletin Board: CEUA) ("China Education Alliance" or "the Company"), a leading distributor of educational resources, offering high - quality programs and training both through online networks and an on-site training center in China, today announced the introduction of a newly developed online educational game "Fortune Island," which was a game platform first recommended by the "National Educational Game Research Base" by the Ministry of Education of China.

The "National Educational Game Research Base" is the most authoritative educational strategic collaboration entity developed by the Ministry of Education of China, while "Fortune Island"..

Read more at http://www.reuters.com/article/2008/01/07/idUS107284+07Jan-2008+PRN20080107

http://www.languagecorpsasia.com

China Education Alliance, Inc. Introduces Newly Developed Online Educational Game 'Fortune Island'.



HARBIN, China, Jan. 7 /Xinhua-PRNewswire-FirstCall/ -- China Education

Alliance, Inc. (OTC Bulletin Board: CEUA) ("China Education Alliance" or "the

Company"), a leading distributor of educational resources, offering high-

quality programs and training both through online networks and an on-site

training center in China, today announced the introduction of a newly

developed online educational game "Fortune Island," which was a game platform

first recommended by the "National Educational Game Research Base" by the

Ministry of Education of China.



The "National Educational Game Research Base" is the most authoritative

educational strategic collaboration entity developed by the Ministry of

Education of China, while "Fortune Island"..



Read more at http://www.reuters.com/article/2008/01/07/idUS107284+07-Jan-2008+PRN20080107



http://www.languagecorpsasia.com http://amplify.com/u/a1j28y

Teaching Indirect Questions

Teaching Indirect Questions.
I teach this with the concept of permission.
- with a direct question the person being questioned has two options: answer the question or ignore it (ignoring it would be impolite)
- with indirect questions the person being questioned is presented with two parts :
Can I ask (permission)
The question
They have the choice of saying "no you cannot ask" or answering the question - both are polite.
I use very direct questions when expanding this idea in front of a group.
How much do you earn ?
Are you looking for a new job ?
Who are you dating at the moment ?
With these questions the student would rather not answer them in front of a group - so has to choose the "no you can't ask" variation.
Works for me :-) "
Read more at http://www.eslbase.com/grammar/indirect-questions
http://www.languagecorpsasia.com

Teaching So and Such

Teaching So and Such.
Form
so + adjective or adverb
such + noun (with or without adjective)
Functions and examples
We use 'so' and 'such' to add emphasis.
It's cold today.
It's so cold today.
She's a nice person.
She's such a nice person.
Read more at http://www.eslbase.com/grammar/so-such
http://www.languagecorpsasia.com

Teaching Small and Little

Teaching Small and Little.
Functions and examples
1. 'Small' and 'little' are both adjectives. We use 'small' to talk about the size of something.
Your cat is very small.
Can I have two small pizzas please?
2. We can use 'little' to refer to size, but we usually use it with another adjective to express an emotion.
You're a silly little boy.
Nobody's looking after that poor little dog.
3. In comparative and superlative form, 'small' is more common in British English, and 'little' is more common in American English.
That's the smallest phone I've ever seen. -- British English
That's the littlest phone I've ever seen. -- American English
Read more at http://www.eslbase.com/grammar/small-little
http://www.languagecorpsasia.com

Apple approaches Thai Education Ministry. Educational Technology.



Computer giant Apple has expressed interest in making a deal to supply its tablet computers to the Education Ministry for use in Thai schools.



A delegation from Apple Inc met Education Minister Woravat Au-apinyakul on Monday and proposed that its products could benefit the ministry's student tablet project.



The minister said Apple and his ministry would form a working group to test how Apple products could serve the project. If the test proved positive, the ministry would be interested, despite the high prices. If not, the ministry would choose an Android operating system, Mr Woravat said.



"What is needed today is technology that can be really applied. We are not buying devices because all of them are the same...



