8 Fun Games and Activities to Teach Young Children a Foreign Language! This video is sponsored by WordUnited.com, who make the most beautiful write-and-wipe flashcards! READ THE COORDINATING BLOG POST : https://wp.me/p8wklJ-1TX Charlotte Mason encourages us to teach young children to focus on the spoken language, rather than the written in the early years. This can be done by using the language at home in a living context and through play. Once the child is ready to move onto the written language, I love using flashcards and bilingual books whilst they are young, before beginning any curriculum or workbook. Word United Flashcards can be purchased from their website: www.wordunited.com OR Visit the Word United Amazon Store (aff.): http://amzn.to/2if1z0a Visit my ONLINE BOOKSHOP: http://ourmuslimhomeschool.com/shop Other Places to Find me: Blog: www.ourmuslimhomeschool.com Instagram: https://www.instagram.com/ourmuslimhomeschool/ Facebook: https://www.facebook.com/ourmuslimhomeschool Twitter: https://twitter.com/OurMHomeschool
Views: 9638 Our Muslim Homeschool
Only 1 in 5 U.S. students are learning a foreign language. That could spell trouble for the nation's economic and military security. Read more: http://www.edweek.org/ew/articles/2017/06/21/just-20-percent-of-k-12-students-are.html (This video was originally published on Education Week's Facebook page.) ____________________ Want more stories about schools across the nation, including the latest news and unique perspectives on education issues? Visit www.edweek.org. About Education Week: Education Week is America’s most trusted source of independent K-12 education news, analysis, and opinion. Our work serves to raise the level of understanding and discourse about education among school and district leaders, policymakers, researchers, teachers, and the public. Published by the nonprofit organization Editorial Projects in Education, Education Week has been providing award-winning coverage of the field for over 35 years. Follow Education Week: - Subscribe to our Channel: http://www.youtube.com/subscription_center?add_user=educationweek - On Facebook at https://www.facebook.com/edweek/ - On Twitter at https://twitter.com/educationweek/ - On LinkedIn at https://www.linkedin.com/company/education-week To license video footage from Editorial Projects in Education please contact the Education Week Library at [email protected]
Views: 758 Education Week
Today's question from a student asks about the definite article "THE" and when we use them with plural nouns. You're welcome to share this video on your website or use it in classes and show it to your students! Happy learning!
Views: 101678 Learn English with Papa Teach Me
English is fast becoming the world's universal language, and instant translation technology is improving every year. So why bother learning a foreign language? Linguist and Columbia professor John McWhorter shares four alluring benefits of learning an unfamiliar tongue. TEDTalks is a daily video podcast of the best talks and performances from the TED Conference, where the world's leading thinkers and doers give the talk of their lives in 18 minutes (or less). Look for talks on Technology, Entertainment and Design -- plus science, business, global issues, the arts and much more. Find closed captions and translated subtitles in many languages at http://www.ted.com/translate Follow TED news on Twitter: http://www.twitter.com/tednews Like TED on Facebook: https://www.facebook.com/TED Subscribe to our channel: http://www.youtube.com/user/TEDtalksDirector
Views: 583014 TED
United States or The United States? U.K. or The U.K.? Unsure of when to use a definite or an indefinite article? Watch this lesson and stop making these common mistakes in English! For many non-native speakers of English who don't have articles in their own language, it can be really difficult to use articles correctly. Even for speakers of languages that have articles, it is difficult to get your use of articles right 100% of the time. This is because there are many exceptions and irregular grammar rules. In this lesson, I'll teach you what these exceptions are, so you can be sure to remove these common mistakes from your English. Even if you are an advanced speaker of English, I'm sure you will discover one or two rules that you didn't know about. Watch the lesson, then take the quiz at http://www.engvid.com/grammar-8-rules-the/ TRANSCRIPT http://www.engvid.com United States or The United States? U.K. or The U.K.? Unsure of when to use a definite or an indefinite article? Watch this lesson and stop making these common mistakes in English! For many non-native speakers of English who don't have articles in their own language, it can be really difficult to use articles correctly. Even for speakers of languages that have articles, it is difficult to get your use of articles right 100% of the time. This is because there are many exceptions and irregular grammar rules. In this lesson, I'll teach you what these exceptions are, so you can be sure to remove these common mistakes from your English. Even if you are an advanced speaker of English, I'm sure you will discover one or two rules that you didn't know about. Watch the lesson, then take the quiz at http://www.engvid.com/grammar-8-rules-the/ TRANSCRIPT Hi, everyone. I'm Jade. In this lesson today, we're looking at the rules for articles, but more specifically, the rules where we have exceptions in using articles. So when I'm observing people's English, all the time I'm hearing the same mistakes with articles. So what you will learn to do in this lesson is how to avoid those really, really common mistakes I hear all the time. If you're somebody who just doesn't use articles at all because in your native language, you don't have articles, I understand it can be really, really hard to start using them. But they are an important aspect of grammar, and you should be using them. So if you watch this lesson, you'll get some tips for using articles, where you need them, and where you shouldn't use them. And also, if you're someone who's getting articles right nearly all the time, I'm quite sure that you will pick up one or two rules here that you didn't know before. So let's get started. There are eight different rules. Rule No. 1: When we're talking about countries, most countries we don't use an article. So here some sentences. "She lives in England. They live in America." We don't use articles. But if the country's considered to be a nation state, a collection of different states, or a collection of different countries in one bigger state, then we use articles. Here are examples. So "the U.S.A., the U.K., the U.A.E." -- where I spend a lot of my time -- and here are -- also, we need to mention islands. When a country is a group of islands, we always use articles. So we would say "the Virgin Islands", and we'd say "the Philippines" as well. It's interesting that we can say, "She lives in England" because England is one country, but when talking about the same -- okay, it's not exactly the same place, the U.K., because it's -- the U.K. is more than one country. It's more than just England. But sometimes people think of it as being the same place. It's not. When we're talking about the U.K., we need an article, but just for "England", it's okay not to use an article. Let's take a look at rule No. 2. Rule No. 2 -- this is a really subtle rule, here. And this one I always correct in sentences. When people talk about meals -- breakfast, lunch, dinner, also brunch is a meal you might not know. It's in between breakfast and lunch. -- we don't use articles. So here's a correct sentence. "I don't eat breakfast." I'm talking in general there. "I don't eat breakfast." That's okay to say. However, if I'm being specific, "We didn't like the dinner", it's okay to use an article here. You need to. So what does the sentence actually mean? Imagine that we were out last night, and we had a meal. And now, we're talking about it. "Well, the place was nice, but I didn't like the dinner." Being specific about that experience we had. If I'm talking in general, "I don't like dinner", that would just mean all the time, okay? So it's a very big difference in meaning. Now, we'll look at rule No. 3 for jobs. Jobs take the indefinite article. That's a grammar word. And "indefinite article" means "a". We don't use "the".
