Teach English Blog

Good ESL Teachers Accelerate Success

2009-10-23T20:32:00.001-04:00

Good ESL Teachers Accelerate Success

Qualities of Good ESL English Teachers

Good ESL teachers are patient at explaining things. Being comfortable with explaining content and context to students is an essential skill for teachers. Do you like to explain how things work, or how events occurred?

Good teachers have a sense of humor and use humor as part of their teaching methods. Humor, used properly, can be a powerful addition to any lesson. Can you integrate humour into lessons, explanations and stories to help your students learn?

Good teachers like people. ESL student's age ranges from elementary, special education, secondary education, higher education to adults and retirees. Good ESL teachers have a temperament for students in all age ranges.

Good teachers are inherently fair-minded. They assess students on the basis of performance, not on the students' personal qualities, background or culture. Can you measure students performance based on an evaluation criteria equally applied?

Good teachers have common sense. They can size up a situation quickly and make an appropriate decision. There is no substitute for common sense. Can you be fair and communicate your decisions clearly?

Good teachers have a complete understanding of the ESL content they teach in sufficient depth to convey the information in meaningful ways to the students. Are you able to re-present information from several perspectives to help students grasp concepts?

Good teachers set high expectations for their students and hold the students to those expectations. If you are thinking about becoming a teacher, can you set high expectations for yourself, and demand excellence not only of yourself, but your students as well?

Good teachers are detail oriented. Teachers must be organized in their professional and teaching duties. ESL teachers can not take things for granted. This applies to all organizational and instructional duties.

Good teachers are good managers of time. Time is one of the most precious resources a teacher has. Good teachers have learned to use this resource wisely. Can you monitor your time and allocate to priorities and deadlines?

Good teachers can lead or follow. ESL teachers have to shift from "sage on the stage to guide by the side". Sometimes, teachers must be members of teaching teams, committees, groups, councils, and task forces. It is important to have the temperament to function in these capacities. Are you comfortable being a leader or a follower as circumstances require? Can you be constructive with co-workers, team teachers, administrators, and parents?

Good teachers learn to improve their teaching by teaching, by making mistakes, learning from them and improving. Can you be a fair critic of yourself?

Good teachers know that they teach as much from their own actions and behavior as with the content they teach. Do a personal inventory of your own values, personality, preferences and goals. How has your past experience/education prepared you for teaching?

Original Post
http://www.eslincanada.com/good.html

TESOL Awards and Grants

2009-10-23T16:05:00.002-04:00

Frequently Asked Questions

Can I apply for an award or grant online?

No. Most awards allow documents to be sent via e-mail, but there is not an online application form for any award.

Do I need to include the sealed letters of recommendation with my application?
Can the letters of recommendation be sent separately?

Supporting letters of reference must be sealed by the writer and signed across the sealed flap. These letters must accompany the application. Applications that require such support may not be e-mailed or faxed.

When are the application and nomination deadlines?

All applications and nominations must be received on or before November 1, except the James E. Alatis Award for Service to TESOL, which is due September 15.

When are the awards and grants distributed to the selected recipients?

All TESOL awards and grants are recognized and allocated in an awards presentation at TESOL's annual convention. However, several awards provide travel arrangements and convention registrations and are coordinated by the TESOL Awards liaison, the recipient, and TESOL's travel agency 2 months prior to the convention. Further details on each award are provided in the award acceptance letter.

Where should the application and/or nomination be mailed?

Applications and nominations should be sent to:

TESOL
attn: Awards Committee
1925 Ballenger Avenue, Suite 550
Alexandria, VA 22314-6820 USA

If you have further questions regarding the TESOL Awards and Grants Program, please contact TESOL via e-mail at awards@tesol.org.

*********
Blog URL
http://teachenglishblog.blogspot.com/

EgypTesol Convention November 20-21 2009

2009-09-14T23:43:00.003-04:00

The next EgypTesol convention, will be held November 20-21, 2009 at the Triumph Hotel in Heliopolis.

Would you like to share your knowledge by giving a workshop, a demonstration or a paper?

The regular part of the convention is soliciting proposals for: Papers (45 minutes), Demonstrations (45 minutes), Panel Discussions (90 minutes), and Workshops (90 minutes).

At the same time, the Electronic Oasis is soliciting proposals for:

--Demonstrations, which take place within the environment of an Internet/software fair, where a number of computer stations are set in an open area for on-going visitors to drop in at their convenience and view what the demonstrators are presenting in order to learn from their expertise. A demo session is a mini presentation that is to be repeated within the 45 minute time slot allotted.

--Workshops, which are conducted in a computer lab where the presenters provide hands-on training to a number of participants as to any computer-mediated application for language teaching, each seated at a separate PC.

