Happy Halloween!

Happy Halloween! Learn some Halloween vocabulary today!Everyday conversations: What’s your Halloween costume? [audio]

What type of teacher are you?

What type of teacher are you? A report has identified four kinds of teacher – idealists, practitioners, rationalists and moderates. Where do you fit?

What type of teacher are you?

A list of questions you can use when reflecting on a lesson

Below is a list of questions you can use when reflecting on a lesson:

• What did the students know by the end of the lesson that they didn’t know at the start? Is that what I expected them to learn?
• What did I learn about my students today?
• Did I set up activities quickly and efficiently, including a demonstration where possible? Did I end up repeating my instructions multiple times?
• Did I monitor for language as well as task completion? Did I make notes of new language the students produced or errors they made? How did I exploit this language? Could I have used it more?
• Were the activities challenging enough for all of my students? Or were they too challenging? How could I have adapted them to add or remove challenge?
• Was I fair in my classroom management decisions? Did I reward good behaviour and stop bad behaviour? Were students clear about which behaviour would result in rewards or problems before activities began? For example, did they know that I would give them points if they spoke English throughout the activity or worked together well? Did I remember to give them the points after the activity?
• Was the topic interesting to the students? Why (not)?
• Did I convey the meaning, form and pronunciation of any language clearly? Could the students use it successfully by the end of the lesson? If not, what was missing? Do I need to do any remedial work in later lessons?
• Did students get enough practice of the new language? Was there an opportunity for them to memorise it? To personalise it?
• Was my use of the board appropriate and clear? Did students have a chance to record information I wrote on it if they needed to?
• What was the pace of the lesson like? Were there opportunities for students to work with different people during the lesson? To stand up? To do tasks which weren’t centred around the book? To have some fun?
• Was there anything which didn’t go the way I planned? Why, specifically, did this happen? Was it due to instructions? Lack of motivation? Not having the number of students I expected? How can I reduce the likelihood of this happening again in the future?
• Was there anything which was particularly successful? Why, specifically, did this happen? Was it due to my planning? The way I set up the classroom? The fact that I chose a topic I know the students are interested in?

Can you add any more questions?

http://www.teachingenglish.org.uk/blogs/sandymillin/sandy-millin-questions-you-can-ask-reflect-a-lesson?utm_source=facebook&utm_medium=social&utm_campaign=bc-teachingenglish

Contest in the English Language
Contest in the English Language

External Independent Evaluation, 2015 External Indepedent Evaluation, 2015

Language Summer Camp "The Young English Learners", Yahotyn, Kyiv Region, 2015

June 2nd, 2015

Our language camp began to work! Young English experts were acquainted again with their native school, where special signs written in the English language appeared on every door. 

We had three groups: "Fixies", "Butterflies", and "Superheroes".
The motto of "Fixies" was the following: "Together, together, together every day we like to read and play". 
The motto of "Butterflies" was the following: "I'm your friend and you're my friend".
The motto of "Superheroes" was the following: "I can play, I can sing, I can do everything."

June 3d, 2015

That day we plunged into the world of hobbies. Participants spoke about their preferences and interests of family members in English. We played various games and practised pronouncing rhymes in English. 

June 4th, 2015

Happy Birthday! When do you celebrate your birthday? How do you celebrate it? What do you like best of all?

We have produced calendars, original birthday greeting cards and sang the song "Happy Birthday to you!"

June 5th, 2015

Flowers, flowers everywhere! The group "Superheroes" created a beautiful floral composition "My Dreams"; the group "Butterflies" crafted the cards "Welcome Summer Holidays!" from natural materials, and the group "Fixies" visited the museum-mansion of an outstanding Ukrainian artist Catherine Bilokur in the village of Bohdanivka, Yahotyn District, Kyiv Region. Magic hats with floral ornaments were contrived by skillful hands of "Superheroes" and "Butterflies".

June 8th, 2015

The  Day of Sports at camp. As you know, the Indians living in the USA are known for their ingenuity, and  most importantly - for speaking English! That day The Great Dragon and the Great Leaders of three friendly tribes -  wizards, hunters and fishermen of Lake Ontario and Hudson Bay took part in the competition for the Best Adept at Nature.

International Phonetic Association

International Phonetic Association

/ˌɪntə'næʃ(ə)n(ə)l fə'netɪk
əˌsəusɪ'eɪʃ(ə)n/

International Phonetic Association

Strategies for Keeping Student's Attention

Keeping students' attention and stopping them from getting distracted is a big challenge. Cosider the Strategies for Keeping Student's Attention Strategies for keeping attention

Trick or Treat?

My dearest students!!!! Today is Halloween!!! I want to play a game with you. The gist is the following:

1. Choose a pumpkin to carve Choose a Pumpkin to Carve

2. Write a review of any horror book 6 Spooky Stories to Read for Halloween

3. Find out more about the history of Halloween Is there more to Halloween than parties and pumpkins?

“To have another language is to possess a second soul.”

  Do you find the English language challenging? Do you agree with the quotation?

“To have another language is to possess a second soul.”  

(Charlemagne)

The Astounding Facts of Global English

Consider the astounding facts of global English. Most estimates agree that there are some 375 million native speakers, a further 375 million second-language speakers and a staggering one billion learners of the English language at large in the world today. What's more, 90 per cent of the world's computers linked to the Internet are based in English-speaking countries. Whatever the totals (and they'll always be disputed), there's no arguing with the fact that English is now more widely scattered, more widely spoken and written than any other language has ever been. I could go on, but the point is made - by every conceivable indicator, English is the world's first truly global language. Next to the facts, the phenomenon of global English is even more remarkable. Global English is represented on every continent in the interconnected worlds of business, travel, computing, science and academia, radio and television broadcasting, telecommunications, film production, sport and international defence. It is also the language of air travel and outer space. In a profound sense, it underpins the fashionable concept of 'globalisation' and gives that idea a substance it might otherwise lack (Robert McCrum, Observer).
Consider the article "Global English and Teaching of Pronunciation" by Jennifer Jenkins, lecturer in Sociolinguistics and Phonology at King's College, London. It revolves around the author's research into the pronunciation of global English and gives some teaching implications. 

Global English and the Teaching of Pronunciation