Views: 846920 English Jade - Learn English (engVid)
Content-based instruction is a significant approach in language education. CBI is designed to provide second-language learners instruction in content and language. Historically, the word content has changed its meaning in language teaching. Content used to refer to the methods of grammar-translation, audio-lingual methodology and vocabulary or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning. This video is targeted to blind users. Attribution: Article text available under CC-BY-SA Creative Commons image source in video
Views: 2659 Audiopedia
The Communicative Approach is so well-established, it's more or less the default methodology for second language teaching. But where did it come from? How has it evolved? Where does it work? What are its strengths and its weaknesses? In this wide-ranging conversation, in which Scott Thornbury and Jeremy Harmer interview each other, they will address these questions from the point of view of their own experience, convictions and doubts -- and they invite you to do the same! Scott Thornbury, associate professor at the MA in Teaching English to Speakers of Other Languages at The New School (http://www.newschool.edu/matesol), is a prolific author of books and articles for teachers and students and a tireless presenter at international ELT conferences. His 'Natural Grammar' and 'Teaching Unplugged', have won the British Council's "ELTon" Award for Innovation, the top award in the industry (in 2004 and 2010, respectively). Thornbury is also the series editor for the Cambridge Handbooks for Language Teachers. Jeremy Harmer, faculty in The New School MATESOL program, is known throughout the ELT world for his books on teaching methodology, particularly the classic texts, How to Teach English and The Practice of English Language Teaching. He is the general editor of Longman's "How-To" series and host of the Teacher Development section of the ELT Forum website. He frequently leaves his home base in England to train teachers and to speak at conferences around the world. Location: Theresa Lang Community and Student Center, Arnhold Hall Wednesday, July 10, 2013 at 6:00 pm
Views: 264030 The New School
I put together ten of very funny commercials about learning another language. I hope you enjoy them as I did. Which one is your #1? Tell me in the comments, I will update the ranking here below this text from time to time to see which commercial people like the most. These ads are included: 1. Soesman Language Institute with “A Day Trip” from 2001 (I want to f*** you in the ass) 2. Berlitz with its famous “German Coast Guard” / “We are sinking” from 2006 (Improve your language / Language for life) 3. Babbel with “Boss It At Work” / “Negotiator” (Learn English for Work) 4. Babbel with “Spanish Passion” from 2017 (Tell me more / Speak the language like you’ve always wanted to) 5. Nintendo DS Language Course with “Airport” 6. Berlitz with “Automobil on Fritz” 7. Berlitz Commercial with “The Club” (Join the club) 8. Nintendo DS Japanese TV Commercial (For here or to go) 9. Berlitz with “Laundromat” from 2005 (Learn another language) 10. Babbel with “Undercover Agent” from 2017 + 11. Anheuser-Busch Budweiser beer / Bud light with “No speak English” from the 2007 Super Bowl starring Carlos Mencia 11.5 Anheuser-Busch Budweiser beer / Bud light with “Language of Love Commercial” from 2008 starring Carlos Mencia ----------------------------------------------------------- The votes are in and the current winner is: “No speak English” + “Language of Love” by Budweiser/Bud light Results in detail, status September 14 (votes and positive mentions counted): 1. Budweiser/Bud light, “No speak English” + “Language of Love”: 118 votes/mentions – mostly because of Boooood light and We make sandwich, I am meat 2. Berlitz, “German Coast Guard”/“We are sinking”: 69 votes/mentions 3. Soesman Language Institute, “A Day Trip”: 65 votes/mentions 4. Babbel, “Spanish Passion”: 29 votes/mentions – mostly because of the Spanish lady 5. Berlitz, “Laundromat”/”Learn another language”: 14 votes/mentions 6. Berlitz, “Automobil on Fritz”: 12 votes/mentions 7. Nintendo DS Language Course with “Airport”: 10 votes/mentions – mostly because of the Yes, yes, yes actor 8. Berlitz, “The Club”/”Join the club”: 9 votes/mentions 9. Babbel, “Undercover Agent”: 8 votes/mentions 10. Babbel, “Boss It At Work” / “Negotiator”: 5 votes/mentions 11. Nintendo DS Japanese, “For here or to go”: 3 votes/mentions Thanks to everybody who watched the video, voted and commented on it, liked it and subscribed to my channel – I appreciate that very much!