--Presentations, which are held in a room with a seated audience, with a computer and data show available if needed.

To submit, go to http://www.egyptesol.org/ , find the Online Application Center in the left column, and click either on EgypTesol or on Electronic Oasis.

Thanks. See you there.

Gini Stevens

Dr. Inas Barsoum
Associate Dean
Head
Languages and Humanitites Department
College of Management and Technology
Arab Academy for Science and Technology and Maritime Transport
Dokki - Cairo
Egypt

*******
New Blog URL
http://teachenglishblog.blogspot.com/

The Meaning of Tingo

2009-09-01T20:11:00.001-04:00

1) THE MEANING OF TINGO

When photographers attempt to bring out our smiling faces by asking us to "Say Cheese", many countries appear to follow suit with English equivalents. In Spanish however they say patata (potato), in Argentinian Spanish whisky, in French steak frites, in Serbia ptica (bird) and in Danish appelsin (orange).

Do you know of any other varieties from around the world's languages? See more on www.themeaningoftingo.com

The first and most essential word in all languages is surely ‘hello’, the word that enables one human being to converse with another.

allillanchu (Quechuan, Peru)
bok (Croatian)
dumela (Tswana, Zaire)
ei je (Bengali)
goddag (Danish)
helele (SeSetho, Southern Africa)
jambo (Swahili)
kaixo (Basque)
molo (Xhosa, South Africa)
ni hao (Mandarin)
ola (Galician, Spain)
tere (Estonian)
xin chao (Vietnamese)
zdravo (Bosnian)

Does anyone know any others in this vein ?

2) THE WONDER OF WHIFFLING

The Wonder of Whiffling is a tour of English around the globe (with fine coinages from our English-speaking cousins across the pond, Down Under and elsewhere).
Discover all sorts of words you’ve always wished existed but never knew, such as fornale, to spend one’s money before it has been earned; cagg, a solemn vow or resolution not to get drunk for a certain time; and petrichor, the pleasant smell that accompanies the first rain after a dry spell.

Delving passionately into the English language, I also discover why it is you wouldn’t want to have dinner with a vice admiral of the narrow seas, why Jacobites toasted the little gentleman in black velvet, and why a Nottingham Goodnight is better than one from anywhere else. See more on www.thewonderofwhiffling.com

***************
New Blog URL
http://teachenglishblog.blogspot.com/

Use the G R O W Model to organize 2009

2009-06-27T19:05:00.001-04:00

Use the G R O W Model to organize 2009

I do not actually set New Years resolutions. I believe in continuous goal-setting as opposed to creating a `wish-list' on December 31st.

However this year I was happy to discuss the coaching model that I use for goal identification and planning for my clients. It is called the G.R.O.W. model.

This is not just mine. Many coaches use it, or some variant of it. Here is what I use this acronym for and what I explained on CBC Newsworld national TV a couple days ago. I hope you enjoy it and find it useful for self-coaching and also for helping others around you take the next steps on the path to more success.

G – Goals.
What are your new goals and how do they mesh with your current goals already in place? This is where you establish your vision of where you want to be in life. Are those goals SMART (specific, measurable, attainable, realistic and time-based) or as I mentioned in last year's interview, are they BEST (believable, enthusiastic, specific and time-limited)?

R – Reality.
What is your current reality? What is your environment like at work and at home? Where are you now, at the starting point, and why do you want or need to achieve these identified goals?

O – Opportunities.
Some people use this letter for `obstacles', but I prefer the more positive word `opportunities' . What have you tried before that helped or hurt your goal achievement? What opportunities can you take advantage of now, around you, to achieve your goals? Are there courses, books, workshops, seminars, coaches or mentors? Will work subsidize professional development training for you? If you do not ask you will not know what their policy or budget is.

W – Willingness.
Again some other coaches use this letter to refer to the `wrap-up' stage, which is fine, but I prefer to be a little more specific and call it `willingness' . This is the very important stage of figuring out your current motivation for each of your goals. Write them down, from all different areas (financial, health, professional, communicative, etc.) and then assign a number to each one, based on your motivation to achieve it, on a scale of 1-10. Anything less than a 7 will be difficult to achieve at this point. Use your momentum and focus on the top 2 or 3 goals that have an 8 or above answer.

With your new priority list organize an action plan and get to work!

P.S. – There is a giveaway Ebooklet called "How to Achieve Goals" that you can check out here to get advice and understanding on goals: http://stores. lulu.com/ commcoach1 .