Read more at http://www.bangkokpost.com/news/local/267253/apple-inc-approaches-thai-education-ministry



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Apple Approaches Thai Education Ministry

Apple approaches Thai Education Ministry. Educational Technology.
Computer giant Apple has expressed interest in making a deal to supply its tablet computers to the Education Ministry for use in Thai schools.
A delegation from Apple Inc met Education Minister Woravat Au-apinyakul on Monday and proposed that its products could benefit the ministry's student tablet project.
The minister said Apple and his ministry would form a working group to test how Apple products could serve the project. If the test proved positive, the ministry would be interested, despite the high prices. If not, the ministry would choose an Android operating system, Mr Woravat said.
"What is needed today is technology that can be really applied. We are not buying devices because all of them are the same...
Read more at http://www.bangkokpost.com/news/local/267253/apple-inc-approaches-thai-education-ministry
http://www.languagecorpsasia.com

Teaching Tag Questions

Teaching Tag questions.
After I introduce the topic, we usually play bingo with tag endings. I give students cards like the bingo ones with different tag endings (for example ..., did she? ..., haven't they?). Then I take a paper and read the sentence (e.g. She went to the supermarket). If they have a possible ending, they cross it out. The idea is to complete the card first. Students enjoy the game a lot! They have to pay attention to the tense and pronoun used."
quote I find that children need to understand the basic concepts of positive and negative statements as well as identify the subject and its pronoun form. So before I begin the lesson on question tags, I introduce and review these concepts with my children first. Once this is done, the majority of the children are able to grasp the question tag rules fairly easily and controlled practice follows the lesson presentation.
Read more at http://www.eslbase.com/grammar/tag-questions
http://www.languagecorpsasia.com

Things I learned From a Teacher

The most important thing I learned from a teacher.
Who inspired you?
The role that teachers play in influencing the lives of their students is something that's been lost in current debates about education mandates and standardized testing. Teaching isn't just about making sure kids can pass exams. It's also about helping future adults find their gifts, discover their interests, and learn who they want to be. That's a hard thing to quantify. You can't really put together a concise list of "Children I've Inspired" for a CV. But this is the part of a teacher's job that is the most lasting. What we remember about good teachers isn't necessarily the dry facts they taught us, it's the doors they opened, the curiosity they kindled, and the moments where they made us rethink everything.
Read more at http://boingboing.net/2011/10/05/the-most-important-thing-i-learned-from-a-teacher.html
http://www.languagecorpsasia.com

Teaching Grammar Too and Enough

Teaching Grammar Too and Enough.
quote Give the rules of both in a very simple way and give importance to exercises, example sentences. I start with too. Students convert the sentences from too to enough.
"She is too young to go to a disco by herself." ________ (enough)
"She isn't old enough to go to a disco by herself."
Anonymous
quote Find pictures, for example a small girl standing next to a bicycle (adult) and say:
"What's the problem? Why can't she ride the bike?"
The students should come up with: "It's too big or she's too small..."
Monica
quote I usually show the students a picture of a fat woman and ask them if she can win a race and why. I then elicit sentences like:
"She is too fat to win a race or she is not fast enough..."
Another picture shows a man trying to change a bulb, but can't because he's short. Of course, visual aids are very important for this activity...
Read more at http://www.eslbase.com/grammar/too-enough
http://www.languagecorpsasia.com

Teaching Wish

Teaching wish.
quote Pictures work best. Something simple like a picture of someone running in the rain or a child crying (easy to find in magazines). Question students along the lines of:
"What is she doing?" (running in the rain)
"Does she want to be running in the rain?" (no)
"What does she want to be doing?" (sitting at home with a cup of tea).
"So, does she wish she was sitting at home with a cup of tea?"
Plenty of build up like this, repetition with different examples and different pictures will give students the idea and the structure.
You can do the same for any of the "wish" structures. A picture of a person in prison:
"Why is he in prison?" (because he stole a car)
"Does he regret stealing the car?" (if students are not comfortable with the verb regret: "Does he want to change the past?" (yes)
"What does he regret?" (stealing the car)
"So he wishes he hadn't stolen the car?"
Read more at http://www.eslbase.com/grammar/wish
http://www.languagecorpsasia