Views: 2598099 Dalibor Truhlar
Try an intermediate grammar lesson. WATCH https://youtu.be/ee8dxHPv6qs Lesson 25 - Articles (a, an, the) These are REAL lessons. No actors. No scripts. A real learning experience. Do you know a friend or family member who needs to learn English? Tell them they can learn along with Natasha as I teach her the basics of the English language. I will not be posting captions (subtitles) on these early lessons. I want beginners to develop their listening skills. Happy Studies to all! TEACHERS: Please visit my blog for related ideas. http://englishwithjennifer.wordpress.com/2012/02/10/the-art-of-teaching-articles-part-three/ STUDENTS and TEACHERS: Please post comments and questions on my main channel page or my website. www.englishwithjennifer.com Music credit: "Smart, Easy Listening" Artist: Enrique Plazaola Retrieved from http://www.flashkit.com/loops/Easy_Listening/Instrumental/smart_e-Enrique_-9644/ For more by this artist, visit http://www.enrique-plazaola.com/
Views: 258529 JenniferESL
Join us for a public presentation by New School MA TESOL (http://newschool.edu/matesol) faculty Scott Thornbury, sponsored by English Language Studies (http://newschool.edu/public-engagement/school-of-languages-teaching) at The New School (http://newschool.edu) and Pearson English (http://pearsonelt.com). It is 50 years since Dell Hymes first coined the term ‘communicative competence’ and it took only another ten before the concept became the foundation of a new approach to second language teaching. Forty years on, where is the communicative approach? Are the goals of language teaching still communicative competence? If so, what happened to the idea that ‘you learn to communicate by communicating’? In this talk Scott Thornbury reviews the core concepts that inspired CLT, and traces how they were developed and then – through want of a coherent learning theory – abandoned. He will argue that it is well past time that we revisited the foundational principles of CLT and argue that there are now good grounds – including a coherent theory of learning (or two) – to rehabilitate it. Scott Thornbury (MATEFL, with distinction, University of Reading, UK), a native of New Zealand currently residing in Spain, is the series editor of the Cambridge Handbooks for Teachers series. He has been a prolific writer of books and articles for teachers and students and a tireless presenter at international ELT conferences, sharing the knowledge gained from his more than 30 years of experience as a teacher, teacher trainer, and CELTA and UCLES examiner. Location: John L. Tishman Auditorium, University Center Monday, July 10, 2017 at 6:00PM
Views: 12955 The New School
This is an introduction to articles, yet the students seem to understand and use the articles correctly. The article "the" is used for unique things like our moon, or our school principal. It is also used for specific things such as the girl next door. The article "a" is used before consonant sounds in words such as dog, house, and university. The article "an" is used before vowel sound in words such as egg, apple, umbrella, and honor.
Views: 1460 Teaching English the Fun Way
In a recent position paper on teaching foreign languages in an era of globalization, Claire Kramsch wrote: “Through its mobility of people and capital, its global technologies, and its global information networks globalization has changed the conditions under which foreign languages (FLs) are taught, learned, and used. It has destabilized the codes, norms, and conventions that are putting into question the monolingual foundation of FL education and challenging monolingual ideologies at play in our society. These changes call for a more reflective, interpretive, historically grounded and politically engaged pedagogy than was called for by the communicative language teaching of the eighties” (2014, p. 296). In this presentation, Professor Kramsch will update this assessment of the situation by discussing recent developments in applied linguistics: the multilingual turn (May, 2014), the transdisciplinary turn (Douglas Fir Group, 2016), and various trans-perspectives (Hawkins & Mori, forthcoming) that are redefining what it means to learn and use one or several additional languages. She will also discuss two current trends that are challenging the very nature of language and that raise serious ethical questions for collegiate education: the algorithms being developed by the computer industry that strive to establish full translatability across linguistic codes, and the proliferation of purely phatic uses of language in a spectacle society obsessed with social media. Keynote Speaker: Claire Kramsch is Professor Emerita of German and Education at University of California–Berkeley. Her area of research is applied linguistics, with emphasis on social, cultural and stylistic approaches to language study and she has published numerous books, articles, and chapters in these areas. She was, until 2006, founding Director of the Berkeley Language Center, a research and development unit for all foreign language teachers on campus. Among her many awards, she has received UC Berkeley's Distinguished Teaching Award, the Distinguished Service Award from the Modern Language Association, and the Distinguished Scholarship and Service Award from the American Association for Applied Linguistics.
Views: 935 CARLA UMN
If your passport is NOT from one of the widely accepted "native English speaking countries" (US, CAN, UK, IRE, SA, AUS, NZ), then you probably are having problems finding a job teaching English abroad. This video will help you understand the job market for non-native English teachers and how to stand out. See the full article here, with resource links mentioned in the video: https://teachabroadnetwork.com/blog/289/advice-for-non-native-english-speakers-who-want-to-teach-english-abroad Teach Abroad Network is a professional network for educators to connect with the hiring managers of organizations around the world that hire teachers.