Author: Ric Phillips

Toronto ESL English Tutors and Coaches

**********

Blog URL
http://teachenglishblog.blogspot.com/

Using Word-less Films for Student Storytelling

2009-06-24T09:28:00.001-04:00

Using Word-less Films for Student Storytelling

Getting students to talk can be difficult - using silent films gives the class a common experience that they can share - speculate and talk about - without repeating any "heard words".

I have used a cartoon character called Bernard the Bear - originally from South Korea. These are mini-tragedies in the sense that you can tell that he is going to have a disaster and so are good for what do you think is going to happen next.

When you go to the site www.bernardbear.com you have to wait for the flash to load - make sure you have the audio on and can listen to the music and intros - I had problems getting the content pages to appear.

"The Triplets of Belleville" -- an absolutely charming and funny animated film about three mysterious ladies and the Tour de France. It's a French film, but is almost entirely wordless. you can find more info when you search on Amazon :

http://www.amazon.ca/s/ref=nb_ss_d?url=search-alias%3Ddvd&field-keywords=The+Triplets+of+Belleville&x=9&y=20

You can also use Short films with narratives.

The Shaun the Sheep programmes are five minutes long - have a clear narrative structure and have a resolution. They are also witty in a quirky British sort of
way. The free clips are here: www.shaunthesheep.com/clips/ you can use the links to see the DvD's for sale on Amazon.

For a wider range of topics and audience appeal you can use recent Collections of 2005, 2006, 2007, 2008, Academy Award Nominated Short Films. Here is a starter link:

http://www.amazon.ca/Collection-Academy-Award-Nominated-Short

You can also look at the user reviews to gauge the quality, usability and other factors.

Always pre-view the film to make sure it is appropriate for education. Remind the students that they are for education - not entertainment.

****
New Blog URL
http://teachenglishblog.blogspot.com/

Creating Comic Strips Online to Encourage Writing, Reading and Storytelling

2009-05-06T11:19:00.005-04:00

Introducing Make Beliefs Comix

MakeBeliefsComix allows users to create their own comic strips online; it offers 15 fun characters with different emotions, blank talk and thought balloons to fill in with words, and story prompts.

Comics can be printed or emailed. In addition, click on the Writers Prompts button to find ideas that will stimulate students’ imaginations as well as one for graphic Printables on which they can write, draw and express their creativity.

Google and UNESCO selected MakeBeliefsComix as among the world’s most innovative sites to encourage literacy and reading. It is now being used by educators in 180 countries to teach English and other languages.