Teaching Grammar Will and Going To

Teaching Grammar Will and Going to.
quote Teaching will: first I show a picture of a fortune teller and ask students what people usually want to know about their future, next I elicit from students how a fortune teller predicts something in the future.javascript:void(0)
Example: You will marry a very rich man. You will experience a great loss. You will be rich, etc...
Teaching (be) going to: first I show a picture of a man who won the lottery. Then I show a picture of a reporter who will interview him. The reporter wants to know how he will spend his money in the future. I ask students the questions that a reporter might ask, then elicit how the winner would answer the questions. Example: "I am going to set up my own business." "I am going to live in hollywood", etc...
Read more at http://www.eslbase.com/grammar/will-going-to
http://www.languagecorpsasia.com

Teaching Grammar Zero Conditional

Teaching grammar zero conditional.
When it rains, my roof leaks. When my roof leaks, the walls get wet. When the walls get wet, they get moldy. When they get moldy, I get sick. When I get sick, I go to the doctor. When I go the doctor, he always says the same thing, "Fix your roof!"
Then, I repeat the story substituting 'whenever', 'every time' and 'if'.
They guess the rule and I present / write it on the board. Then I present examples of other uses, scientific truths etc. This is followed with multiple choice sentence practice, a cloze activity and their writing their own little story.
After that, I point it out to them whenever it comes up in readings, and recycle it for comparative purposes when doing 1,2, and 3, just as a reminder.
After studying all 4 conditionals, I give them a type recognition activity - a long reading filled with 30 conditionals."..
Read more at http://www.eslbase.com/grammar/zero-conditional
http://www.languagecorpsasia.com

Teaching Grammar Have and Have Got

Teaching Grammar Have and have got.
quote "have" is passive, "get" is active. I don't believe the two words are compatible. You either have it or you get it. I got it yesterday. I have it today. 'Have got' is a sloppy, incorrect use of a combination of the two words.
Kathy
quote Thanks Kathy. So the fact that "have got" is used naturally by nearly all native speakers (I wonder if you yourself have NEVER uttered the words, "I've got to pick up the kids from school") has no effect on your belief that it is "sloppy" and "incorrect"?"
Paul
quote I've got to do something is different from the 'have got' possession form, because the former goes with a verb and the latter goes with a noun.
I've got a headache. (a headache is a noun)
I've got to pick up the kids from school. (pick up is a verb) (verb phrase)...
Read more at http://www.eslbase.com/grammar/have-got
http://www.languagecorpsasia.com

Teaching Grammar Get Used To

Teaching Grammar Get used to.
Quote) Have you ever lived or worked abroad? If you have, you probably went through culture shock. I have spent a year teaching in Africa and two years teaching in Japan. I can tell you, it took me a long time to get used to some of the local customs.
(I then give some examples)
It was difficult getting used to having no electricity or running water when I was living in Africa.
In Japan, I had to get used to bowing all the time, every time I met another teacher or anyone to whom I had to show respect.
I had to get used to travelling in terribly crowded trains and being pushed on the train by a professional pusher with white gloves.
I had to get used to putting my hand in front of my mouth every time I smiled, as it is rude for women to show their teeth.
I had to get used to eating with chopsticks!
Read more at http://www.eslbase.com/grammar/get-used-to
http://www.languagecorpsasia.com

Super Duper Homonyms and Pronouns

Super Duper Homonyms and Pronouns An Interview with Clint Johnson.
Clint, I understand that Super Duper has created two new educational grammar-based card decks
Let me ask you some questions about them–
1) What exactly are homonyms and why should we study them?
Homonyms are words that we spell and pronounce the same, but have different meanings. For example, the word file can mean to file something in a drawer, to file one’s nails, and to walk in a single file. Understanding and using homonyms is critical for language comprehension and reading decoding. A student that only understands one or two meanings for the word file will have significant difficulty interpreting the meaning of the word as the context of the sentence (the words around file) changes.
Read more at http://educationviews.org/2011/10/21/an-interview-with-clint-johnson-super-duper-homonyms-and-pronouns/
http://www.languagecorpsasia.com