Views: 52802 Teach Abroad Network
Liven the classroom & teach definite article & indefinite articles (a, an, the) with some amazing world facts. (Intermediate level) If you love our videos, please support us at Patreon: https://www.patreon.com/oomongzu WEBSITE: http://oomongzu.com For more creative, engaging and interactive animated grammar teaching videos, please visit our website. For the “No Music” version of this video, please click here: https://www.youtube.com/watch?v=icjnDXQMQLQ Title of English ESL Video: Amazing World Facts Target Grammar: English Articles (Grammar): – Definite article. – Indefinite articles. – a, an, the. – Zero article / no article. Students’ Proficiency Level: Intermediate level grammar Suggested Courses: General English and English for Hotel and Tourism. Instructions: – Play the video in class after delivering a warm-up activity first. – Pause the video whenever the narrator asks students a question to give students time to answer. For example, after elicitations and concept checking questions (CCQs). Summary of English Grammar: Approximate chronological order: We use indefinite articles (a, an): – for singular countable nouns. – the first time you talk about a person or thing: An assassin bug kills other insects and wears their dead bodies as armour. – when you say what a person or a thing is: This is an assassin bug. – when you say what a person does. For example, their profession or their hobby: She’s a banzai skydiver. – in exclamations with “what”: What an exciting sport! – when we don’t know which one something is, when something is not specific, or when something is one of many: A can of diet coke floats in water, but a can of regular coke sinks. – with some fixed phrases: once a week, 60km an hour, a few, a couple. E.g. Eating a few pieces of dark chocolate a day can be good for your body. We use the definite article (the): – when we talk about something we mentioned earlier: There is a swing in Ecuador. The swing has no safety measures and hangs from an old treehouse. – when something is unique and there’s only one of it: The Hawaiian alphabet has only 12 letters. – when the person or thing you’re referring to is clear and obvious: In Australia only 2% of the population lives within the yellow area. – for job titles that only one person can have: Jose Mujica was the President of Uruguay. – with superlatives: He was also the poorest President in the world. – with some fixed phrases: at the top, on the right, in the south, in the east, at the beginning, at the end, in the centre, in the middle, on the coast, on the border, in the world, the next, the other. E.g. There is an underwater waterfall on the coast of Mauritius. It’s located in the south of the island. We don’t use articles: – when we’re talking about things in general: Dolphins can only sleep with half their brain. Compare this with: – A dolphin can only sleep with half its brain. – The dolphins in the Amazon River are pink. – with some nouns: at home, at work, at school, at university, at church, in bed, in hospital, in prison, on holiday (after prepositions such as “at”, “in”, “on”, “to”, “from”.) E.g: – Norway allows students from around the world to study at any public university in their country for free. – This is the world’s most annoying alarm clock. If you don’t get out of bed in time, it runs away and hides from you. – before meals: You should never skip breakfast. It’s the most important meal of the day. Time phrases – definite article: – parts of the day: in the morning, in the afternoon, in the evening. – dates: May the 4th is the international Star Wars day. – decades. – centuries: The 20th Century is actually the 1900s. So right now we’re in the 21st Century. Time phrases – zero article / no article: – parts of the day: at night, at lunchtime. – days. – months. – seasons. – years. – Example 1: In Russia, winter starts in December and ends in February. – Example 2: In the winter, the average temperature is lower than -50 degrees Celsius. – before: next/last + day/week, etc. – Example 1: I saw David last Saturday. – Example 2: I’ll see you next week. – Example 3: It’s the last day of school. (We use the here, because we’re talking about the last or final one.) Summary table
Views: 6197 oomongzu
What is COMMUNITY LANGUAGE LEARNING? What does COMMUNITY LANGUAGE LEARNING mean? COMMUNITY LANGUAGE LEARNING meaning - COMMUNITY LANGUAGE LEARNING definition - COMMUNITY LANGUAGE LEARNING explanation. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. Community language learning (CLL) is a language-teaching method in which students work together to develop what aspects of a language they would like to learn. It is based on the Counselling-approach in which the teacher acts as a counsellor and a paraphraser, while the learner is seen as a client and collaborator. The CLL emphasizes the sense of community in the learning group, encourages interaction as a vehicle of learning, and considers as a priority the students' feelings and the recognition of struggles in language acquisition. There is no syllabus or textbook to follow, and it is the students themselves who determine the content of the lesson by means of meaningful conversations in which they discuss real messages. Notably, it incorporates translation, transcription, and recording techniques. The CLL approach was developed by Charles Arthur Curran, a Jesuit priest, professor of psychology at Loyola University Chicago, and counseling specialist. This method refers to two roles: that of the know-er (teacher) and student (learner). Also the method draws on the counseling metaphor and refers to these respective roles as a counselor and a client. According to Curran, a counselor helps a client understand his or her own problems better by 'capturing the essence of the clients concern ... relating affect to cognition...'; in effect, understanding the client and responding in a detached yet considerate manner. To restate, the counselor blends what the client feels and what he is learning in order to make the experience a meaningful one. Often, this supportive role requires greater energy expenditure than an 'average' teacher. The foreign language learner's tasks, according to CLL are (1) to apprehend the sound system of the language (2) assign fundamental meanings to individual lexical units and (3) construct a basic grammar. In these three steps, the CLL resembles the natural approach to language teaching in which a learner is not expected to speak until he has achieved some basic level of comprehension. There are 5 stages of development in this method. 1. “Birth” stage: feeling of security and belonging are established. 2. As the learners' ability improve, they achieve a measure of independence from the parent. 3. Learners can speak independently. 4. The learners are secure enough to take criticism and being corrected. 5. The child becomes an adult and becomes the know-er. These types of communities have recently arisen with the explosion of educational resources for language learning on the Web. A new wave of Community Learning Languages have come into place with the internet growth and the boom of social networking technologies. These online CLLs are social network services such as English, baby! and LiveMocha that take advantage of the Web 2.0 concept of information sharing and collaboration tools, for which users can help other users to learn languages by direct communication or mutual correction of proposed exercises. When learning a different language while in a multilingual community, there are certain barriers that one definitely will encounter. The reason for these barriers is that in language learning while in a multicultural community, native and nonnative groups will think, act, and write in different ways based on each of their own cultural norms. Research shows that students in multicultural environments communicate less with those not familiar with their culture. Long-term problems include that the foreign speakers will have their own terms of expression combined into the language native to the area, which often makes for awkward sentences to a native speaker. Native students tend to develop an exclusive attitude toward the nonnative speaker because they feel threatened when they do not understand the foreign language. Short-term problems include the fact that native students will usually lack in-depth knowledge of the nonnative cultures, which makes them more likely to be unwilling to communicate with the foreign speakers. .,...