21 WAYS TO USE MAKEBELIEFSCOMIX IN THE CLASSROOM

1.
At the beginning of each new school year have students create a comic strip talking about themselves and their families or summarizing the most important things about their lives. Let each student select a cartoon character as a surrogate to represent her or him. After students complete their strips, encourage them to exchange their comics with classmates to learn more about each other. Students can also create strips that summarize what their individual interests to help a teacher to learn more about them.
2.
Have students create a comic strip story using new vocabulary words that are being taught. Having students fill in talk or thought balloons for different cartoon characters also helps students practice conversation and language structure in a meaningful context.
3.
Have students break up into pairs or group teams to create their comic strips together. This approach encourages teamwork and cooperation, with students complementing the skills of their colleagues. The site also provides a structure for students to work individually as they create their own cartoon worlds using their imaginations. Look upon the site as a resource for literacy development and to reach out to engage reluctant writers and readers.
4.
Having students fill in talk or thought balloons for different cartoon characters helps students practice conversation and offers a way to practice language structure and vocabulary in a meaningful context.
5.
Create comic scenarios, scripts, or stories for autistic students as a way to teach them different kinds of social behavior and to read emotions by observing the faces of the different characters selected for the cartoons. Says one teacher who works with high-functioning students with autism, "I used the comic strips to create social stories focusing on behaviors we want to modify." Creating cartoons in which the characters speak for the creator also provides a way to help autistic and deaf students to communicate.
6.
Have students who are learning new foreign languages write their text in languages they are studying. In addition to English, the site accepts characters and accent marks from languages such as Spanish, Latin, German, Italian and Portuguese. Additional languages will be added to the site in the future.
7.
Have students print or email their completed comics. Doing so validates the efforts they put into creating the strips and gives them a sense of ownership. The printed cartoons represent their hard-earned efforts and they can add the completed work to their school portfolios or share with friends and family. Think of the student sharing her cartoon with someone important to her and the smile this brings to the face of the recipient. Wouldn't such an experience reinforce learning?
8.
Use the cartoon strips to introduce students to the world of creative writing and the pleasure of using their imaginations more fully. When students create a comic strip, they are also honing their reading and writing skills in addition to tapping into their creativity. The act of creating cartoons allows students to learn in a pleasurable way.
9.
Encourage students to use the comic characters as surrogates for them to talk about and examine their lives, their problems, their challenges and their anxieties. In effect, students can see themselves in the comics they create. The comic strips also allow the students to express their feelings and thoughts about the learning that occurs in the classroom.
10.
Create comic books based on the strips that the students complete. Let the students serialize their comics by creating a new strip each day as part of a continuing story. They can color them, too.
11.
Create comic strips in which students can practice such real-life, practical scenarios such as looking for a job or learning how to interact with a difficult boss or fellow worker. As an example, create a comic in which a student applies for a job. What kinds of questions is the interviewer likely to ask her and what kinds of responses might be appropriate. An individual going to visit a doctor or emergency room can practice vocabulary that will be needed for such an encounter.
12.
Have students use the characters to create comic strips that comment on local or national politics. Perhaps these cartoons can be published in the school newspaper or newsletter.
13.
Create comic strips in the classroom just for the sheer fun of it, and as a way to help students deal with the stress of school and the everyday world. This provides a perfect activity for the end of the school day or week.
14.
After a student completes creation of a comic strip ask him to read aloud or act out the dialogue written for his characters. Doing so gives a student an opportunity and structure to practice public speaking and share thoughts with others.
15.
Have student create a comic in which the characters reflect on a particular experience the student has had, such as dealing with a school bully or with a problem at home or with a friend. The process of creating the strip provides a way for a student to think through and resolve these problems.
16.
Choose a theme for the day, such as My Top 3 Wishes or Ways to Improve the Environment, or focus on a theme for a unit that is being taught that day, and have each class member do a comic strip on that subject. Then have class members share what they have created so that students gain a better understanding of the many ideas and different points of views that their classmates have on a particular topic.
17.
Hold a Family Literacy Night or Day in which parents and students work side by side in your computer lab to create their own comic strips. The students will most likely begin helping their parents with the mechanics of working on the web site, while the parents will be helping the students in vocabulary and spelling. This creates an intergenerational bonding experience and provides a way to parents to share an activity with their children, and for parents and children to communicate more effectively with each other to create something new and imaginative.
18.
Use the strips to create story boards for an original story or to illustrate a book or play being read in class. Or, encourage students to create comic strips that change or go beyond the ending of the book they have just read. If students are creating short stories or novels, for example, they will find that comic strips provide them with a way to experiment with dialog that can be incorporated into their writing of text. The story comic strips can provide the first step in the creation of a much longer written piece of work or project. Or, have students use the comic strip as a book report summarizing or commenting on what they have been reading. You also can use the comic strips to assess students. knowledge of facts they are learning in the units you may be teaching.
19.
In reading a book or story have students in their comic strips assume the roles of two of the characters with each one's personality and voice and have them interact with one another. This helps students better understand the perspective of the characters in the book they are reading.
20.
Use the WRITER PROMPTS feature on this site for ideas for writing assignments in the classroom. Encourage your students to send copies of their writing to MakeBeliefsComix and we will reinforce their efforts by publishing some of their writings submitted on the WRITER PROMPTS blog.
21.
If you don't have regular access to a computer lab for your class, you can use our new feature - MAKEBELIEFSCOMIX PRINTABLES - where you can print out comix templates from this site and pages from my Make Beliefs books and use at home, school and in the office to write on and color - another way to have fun and express all the creativity within you. Just click PRINTABLES.
Above all, have fun!

If you have a suggestion on how to use www.MakeBeliefsComix.com in the classroom, please write to billz@makebeliefscomix.com and we’ll add them to the list with your permission.

**********

Teach English Blog URL
http://teachenglishblog.blogspot.com/

Find Language Teachers Online with Italki

2009-03-31T08:10:00.001-04:00

I am testing the new online language lesson services offered by Italki.

This is a brief synopsis of their services:

With language teachers, you can find the right teacher at a price that's right for you. If you just need some help with your homework or questions you can search for a language tutor. If you want professional private instructor, you can search for a professional teacher.

Check out the Language Teachers section of the website and start learning a language today! You'll likely find better value for your money by hiring a teacher directly, than an expensive language school.

Secure Payment
When you find a teacher you're interested in learning from, you can purchase italki credits (ITC). By using italki credits, you don't have to worry about a teacher showing up or a student that won't pay.

Earn money as a Language Tutor
In addition, if you're interested in earning some extra cash, you can earn some money by teaching your native language.

Free Trial
To help you become familiar with the system and get comfortable with learning from teachers online, you will receive three Free Trial sessions that they can use with any teacher who agrees to offer free trial lessons. This should help you find the teacher who fits your learning style best!