Teaching Grammar Future Perfect

Teaching Future Grammar Perfect.
quote Not an idea as such, but more of a question. How can you put the future perfect tense into some kind of theme with an activation that upper intermediates can relate to? I'm really struggling with this.. help!"
Candice
quote It's easy, you can set a date in the future and ask your students what they plan to have finished by then, like: "By the year 2010, I will have graduated from university" or "By the year 2015, I will probably have gotten married, etc. It's interesting because it makes them set goals, like "By the end of next year, I will be speaking English well"
Lorena
quote I am really stuck with this but I thought of this:
After analysing the form and doing some gap fills. Get the students to build a story together using questions or prompts. So each student writes a line, folds over the page and then passes it on...
Read more at http://www.eslbase.com/grammar/future-perfect
http://www.languagecorpsasia.com

Teaching Grammar Future Continuous

Teaching Grammar Future Continuous.
quote We use the Future Continuous to say that an action will be in progress at a specific time in the future. This is something your pupils will all be familiar with. One will be smoking weed, the other will be doing their homework after school. When you start the class (preferably on a Monday), ask your pupils what they have done during their weekends, then tell them about yours. After the weekend talk, move on to what you will be doing when you go home (When I go home, I will be checking all of your homework and after that I will be drinking some coffee with my wife). Then ask them: What will you be doing when you go home?. Their reply should be in a full sentence and you copy the sentence on the board. When you have dealt with five or six pupils, ask them about their plans for the coming holiday...
Read more at http://www.eslbase.com/grammar/first-conditional
http://www.languagecorpsasia.com

Super Duper Homonyms and Pronouns An Interview with Clint Johnson

Super Duper Homonyms and Pronouns An Interview with Clint Johnson.



Clint, I understand that Super Duper has created two new educational grammar-based card decks



Let me ask you some questions about them–



1) What exactly are homonyms and why should we study them?



Homonyms are words that we spell and pronounce the same, but have different meanings. For example, the word file can mean to file something in a drawer, to file one’s nails, and to walk in a single file. Understanding and using homonyms is critical for language comprehension and reading decoding. A student that only understands one or two meanings for the word file will have significant difficulty interpreting the meaning of the word as the context of the sentence (the words around file) changes.



Read more at http://educationviews.org/2011/10/21/an-interview-with-clint-johnson-super-duper-homonyms-and-pronouns/



http://www.languagecorpsasia.com http://amplify.com/u/a1i52a

Teaching Grammar Third Conditional

Teaching Grammar Third conditional.
Quote) After a reading or listening activity, I ask students to write down all the sentences starting with "if". I write one of the examples on the board:
If it hadn't rained, he'd have gone to the beach.
I elicit the form first and then ask concept questions:
Did it rain? Ss: "Yes"
Did he want to go to the beach? Ss: "Yes"
Did he go to the beach? Ss: "No"
Did he regret it? Ss: "Yes"
Point out the relationship between REGRETTING and the FORM. (NB: eliciting is better than explaining). Good luck."
quote I give each student a a slip of paper with a funny excuse for not handing in homework (my dog ate it, I was abducted by aliens, my dad forgot to do it, it flew out of the bus window, etc). Students are supposed to write a short note for the teacher using the third conditional, explaining why they did not bring their homework...
Read more at http://www.eslbase.com/grammar/third-conditional

http://www.languagecorpsasia.com

Teaching Grammar Second Conditional

Teaching Grammar Second Conditional.
Quote The easiest (and probably most used) example is the lottery...
Start off by asking students about the lotto in their country. You could even make the whole lesson themed around this, maybe with a text about the lottery to start off for some reading comprehension. (Do a search for "lottery" on the internet and you'll find plenty of news stories about people who've won big).
Next, ask students what they would do if they won the lottery. Don't worry about correct form in their answers at this stage - the important thing is that they get the gist of the question (I'm yet to meet a student who hasn't understood the gist of "If you won the lottery, what would you do?") Develop some of their answers, maybe making another question out of it: "Oh, so if you bought a new car, what kind of car would you buy?"
Read more at http://www.eslbase.com/grammar/second-conditional
http://www.languagecorpsasia.com