Views: 787 The Audiopedia
ESL lesson demonstration. Chris Westergaard, director of The Language House TEFL in Prague http://thelanguagehouse.net, demonstrates EFL and ESL teaching techniques on a group of intermediate Czech students. The is an example of a grammar lesson with a high student output. Chris achieves this by creating task based activities with a lot of group work. The Language House TEFL in Prague is an accredited 4-week teacher training course. If you are interested in teaching abroad, contact us for more information. You can find this lesson on my blog http://teflpragueandabroad.blogspot.com
Views: 96621 Chris Westergaard
Can sitcoms be used in the classroom to teach English as a foreign language? For what reasons? In this video, I try to answer these questions and give examples for how sitcoms can be integrated into foreign language teaching. If you have any questions or suggestions, feel free to leave a comment! Disclaimer: All works shown are copyrighted by their respective owners. The film was solely created for the purpose of an educational context. Works used/cited in this video: Journal and Website Articles Mansfield, Gillian. 2014. Mind the gap between form and function. Teaching pragmatics with the British sitcom in the foreign language classroom. In: David Little and Gillian Mansfield, eds. Language Learning in Higher Education. Berlin: De Gruyter. Mintz, Lawrence E. 1985. Situation Comedy. In: Brian G. Rose and Robert S. Alley, eds. TV Genres: A Handbook and Reference Guide. Westport: Greenwood. 107-129. Pew Research Center. 2011. Muslim Americans: No Signs of Growth in Alienation or Support for Extremism. Online: 17 May 2014. http://www.people-press.org/2011/08/30/muslim-americans-no-signs-of-growth-in-alienation-or-support-for-extremism/. Books/Monographs/Edited Volumes/Book Articles Diaz-Cíntas, Jorge, ed. 2008. The Didactics of Audiovisual Translation. Amsterdam: John Benjamins. Emig, Rainer. 2006. Taking Comedy Seriously: British Sitcoms in the Clasroom. In: Gabriele Linke, ed. New Media -- New Teaching Options?!. Heidelberg: Universitätsverlag Winter. Hložková, Markéta. 2013. Sitcoms as a Tool for English Language Teaching. Online: http://is.muni.cz/th/270029/pedf_m/DIPLOMA_THESIS.pdf. Hofmann, Judith and Maike Berger. 2014. TV-Cartoons als Mediengenre im Englischunterricht: Die Simpsons und der American way of life. In: Elisabeth Kovach and Ansgar Nünning, eds. Key Concepts and New Topics in English and American Studies - Schlüsselkonzepte und neue Themen in der Anglistik und Amerikanistik. Trier: WVT. 330-361. Krashen, Stephen. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press. Morreale, Joanne ed. 2003. Critiquing the Sitcom: A Reader. Syracuse, New York: Syracuse University Press. Quaglio, Paulo. 2009. Television Dialogue: The sitcom Friends vs. natural conversation. Amsterdam: John Benjamins. Rose, Kenneth R. and Gabriele Kasper. 2001. Pragmatics in language teaching. Cambridge: Cambridge University Press. Thompson, Robert J. 1996. Television's Second Golden Age. Syracuse, New York: Syracuse University Press. Digital Media Groening, Matt. 2002. The Simpsons Season 2. DVD. USA: 20th Century Fox. Groening, Matt. 2010. The Simpsons Season 20. DVD. USA: 20th Century Fox. Groening, Matt. 2012. The Simpsons Season 24 Episode 1. Digital Download. USA: 20th Century Fox. Kauffman, Marta and David Crane. 2007. Friends Superbox Staffel 1-10. DVD. USA: Warner Home Video. The Internet Movie Database. IMDB.com, Inc, 2014. Website. 12 May 2014. http://www.imdb.com. Thomas, Craig and Carter Bays. 2007. How I Met Your Mother Season 1. DVD. USA: 20th Century Fox. Thomas, Craig and Carter Bays. 2007. How I Met Your Mother Season 2. DVD. USA: 20th Century Fox. Thomas, Craig and Carter Bays. 2009. How I Met Your Mother Season 4. DVD. USA: 20th Century Fox. Other Publications Medienpädagogischer Forschungsverbund Südwest, ed. 2013. JIM 2013, Jugend Information, (Multi-) Media. Stuttgart. Niedersächsisches Kultusministerium, ed. 2006. Kerncurriculum für das Gymnasium. Schuljahrgänge 5-10. Englisch. Hannover.
Views: 23288 Christopher S
Hello Friends, Complete course at www.bhashaprofs.com Welcome to our first Video for German A1 level. BhashaProfs presents out to you, first time in the country, detailed classroom video lectures by some of the most famous & certified language trainers.. To watch more video lectures of any of your favorite language, please visit www.bhashaprofs.com Like us at facebook.com/bhashaprofs Complete course at www.bhashaprofs.com
Views: 497363 Bhashaprofs Online Language Learnings
This game style of teaching grammar allows all students to be active and participate equally in the class. All students, no matter their level of English can master the game and have success. Students self-correct, help their teammates and analyze the work of their classmates. Writing fast and accurately also develops other areas of the brain. Students also follow the rules, apply the rules, and resolve any conflicts. Students cheer on their classmates and learn to be good sports. And most of all they have fun learning grammar.