New Chat
You may have noticed we are now using a new in-browser chat system. We hope you'll find this one faster and more useful. Now you'll be able to do group chats, as well as view all of your italki friends in a list. Please let us know what you think of it.

I will update the results of my test as a tutor on the system.

**********

New Blog URL
http://teachenglishblog.blogspot.com/

Business English Grammar Text Recommendations

2009-03-22T07:10:00.001-04:00

Business English Teachers exerpts

1- I have a class of C1 learners and the grammar books that I have (Macmillan Essential Bus. Grammar Builder and Cambridge English Grammar in Use) are too easy for them. The students are scientists (adults in-company) and they want in-depth information about difficult parts of grammar, i.e. Subjunctive past and non-past. I'm looking for a book with clear descriptions and a lot of exercises.

2- I just love CUP Advanced Grammar in Use. I think it is perfect with loads of excercises. If you happen to have the one with the CD attached, even better! The create-test facility is just amazing and so handy for the teachers.

3- I can recommend Longman Advanced Learners' Grammar by Mark Foley & Diane Hall, published by Pearson Education Limited, 2003. This is not specifically for Business English students, but suitable for those preparing for CAE or Proficiency or other similar examinations, or just for advanced students who are not preparing for examinations at all.

I find it really helpful due to the following reasons:
1) it examines the close relationship between grammar and vocabulary
2) has useful word lists, charts and Round ups
3) highlights common errors and areas of potential confusion
4) contains units on text structure and discourse
5) there is a full set of diagnostic tests.

************

New Blog URL
http://teachenglishblog.blogspot.com/

One to One ESL English Language Tutoring

2009-03-21T23:06:00.005-04:00

ESL teachers talk about "One to One ESL English Language Tutoring"

Sometimes the success of one-on-one tutoring depends on the work that a student puts into practice *between* tutoring sessions.

Some years ago, I had a Chinese engineer who was essentially almost incomprehensible even to me, with all my experience of decoding foreign accents. He had all the typical Chinese mispronunciation patterns in the extreme.

This was the case even though he had completed an MA degree at a US university, so had been exposed to English for several years before I saw him as a student.

He recorded each lesson and practiced with it between our weekly tutoring sessions. He also recorded himself while he was talking on the phone, and we worked with the types of things that he had been able to master when focused on pronunciation, but then re-emerged when he was not thinking about them.

We would often record the very beginning of our lesson while we were engaged in regular conversation and then use that recorded segment and the pronunciation problems that turned up in it as the basis for that day's lesson.

With the right tutor, and with sufficient motivation on the student's part to practice rigorously between tutoring sessions one-on-one tutoring can be very beneficial for pronunciation.

*********

I found one-on-one tutoring to be very helpful for increasing speaking fluency, including pronunciation and intonation for several visiting Chinese profesors.

Since they have different goals and needs from my immigrant students, I have put them with tutors in the classroom, and have seen their listening and speaking fluency increase markedly in one quarter (12 hours a week for 11 weeks).

These students came with great reading and writing skills and more grammar than most American college students, but they could barely speak a word.

I had the tutors using conversational fluency activities with the students (one-on-one) and helping them with vocabulary, idioms, pronunciation and intonation.

The daily practice of speaking English for several hours at a stretch with corrective feedback has made a dramatic difference.

**********

Teach English Blog URL
http://teachenglishblog.blogspot.com/

Comparing Communication and Conversation Skills

2009-03-21T15:50:00.001-04:00

What are the English Language Conversation Skills?

English Language Conversation Skills include language abilities, conversation skills, social skills, culture knowledge and non-verbal communication skills.

Non-verbal communication skills are classified as posture, body movements, gestures, facial expressions, proximity and eye contact.

In English speaking countries the non-verbal messages can represent from 25 to 75% of the meaning.

Social skills and culture knowledge can be generalized as "what to say, when to say it, where and why to say it, and most important how to say it".

When learning English Language Conversation Skills ESL students must learn: language abilities, conversation skills, social skills, culture knowledge and non-verbal communication skills. ESL Students need everything if they actually want to converse with native English speakers.

ESL Students can not just learn English vocabulary or English pronunciation as it represents less than 50% of most conversations.

Link to additional information on English conversation skills.

What are some of the Professional Communication Skills?

The ability to add charisma to your speaking and interpersonal communications.

The ability to create initial rapport even on first phone calls or meetings.

The ability to build rapport easily in meetings, networking functions, or conversations.

The ability to use specialized industry or business English using industry-specific vocabulary for accuracy.

The ability to emote the appropriate emotion at the correct level.

The ability to create and deliver persuasive and dynamic presentations and speeches.

The ability to display confident leadership and competent management or knowledge.