Teaching Grammar First Conditional

Teaching grammar first conditional.
Quote 1. I usually give some examples of superstitions, e.g. If you break a mirror, you will... (they give the answer, since they already know Future Simple Tense).
2. Then I give some more oral examples for them to finish.
3. After that they make their own examples.
4. Now they write down an example or two.
5. In groups they try to figure out what goes with the IF clause, what with the main clause. They report back to the class.
6. In groups, they make new examples of "silly" superstitions.
For homework, they write several sentences asking other students: What happens if you... (they finish). Other students give answers, and then they choose the silliest one.
I definitely try to make fun of it, because I think the first conditional is easy to comprehend (it is very similar to the first conditional in their mother tongue), so that they aren't bored."
Read more at http://www.eslbase.com/grammar/first-conditional
http://www.languagecorpsasia.com

Teaching Few and Little

Teaching Few and Little.
Form
(a) few + plural countable noun
(a) little + uncountable noun
Functions and examples
'a' few and 'a' little mean a small quantity or a small number.
Without 'a' there is often a negative meaning.
I have a few friends. (a small number, but I am happy)
I have few friends. (a small number, and I wish I had more)
I have a little money. (a small amount, but I am happy)
I have little money. (a small amount, and I wish I had more)
Few and little without 'a' are quite formal.
In spoken English, it is more common to say 'only a few / little' or 'not much / many'.
Only a few people came to the meeting.
Not many people came to the meeting.
Few people came to the meeting. (more formal)
If we use 'a' few or 'a' little before a pronoun or determiner, we use of.
A few of them went to the cinema.
He only kept a little of his money with him.
Read more at http://www.eslbase.com/grammar/few-little
http://www.languagecorpsasia.com

Teaching Comparatives and Superlatives

Teaching comparatives and superlatives.
If your class is looking a bit sleepy, try this for a quick pick-me-up.
In this activity, the class will compete in two large groups to say 'Student 1 is taller than student 2 - student 2 is taller than student 3' and so on. The first group to finish is the winner.
Divide the class into two groups. Ask them to line up from tallest to smallest. You can do this easily through gestures. Students quickly get the idea that there's some kind of comparison going on.
Write on the board, 'Student 1 is taller than Student 2' (where student 1 and 2 are real names.) Demonstrate the target sentence and idea a few times. Tell the groups that there is a race to see which group finishes first. Teach, 'ready-set-go' (if they don't already know it).
Vary the activity by going the other way round, 'Student 1 is smaller than student 2'...
Read more at http://www.eslbase.com/grammar/comparative-superlative
http://www.languagecorpsasia.com

Teaching Causative

Teaching Causative
quote I ask students to imagine they were rich and could have all sorts of things done for them, annoying everyday chores that nobody likes doing plus some luxury pampering that money allows for.
I give a few examples of my own:
I'd have my nails done once a week.
I'd have my garden weeded and my lawn mowed.
I'd have my bedroom redecorated in beautiful oriental sumptuous colours and fabrics.
I'd have the evening meal cooked by a professional cook.
I'd have my shopping done and the house cleaned from top to bottom every two days.
This would leave me time to do the things I enjoy, like reading, chatting to friends, going for walks and playing tennis."
Delia
quote I give each student a drawing of a town, with lots of different businesses. I first elicit what each business does (i.e. in the hair salon they cut your hair, at the mechanic they fix your car... etc)...
Read more at http://www.eslbase.com/grammar/causative
http://www.languagecorpsasia.com

Teaching ‘be used to’

Teaching 'be used to'.
I teach "be used to" and "get used to" together, because "get used to" is much easier to explain straight after setting a context for "be used to".
I use the context of being used to driving on a different side of the road. So if you're British and are teaching in a country where they drive on the right, then you're in luck. Likewise, if you're American and are teaching where they drive on the left - you get the idea. (If not, just use "Tim" as your example, rather than yourself).
First, ask your students which side of the road they drive on in their country, and in the UK. Then ask them what it was like for you (or Tim) when you first arrived in (let's say) Spain. You want to elicit "strange" or "not normal".
Now tell them that you've been living in Spain for a year, and ask them if it is still strange.
Read more at http://www.eslbase.com/grammar/be-used-to
http://www.languagecorpsasia.com