Views: 556565 KingDSnowman
Want to create your own thriving teaching business? Start here: http://www.teachingeslonline.com/vidtraining (free mini-course) Here are the resources that I mentioned: - Read the article here: http://www.teachingeslonline.com/teach-english-online-get-started/ - Italki (for freelancing): https://www.italki.com/ or VipKid for employment: https://t.vipkid.com.cn/ - Calendly: https://calendly.com/ - Zoom (video conferencing software): https://fave.co/2PCDG2j (affiliate link) - Email Marketing Software: https://www.activecampaign.com/?_r=IWI1GR2W (affiliate link) - My course: https://www.teachenglishonlinecourse.com WHAT I USE (affiliate links) Video Gear for YouTubers: http://www.teachingeslonline.com/kit Simple yet sophisticated email marketing software: http://www.teachingeslonline.com/ac The best hosting package for your website: http://www.teachingeslonline.com/sg Create landing pages with this software: http://www.teachingeslonline.com/lp FAQS Q: Do you teach English or do you just help teachers to do it? A: I've been teaching English online - my own business - since 2011. Check out my YouTube channel here: https://www.youtube.com/user/tofluency Q: How do I get students? A: Be clear on what you offer and who you help, have a system in place that converts learners into paying students, and then build awareness of your lessons. My free-mini course will help you: http://www.teachingeslonline.com/vidtraining Q: What are the different ways to earn as an online teacher? A: I made a video on that here: https://www.youtube.com/watch?v=F0D8rkg4cBs Q: What software do you use to teach lessons? A: I use https://zoom.us/ Q: Do you have a course? A: I do. It's helped teachers from all over the world get started in the online world and if you would like to do this, I think you'll find it a great investment. Learn more about it here: https://www.teachenglishonlinecourse.com SOCIAL MEDIA: Facebook: https://www.facebook.com/tofluency Twitter: https://twitter.com/eslonlinejack Instagram: https://www.instagram.com/teachingonline/ Thanks for watching!
Views: 1953 Teaching ESL Online
http://www.engvid.com/ By special request -- this lesson teaches you about the easily and often mixed-up English verb "have"!
Views: 17797878 EnglishLessons4U - Learn English with Ronnie! [engVid]
An Introduction to the Video Short: Second Language Anxiety In my last full semester of University I took a language curriculum classroom with 25 other students. We had many similarities; we all had a second language minor, and we all were on our journey to becoming teachers. The big difference between us was that our second languages were not all the same. During this term we experienced different lessons in different languages taught by our instructor, a guest instructor, and each other. This is when I experienced something that I had not felt since elementary school; the situation of being in a class where I did not understand the language that was spoken. This aroused many different feelings of worry, apprehension, fear, nervousness, and avoidance. I quietly repeated the words I could not pronounce properly because I did not want to say them wrong and sound foolish. I completely avoided answering questions that required using new languages in front of the class. It made me think about how difficult and overwhelming learning a language can actually be. While researching for our final project I kept these feelings I had felt in mind and stumbled across a plethora of articles on the subject of Second Language Anxiety. I hadn't known that such a thing existed, and needed to learn more. Immediately, this type of anxiety made sense to me. I understood the feelings and symptoms that were related to this specific anxiety. I knew I had found my topic. Many, many articles later, I discovered that there were key researchers in this field, in particular; Horowitz, MacIntyre, and Price. Once I had found their original works, I was set to begin to answer my key questions: What is Second Language Anxiety? What are its causes and symptoms? And how can a teacher alleviate this anxiety? Not only did I discover many solutions to Second Language Anxiety through research, but I was also able to expand on these ideas. My video is to the point and contains only key information. It was important to me that I stick to the most important information that teachers need to know. This way the video would stay on track and be more impacting. I am not an artist, I am not good with a camera, and I have zero editing skills, but like language, you must start somewhere. In the end, I can only hope that the amount of research that has been done on this topic is a reflection of the amount of teacher awareness on this topic. For all language teachers should know how to deal with language anxiety.
Views: 6340 Sarah Ferguson
Nicholas Northall tells English Teaching Professional editor Helena Gomm how magazine articles can be used to help teacher's develop.
Views: 280 English Teaching Professional
How do you teach English pronunciation? One area that often causes problems for learners is stress timing. Watch Rachael using chants, rhymes and rounds to help her learners. Useful links & resources 1) Integrating pronunciation into classroom activities - http://www.teachingenglish.org.uk/articles/integrating-pronunciation-classroom-activities 2) English sentence stress - http://www.teachingenglish.org.uk/articles/english-sentence-stress 3) Rhythm - http://www.teachingenglish.org.uk/articles/rhythm 4) Identifying stressed syllables - http://esol.britishcouncil.org/pronunciation/identify-stressed-syllables 5) Articles on pronunciation - http://www.teachingenglish.org.uk/articles/pronunciation?page=0%2C1
Views: 42411 British Council | TeachingEnglish
After the class reviewed articles together on the board it was the students turn to put singular nouns on the board under the correct article: a, an, the. The students did a very good job. They know how to use articles. There was also a lot of team work and cooperation taking place. The students are often loud, but I do not want to quell their enthusiasm. In a student centered class the teacher does not determine everything, and that may include how loud the students are. I do ask them to quiet down at times if the shouting seems needless, or aggressive.