Other specialized skills include customer service, handling complaints, conflict management.

There are many similarities between conversation and communication skills. Both are very important. One could generalize that communication skills add extra dimensions to conversation skills. One example: Conversations can transmit information where communication skills can transmit trust.

Toronto ESL English Tutors and Coaches

**********

Blog URL
http://teachenglishblog.blogspot.com/

Oxford University Press Business English Books

2009-03-14T14:14:00.001-04:00

This is not a review or recommendation - just the list of available titles.

Oxford University Press is a department of the University of Oxford and for over 500 years has demonstrated its strong commitment to education worldwide through the quality of its research and publishing.

Business / Professional Catalogue

Basic English for Computing, Revised Edition
Elementary to Pre-Intermediate
A fully revised and updated edition of this popular low-level course.

Big City
3 levels: Elementary to Intermediate
A series of videos combining factual reports and drama for those working, or training to work, in a business environment.

Business Assignments
Advanced / Upper-Intermediate
International business case studies providing 'hands-on' management tasks.

Business Basics International Edition
Elementary (A2)
An international version of the very popular Business Basics (new edition)

Business Basics, New Edition
Elementary to Pre-Intermediate
An updated edition of this complete first course in English for business.

Business Communication Games
Intermediate to Upper-Intermediate
Photocopiable games and activities for students of English for business.

Business Focus
Elementary and Pre-Intermediate
Business Focus equips learners with the English they need to communicate in the workplace.

Business Grammar and Practice
Intermediate to Upper-Intermediate
A grammar reference guide for professional adults, now revised and updated.

Business Objectives International Edition
Lower-Intermediate (Low to mid B1)
A new edition of the best-selling Business Objectives, which has new, up-to-date content as well as a fresh, contemporary design.

Business Objectives Pairwork
Lower-Intermediate to Intermediate
Intensive speaking practice for Business English learners.

Business Objectives, New Edition
Lower-Intermediate
Develops the skills students need to participate in a variety of business contexts. context of everyday business functions.

Business Opportunities
Intermediate
Clear presentation and practice of essential business language.

Business Options
Upper-Intermediate
Helps students with a good working knowledge of English to sound confident and get their message across with greater authority. course that enables professionals to communicate more confidently in English both in and out of the workplace.

Business Result NEW LEVELS
Elementary to Advanced A1 to C1
Business English you can take to work today.

Business Venture with practice for the TOEIC® test
Business Venture 1: False beginner to Pre-Intermediate
A new edition of this low-level Business English course, which provides practice for the TOEIC® test.

Business Venture, New Edition
Beginner to Pre-Intermediate (two levels)
A low-level speaking and listening course in American English.

Business Vision
Intermediate
A contemporary, highly practical language course for professional adults.

Business one:one
Pre-intermediate and Intermediate
The first business course written specifically for one-to-one teaching.

Can You Believe It?
Beginner to Intermediate
Memorable readings from true life combined with idioms and vocabulary development.

Commercially Speaking
Elementary to Pre-Intermediate
A thorough and practical course for students aiming to work in a commercial environment.

Creating Opportunities
Intermediate
A humorous video training package based on the syllabus of the Business Opportunities course.

Essential Business Grammar & Practice
Elementary to Pre-Intermediate
This new Elementary level provides clear explanations and examples of key grammar relevant to lower-level learners, with practice activities based on authentic contexts and opportunities for personalization in each unit.

Express Series NEW TITLES
Intermediate
A new series of short, specialist English courses for professions such as human resources, and marketing and advertising, and work skills such as telephoning, meetings, and presentations.

Going International
Upper-Intermediate
A course which equips students for the competitive environment of international tourism.

Handshake
1 level: Pre-Intermediate
An innovative course in language and communication skills.

Head for Business
Intermediate to Upper-Intermediate
A comprehensive Business English course for learners with little or no experience of the business world.

High Season
Intermediate
A course which develops all-round competence in English.

Highly Recommended, New Edition
Elementary to Pre-Intermediate.
A new edition of this practical communication course for hotel and catering employees.

International Express Interactive Editions
Elementary to Upper-Intermediate
New, interactive editions of the best-selling course for adult professional learners.

Meeting Objectives
Lower-Intermediate
An amusing video training package based on the syllabus of the Business Objectives course.

Oxford Business English Dictionary for learners of English
Intermediate-Advanced (B1-C2)
A new up-to-date Business English dictionary, that gives learners all the help and information they need to do business in English.

Oxford Business English Skills
Intermediate to Upper-Intermediate
A video-based series aimed at improving communicative skills in specific areas.
Effective Presentations; Effective Meetings; Effective Negotiating; Effective Telephoning; Effective Socializing

Oxford English for Careers NEW TITLES
Pre-Intermediate, Intermediate and Upper-Intermediate Mid A2 to B2
Written by industry insiders to prepare pre-work learners for careers in commerce, tourism, nursing, and technology.