Teaching Articles

Teaching articles.
You can use a quiz. Divide students into teams and each of them must create questions and answers with no articles. The opposing team must find the right places for the articles and answer the questions."
Larissa
quote Ask students to encircle the articles present in a selected text. Students can apply the rules and get teacher feedback."
Sasi
quote Prepare cards with all the rules for articles and divide the class into two groups. Ask a student from group 1 to take one card and read the rule aloud. Now the members from group 2 must write a sentence based on that rule on the board. The second group chooses a card and the game goes on.
teachie96
quote This will be a fun and interactive learning practice session:
Building a Story:
The trainer/teacher starts by saying a sentence which has all the three artices, and then explains the following...
Read more at http://www.eslbase.com/grammar/articles
http://www.languagecorpsasia.com

TEFL Jobs From Around The World

ESL Base Teach English.
TEFL jobs from around the world.
Find teaching English jobs from around the world.
TEFL jobs in Bahrain
TEFL jobs in Belgium
TEFL jobs in Brazil
TEFL jobs in Bulgaria
TEFL jobs in China
TEFL jobs in Costa Rica
TEFL jobs in Czech Republic
TEFL jobs in France
TEFL jobs in Germany
TEFL jobs in Greece
TEFL jobs in Honduras
TEFL jobs in Hong Kong
TEFL jobs in Indonesia
TEFL jobs in Ireland
TEFL jobs in Italy
TEFL jobs in Japan
TEFL jobs in Kazakhstan
TEFL jobs in Malaysia
TEFL jobs in Mexico
TEFL jobs in Nicaragua
TEFL jobs in Oman
TEFL jobs in Online
TEFL jobs in Poland
TEFL jobs in Portugal
TEFL jobs in Russia
TEFL jobs in Saudi Arabia
TEFL jobs in Slovakia
TEFL jobs in South Korea
TEFL jobs in Spain
TEFL jobs in Taiwan
TEFL jobs in Thailand
TEFL jobs in Tunisia
TEFL jobs in Turkey
TEFL jobs in Ukraine
TEFL jobs in United Kingdom
TEFL jobs in USA
TEFL jobs in Vietnam
Read more at http://www.eslbase.com/jobs/
http://www.languagecorpsasia.com

Zero Tolerance Behaviour Policy

Zero tolerance behaviour policy for pupils AND teachers should be adopted by all schools, says government expert.
Schools are being encouraged to impose strict discipline on pupils and teachers alike, it was announced today.
A Government adviser says schools should use a ‘checklist’ system to ensure that they run smoothly.
The new guidelines could see teachers displaying school rules, as well as using rewards and punishments for good and bad behaviour in class, and telling parents if their child has been naughty.
Discipline: A Government adviser has recommended imposing new standards
Discipline: A Government adviser has recommended imposing new standards
They would also ensure that staff would be disciplined if they failed to live up to the standards they demand of their pupils.
Read more at http://educationviews.org/2011/10/19/zero-tolerance-behaviour-policy-for-pupils-and-teachers-should-be-adopted-by-all-schools-says-government-expert/
http://www.languagecorpsasia.com

Online Speaking Phonemic Chart BBC

Online Speaking Phonemic Chart BBC.
This is the new British Council phonemic chart. Help your students hear the sounds of English by clicking on the symbols below. Click on the top right hand corner of each symbol to hear sample words including the sounds.
About the chart
Pure vowels are arranged the same way as in the IPA chart: according to mouth shape (left to right, lips wide / round - top to bottom, jaw closed / open).
Diphthongs are grouped in rows according to their second sound.
Try some pronunciation activities
Telephone number pronunciation
What's the pronunciation?
Pronunciation of past simple verbs
Phonemic symbols to download
Using the phonemic chart for autonomous learning
Sounds Right iPad app
If you have an iPad, you can download and install a free copy of the British Council phonemic chart on it. Find out more on LearnEnglish.
Read more at http://www.teachingenglish.org.uk/activities/phonemic-chart
http://www.languagecorpsasia.com

Zero tolerance behaviour policy for pupils AND teachers should be adopted by all schools, says government expert.