Views: 477 Teaching English the Fun Way
Just a little break from my video diaries to give you a little bit of an insight into my views on how the UK likes to teach modern foreign languages in the education system. My article on the subject was hosted by the lovely people at Tutorhub here: http://blog.tutorhub.com/2014/05/01/the-massive-flaw-in-modern-foreign-language-teaching/ The Tutorhub site can be found here: https://www.tutorhub.com And of course, my personal experiences of my Erasmus adventure can be found here: http://hansfordingrenoble.blogspot.com
Views: 246 Mike James Hansford
http://theashafoundation.com/ace-language-programs/ Articles Laos to English Foreign Language Programs
Views: 194 Foreign Language Programs
http://www.teachingeslonline.com/resources-teaching-english-online - Click here to get your free guide to teaching online. In this video, I talk about three mistakes I made during the first year or so of teaching English online independently. Here is the article that goes with this video: http://www.teachingeslonline.com/mistakes Subscribe on YouTube: http://www.youtube.com/subscription_center?add_user=teachingeslonline Facebook: https://www.facebook.com/teachingeslonline Twitter: https://twitter.com/eslonlinejack Google+: https://www.google.com/+Teachingeslonline
Views: 49832 Teaching ESL Online
English Language Teaching in the Post-Method Era is a reflection of my 20 years of experience as an English as additional language teacher. This video accompanies an article with the same name published at TESL Ontario Contact Magazine. Link to the article: http://www.teslontario.net/uploads/publications/contact/ContactSummer2014.pdf More video projects in ELT can be found at http://www.breakingtheinvisiblewall.com
Views: 10874 Angelica Galante
Laura shares with us the 3 practical benefits & 3 fun reasons to teach in China! https://www.GoldStarTeachers.com - for the latest and greatest English teaching jobs in China. Get certificated to teach English abroad with INTESOL. 30-50% discounts on our courses now: https://www.GoldStarTeachers.com/INTESOL To apply for an English teaching job at this school or hundreds of other schools across China, have a look here - https://goldstarteachers.com/job-board Video interviews -- https://www.GoldStarTeachers.com/videos Written interviews -- https://www.GoldStarTeachers.com/blog Articles -- https://www.GoldStarTeachers.com/article
Views: 129 Gold Star TEFL Recruitment
Prof. John Rassias, Professor of Languages at Dartmouth College, presents at TEDxDartmouth on April 17, 2010. http://www.dartmouth.edu/~tedx/johnrassias/ John Rassias is a revolutionary thinker in the field of education, who has devoted his life to improving the methodology of foreign language teaching; he is the inventor of the renown Rassias method and an extraordinarily engaging speaker. A native of Manchester, NH, Prof. Rassias graduated summa cum laude from the University of Bridgeport, and, as a Fulbright scholar, studied at the Université de Dijon in France, where he received his doctorate. He also did research at the Sorbonne, studied French drama, and acted in Paris. In 1964, he began a long relationship with the Peace Corps language programs, serving as Director of Language Programs at Dartmouth College, consultant and trouble-shooter for Peace Corps programs throughout the world, and Director of the first pilot program of languages for the Peace Corps in Africa. He joined the Dartmouth faculty in 1965, and adapted the Rassias Method to a new academic community in 1967. Since his approach has been utilized by all language departments (including Chinese, French, German, Modern Greek, Hebrew, Italian, Japanese, Latin, Portuguese, Russian, and Spanish), the number of foreign language majors has steadily increased. This statistic stands out as a startling reversal of the national trend in recent years of declining enrollments in foreign language courses. Teachers in other colleges introducing the Rassias Method report similar renewals of interest. Prof. Rassias is the author of numerous articles; the publisher of The Rams Horn (a journal for teachers of language and culture) and The Rassias Connection (a newsletter of the Rassias Foundation), as well as the author of three text books in French and Greek. He is completing The Unzipped Mind, a book covering different modes of communication, a philosophy of teaching, and comparisons with historical and mythological exemplars. Prof. Rassias lectures throughout the world to various companies and organizations. Topic titles range from Communication in a Perilous World, One Nation Divided by One Language, Love in Eighteenth Century France, to Greek Mythology: Our Past, Present, and Future. About TEDx, x = independently organized event In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
Views: 4547 TEDx Talks
Read my full article here: http://www.mezzoguild.com/chunking-and-language-learning/ I discuss the grammar topic further here: http://www.mezzoguild.com/you-dont-need-to-study-grammar-to-learn-a-foreign-language/ Other resource page mentioned: http://www.mezzoguild.com/tools In this episode I talk a bit more about my 'chunking' technique which I argue is a far more natural way to learn to speak a foreign language than traditional grammar study. I share a simple example from my time in Egypt as a new learner of Arabic. --- For inexpensive Arabic tutors, teachers and conversation partners, I use italki: http://www.mezzoguild.com/italki (sign up here and get a free lesson) --- Subscribe to this podcast on iTunes: https://itunes.apple.com/us/podcast/language-learning-made-simple-the-mezzoguild-podcast/id1156281647?mt=2 And Stitcher: http://www.stitcher.com/podcast/the-mezzofanti-guild/language-learning-made-simple
Views: 13437 The Mezzofanti Guild
I tutor speakers of foreign language online in English. Contact for more details about how to book and more info. Tefl Certified. I also teach on italki, Verbling, Pop On and Cambly. I cover English grammar, pronunciation, vocabulary, speaking, listening, writing, reading, phonetics and a lot more. I tutor students from all over the world from as young as 8 yrs old to adults in their 40s. I work with Beginners to Advanced levels.
Views: 1221 Cacau
In this video, I give a quick run down on the possibilities of teaching ESL without a degree. Is it possible? *What's the salary? *What was my experience teaching? *What are the requirements? *Do I need to speak the local language to teach English? *What are my recommendations for the perfect TEFL course? *Should you take an online or onsite TEFL course? *What's the job interview process like? *How long will it take to get a job? Take it from someone with over a year of experience teaching English in Guatemala - without a degree. I answer all of these questions and more in my new article available on my website right now: https://tmoneytravels.com/no-degree-teaching-overseas/. Check out that article and more over at tmoneytravels.com. It's FREE. If you like this video give it a thumbs up and subscribe to get future updates and information. Thanks! Instagram: tmoney_travels Pinterest.com/tmoneytravels Facebook.com/tmoneytravels Email: [email protected]
Views: 106 Tmoney Travels
The 12th Musicuentos Black Box videocast is based on the following research article: Foreign Language Aptitude and Its Relationship with Grammar: A Critical Overview Applied Linguistics 2015: 36/3 367-384 Peter Skehan St. Mary's University, Twickenham In this episode, we address questions like: What is language aptitude? How is it tested? What does it have to do with metalinguistic knowledge? What does it have to do with type of instruction (implicit vs. explicit)? What does it have to do with feedback? What about the "sensitive period"? And our favorite, what does all this mean for teachers?