Oxford English for Electrical and Mechanical Engineering
Intermediate
Coverage in all four skills with up-to-date technical content.

Oxford English for Electronics
Intermediate
Intermediate. Practice in all four skills for electronics students.

Oxford English for Information Technology
Intermediate to Upper-Intermediate
New edition with new, updated material to keep users up to speed in this fast-moving industry.

Oxford Handbook of Commercial Correspondence, New Edition
Intermediate to Advanced
A revised and updated edition of this comprehensive guide to business correspondence.

Oxford Handbook of Legal Correspondence
Intermediate to Advanced
The essential reference guide to writing effective legal correspondence for non-native speakers.

Oxford Learner's Pocket Dictionary of Business English
Intermediate to Advanced (B1-C2)
A handy pocket-sized dictionary of Business English based on the new Oxford Business English Dictionary for learners of English.

ProFile
Pre-Intermediate to Upper-Intermediate
ProFile teaches students about business and the language of business simultaneously.

Quick Work
3 levels: Elementary to Intermediate
An innovative, flexible, three-level short course in Business English.

Really Learn 100 Phrasal Verbs for Business
Intermediate
A companion volume to Really Learn 100 Phrasal Verbs, focussing on 100 phrasal verbs that are commonly used in business.

Teaching Business English
Gives background to the business learner's world and strategies for approaching the training task. By Mark Ellis and Christine Johnson. Part of the Oxford Handbooks for Language Teachers series.

Tech Talk NEW LEVEL
Elementary, Pre-Intermediate, and Intermediate
A practical course for adult learners working in the international technical sector.

Workshop
Lower-Intermediate
A series of Workbooks offering practical English lessons for school students preparing for work.

************

New Blog URL
http://teachenglishblog.blogspot.com/

Comparing Market Leader with Intelligent Business

2009-02-22T12:32:00.001-05:00

Question

I'm debating between using the Market Leader course books and the Intelligent Business series. I have a lot of experience with the Market Leader, but I have not used the Int. Business course books, but have heard a lot of good things about them.

Response

I have used both of them, I quite like Market Leader. The difference between both, from my point of view, is that Intelligent Business is addressed to an advanced and more knowledgeable students, those who are really into business. However, Market Leader is more attainable for people who are taking a business English class for the
first time, more practical.

Both have excellent listenings. I like a lot Market Leader Workbooks, quite practical, simple and focused on vocab and writing. I find Intelligent Business workbook more difficult.

Both lack grammar focus sometimes , though, but, Market Leader has a book specialised in grammar.

*******

Welcome to Business English Book Reviews

Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.

New Blog URL
http://teachenglishblog.blogspot.com/

Top 10 Business English Texts Version 5

2009-02-22T12:18:00.001-05:00

These lists were presented in 2006 - I am not sure if they are in addition to or alternatives to the earlier two lists. The specific list organizer was not listed

Top 10 Business English Texts Version 5

Communicating in Business, CUP
New Business Matters, Thomson Heinle
The Language of Meetings,
Business English Meetings Instant Agendas, Penguin
Company to Company, CUP
Presenting in English, Thomson Heinle
Effective Presentations, OUP
Email English, Macmillan
Writing Reports to Get Results, Wiley-IEEE
Business Basics, OUP

Original newsletter post
http://groups.yahoo.com/group/besig

Welcome to Business English Book Reviews

Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.

New Blog URL
http://teachenglishblog.blogspot.com/

Top 10 list Business English Texts Version 4

2009-02-22T12:01:00.001-05:00

These lists were presented in 2006 - I am not sure if they are in addition to or alternatives to the earlier two lists. The specific list organizer was not listed

Top 10 list Business English Texts Version 4

1. Presenting in English - Mark Powell
2. Dictation - Davis & Rinolucri
3. Business Basics - Grant and McLarty
4. In at the deep End - Hollet
5. Bus. Obj & Bus. Opp - Hollet
6. Market Leader Series
7. Reward Bus. Resource Packs (" ")
8. Meeting Objectives video & Activity Book
9. International Business English - Jones and Alexander
10. Bus. Communication Games
11. Business Matters - Michael Lewis

Original newsletter post
http://groups.yahoo.com/group/besig

Welcome to Business English Book Reviews

Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.

New Blog URL
http://teachenglishblog.blogspot.com/

The Best Way to Build an Online Classroom

2009-02-21T22:29:00.001-05:00

Sharon Grimes of the Baltimore County Public School systems tells us how to roll out PBwiki to 103,643 students and 8,850 classroom teachers.