Schools are being encouraged to impose strict discipline on pupils and teachers alike, it was announced today.



A Government adviser says schools should use a ‘checklist’ system to ensure that they run smoothly.



The new guidelines could see teachers displaying school rules, as well as using rewards and punishments for good and bad behaviour in class, and telling parents if their child has been naughty.



Discipline: A Government adviser has recommended imposing new standards



Discipline: A Government adviser has recommended imposing new standards



They would also ensure that staff would be disciplined if they failed to live up to the standards they demand of their pupils.



Read more at http://educationviews.org/2011/10/19/zero-tolerance-behaviour-policy-for-pupils-and-teachers-should-be-adopted-by-all-schools-says-government-expert/



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Multi-Modal Learning Strategies for all Students

Multi-modal learning strategies for all students.

It is no news to anyone—not all learners are the same. Each student in a classroom has a unique and complex system of thinking and learning. So why would we think that we should teach them all alike? Effective teachers want to know better ways to reach their students because they have come to realize that cookie-cutter education usually spells disaster for many learners. Is there a more effective plan of action so that students want to learn?

Solutions might best be found by combining the best teaching models we know instead of a one-size-fits-all approach. Successful brain-based models, such as cooperative learning, memory, and direct instruction are three such models that when implemented in combination can produce success that is...

Read more at http://www.seenmagazine.us/articles/article-detail/articleid/1663/multi-modal-learning-strategies-for-all-students.aspx

By David D. Lutz, M.A.T.

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Awareness of Autism Spectrum Disorders

Awareness of Autism Spectrum Disorders puts educators at the halfway mark.

Today, a great many educators in the United States are familiar with the characteristic symptoms of the Pervasive Developmental Disorders, also commonly referred to as Autism Spectrum Disorders (ASDs) — most notably Autism and Asperger’s Syndrome.
For most, there is an understanding that goes beyond the purely theoretical in regards to these diagnoses. Direct experience, for which there is no replacement, has equipped teachers with skills sufficient to recognize the telltale signs of an ASD when confronted with it in real-world classroom settings. When a student presents with: impaired social skills; deficits in communication; stereotyped interests and/or behaviors;..
Read more at http://www.seenmagazine.us/articles/article-detail/articleid/1659/awareness-of-autism-spectrum-disorders-puts-educators-at-the-halfway-mark.aspx
By Carl Brass, PCC
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Global Teacher Shortage Threatens Progress on Education

Global teacher shortage threatens progress on education.

The UN estimates 8 million extra teachers are needed worldwide by 2015. But how do countries compare?
The world urgently needs to recruit more than 8 million extra teachers, according to UN estimates, warning that a looming shortage of primary school teachers threatens to undermine global efforts to ensure universal access to primary education by 2015.

At least 2m new teaching positions will need to be created by 2015, the UN said in a report published this week. An additional 6.2 million teachers will need to be recruited to maintain current workforces and replace those expected to retire or leave classrooms due to career changes, illnesses, or death.

Burkina Faso, Eritrea, and Central African Republic (CAR) top the list of countries that will need to mount...

Read more at http://www.guardian.co.uk/global-development/datablog/2011/oct/07/un-estimate-teachers-shortage-worldwide

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Teacher's Passion Leads to Native Education Job

Teacher's passion leads to Native education job.
FAIRBANKS, Alaska (AP) — Yatibaey Evans, the new coordinator of the Alaska Native Education program, was in her last semester of pre-med classes at the University of Washington when a thesis project for her major, Comparative History of Ideas, prompted her to change her career path from medicine to education.
An Ahtna Athabascan, originally from Mentasta, Evans' thesis plan was to look into stereotypes that elementary students in grades 5 to 8 held of Native Americans.
"I was interested...
Read more at http://www.edweek.org/tm/articles/2011/10/10/461192knativeeducator_ap.html
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