Views: 1849 Musicuentos Black Box
English Listening Practice |Learn English Useful Conversation Phrases|Listen English everyday to Improve English listening skills| Sleep Learning| Speaking English Practice | Daily English Conversation
Views: 3425066 Learn English With Calle
https://www.GoldStarTeachers.com - for the latest and greatest English teaching jobs in China. Kirsten talks to Gold Star TEFL Recruitment about her time living and teaching English in the Chinese city of Taizhou. To apply for an English teaching job at Kirsten's school or hundreds of other schools across China, fill in the application form here -- https://www.GoldStarTeachers.com/apply Video interviews -- https://www.GoldStarTeachers.com/videos Written interviews -- https://www.GoldStarTeachers.com/interviews Articles -- https://www.GoldStarTeachers.com/articles
Views: 15201 Gold Star TEFL Recruitment
Learn more about teaching in China: http://www.eslinsider.com/teaching-english-in-asia-guide#china Culture shock and the challenges of teaching abroad: http://www.eslinsider.com/articles/culture-shock-cultural-doodads-that-can-make-you-mad ESL Teacher Interviews http://www.eslinsider.com/interviews http://www.eslinsider.com/blog/26-esl-teachers-offer-advice-on-teaching-english-abroad http://www.eslinsider.com/blog/30-esl-teachers-share-their-challenges-while-teaching-english-abroad _____________________________________________________ ESLinsider serves up fresh resources for ESL teachers: how-to videos, online TEFL courses, interviews with ESL teachers in Asia, ebooks and a blog. You can learn how to teach English with videos, find solutions to classroom problems, and get ideas for your lessons. It also has a blog where you can learn about teaching and living in Asia: Taiwan, China, Korea and Japan. _____________________________________________________ Resources: http://www.eslinsider.com Blog: http://www.eslinsider.com/blog How-to videos: http://www.eslinsider.com/how-to-teach-english-videos Online TEFL courses - effective, efficient + economical http://www.course.eslinsider.com/ Subscribe and Follow: https://twitter.com/ESLinsider http://www.pinterest.com/eslinsider/ http://feeds.feedburner.com/eslinsider/ https://www.youtube.com/user/lipofootoo
Views: 6095 Ian Leahy
TeachingEnglish is the British Council's website for teachers of English: www.teachingenglish.org.uk TeachingEnglish brings together everything busy teachers need for the classroom and the staffroom -- lesson plans and worksheets, teaching tips, web links, teaching articles and lots of information about professional development -- training, conferences and qualifications. The site includes interactive and multimedia material such as teaching videos, blogs, podcasts, discussion forums and polls. It features regular guest contributors -- teachers from around the world and ELT specialists from the UK. The site is organised into four main areas: Try - this collection of resources for the classroom. A vast storehouse of lesson plans, worksheets and other teaching materials from the British Council, the BBC and other major UK publishers. Think - about the way you teach and the principles which underpin your teaching. Articles on methodology, teaching ideas and tips, an ELT glossary and much more. Talk - about your teaching and the issues that concern you. Discuss areas of interest, get advice, keep you own blog and link up with groups of teachers around the globe. Transform - your teaching career. Access training materials, a range of personal development tools, information on UK ELT courses and qualifications and get an in-depth look at specialist teaching areas such as learning technologies, CLIL and Young Learners. You can also follow us on Twitter: http://twitter.com/teachingenglish
Views: 22464 British Council | TeachingEnglish
GLOSS ( Global language Online Support System) lessons are developed for independent learners to provide them with the learning/teaching tools for improving their foreign language skills. Reading and listening lessons are based on authentic materials (articles, TV reports, radio broadcasts, etc.) and consist of 4 to 6 activities. In-depth Feedback accompanies all motivating tasks, providing learners with thorough explanations and tutoring just like an attentive and experienced teacher would do. GLOSS Certificates provide documentation of work accomplished. With more than 7,000 lessons, GLOSS is a valuable resource in maintaining and improving language ability and proficiency.
Views: 232 maria ortenberg
This is a FREE live teacher training session for teachers of English / ESL (English as a Second Language). We will discuss using a newspaper article to provide a variety of rich classroom activities for English and ESL students at various levels. Your host is Matt Purland - teacher, writer, and the man behind http://englishbanana.com. This class will last for approx. 50 mins. You can download the accompanying PowerPoint presentation here: http://www.slideshare.net/englishbanana/free-esl-teacher-training-using-a-newspaper-article-in-class All welcome!
Views: 2965 englishbanana
What is FOREIGN LANGUAGE ASSISTANT? What does FOREIGN LANGUAGE ASSISTANT mean? FOREIGN LANGUAGE ASSISTANT meaning - FOREIGN LANGUAGE ASSISTANT definition - FOREIGN LANGUAGE ASSISTANT explanation. Source: Wikipedia.org article, adapted under https://creativecommons.org/licenses/by-sa/3.0/ license. SUBSCRIBE to our Google Earth flights channel - https://www.youtube.com/channel/UC6UuCPh7GrXznZi0Hz2YQnQ A Foreign Language Assistant (FLA) is an assistant teacher, usually a native speaker, assisting a teacher of modern foreign languages in another country in lessons about the native language of the assistant. The programs are meant to be of benefit for both assistants and pupils. It should help to improve the foreign language skills of the pupils on one hand and is, on the other hand, an opportunity for the assistants to deepen their language skills and their cultural knowledge, as well as a chance to get an insight into a different educational system. In Germany, the responsible institution behind the FLA program is the Educational Exchange Service (Pädagogischer Austauschdienst), which is a governmental institution of the ministers of education of the federal states in Germany that organises and arranges international exchange programs in education on behalf of the federal states. A Foreign Language Assistant either assists teachers in their language lessons or teaches small groups on his/her own. Foreign Language Assistants have to work maximum twelve hours per week, mainly in secondary schools. Tasks vary and include conversation exercises like roleplays, providing sources and interesting information for cultural studies lessons and rehearsing exam situations. The duration of stay is usually eight to nine months.
Views: 19 The Audiopedia