We wanted our students to be able to use 21st Century tools in able to collaborate effectively not only with their classmates, but also with peers throughout the district and indeed, the world.

We needed to enhance opportunities for research, writing, and editing for a real life audience and in authentic situations. Our students do not have email accounts.
Safety and security of our K-12 students.

We've created a collaborative environment that allows teachers and students to see multiple models of outstanding writing.

Prior to using the wiki, teachers who wanted to highlight a well-written student response, needed to first copy it and then, make a transparency. Frequently, the text was illegible in places and because of the amount of work involved and time constraints only one or two student models were displayed.

We know from research that the more student models writers see, the more rich and well-written responses we receive. The wiki provides the means for students to view multiple models 24/7 and as a result, to independently assess and improve their written responses. In addition, the collaborative environment facilitates the development of peer review and editing skills.

The content in the wiki is based on current research on comprehension strategy instruction. Each section of the wiki scaffolds use of and responses to one of the comprehension strategies that decades of research show proficient readers use: connecting, questioning, visualizing, predicting and its forward-looking twin: inferring, determining main ideas, analyzing and synthesizing, and employing fix-up strategies.

The collaborative environment allows students to not only learn from one another, but also to have "grand conversations," rich discussions about literature that extend beyond the confines of the classroom.

Training Wikis:
http://bcps23things.pbwiki.com/
and
http://teachingthoughtfullearners.pbwiki.com/

**********

New Blog URL
http://teachenglishblog.blogspot.com/

Motivational Strategies in the Foreign Language Classroom

2009-02-21T21:00:00.003-05:00

A copy of the handout presented by Zoltán Dörnyei (Thames Valley University) to particpants attending the CILT research Forum on Motivation in Language Learning 20th March 1999, London

The truth of the matter is that about 99 percent of teaching is making the students feel interested in the material. (Chomsky, 1988, p 181)

10+1 commandments for motivating L2 learners (Dörnyei and Csizér, 1998)

-Set a personal example with your own behaviour.

-Create a pleasant, relaxed atmosphere in the classroom.

-Present the tasks properly.

-Develop a good relationship with the learners.

-Increase the learner's linguistic self-confidence.

-Make the language classes interesting.

-Promote learner autonomy.

-Personalise the learning process.

-Increase the learners' goal-orientedness.

-Familiarise learners with the target language culture.

-Create a cohesive learner group

Link to:
CILT Research Forum - Motivation in Language Learning
http://www.cilt.org.uk/research/papers/resfor3/dornyei2.htm

**********

Teach English Blog URL
http://teachenglishblog.blogspot.com/

ESL in Canada Directory of ESL English schools teachers tutors classes lessons university colleges high schools, Business English, Canadian ESL English as a second language study programs, education coaching, consulting services, resources, homestay, visas, study information and advice across Canada, North America

The Travel Language Culture Network organizes special student group prices, special education events and activities to help provide visitors with both fun and informative programs. TLC recommendations assists students with travel, language, culture, immigration, employment, shopping, homestay and professional services.

Sentence Master Games helps students write English sentences, practice their English grammar and improve their English writing.

TESOL France FAQ Page

2009-02-08T18:13:00.001-05:00

TESOL (Teachers of English to Speakers of Other Languages) France, an affiliate of TESOL Inc. and IATEFL, is a non-profit organization of teachers of English in France.

TESOL France purposes are to stimulate professional development, to disseminate information about research, books and other materials related to English, and to strengthen instruction and research.

TESOL France regularly organizes high quality events which are opportunities to keep up-to-date with current trends in teaching, to share knowledge and experiences and to meet and network with other teachers.

TESOL France operates through an Executive Committee responsible for, amongst other things, organizing events, publications and membership. But we also have correspondents in the different sectors (primary, university, etc.) who keep us informed of the preoccupations and needs of their sector.

Once in France, don't hesitate to get in touch with TESOL France to find out about upcoming events.

It's a great way to meet other teachers from all the different teaching sectors, to learn new techniques, to ask questions, and to refresh your ideas.

TESOL France email: tesol@enst.fr

TESOL France's postal address
TESOL France Telecom ParisTech
46 rue Barrault
75634 Paris Cedex 13

For additional info
http://www.tesol-france.org/FAQ.php5

**********

Teaching Lessons Materials and Resources for teachers Blog URL
http://teachenglishblog.blogspot.com/

Asian English for Specific Purposes Journal

2009-01-28T11:10:00.001-05:00

Introducing the Asian English for Specific Purposes Journal.

The Asian ESP Journal studies the structure and development of English across the globe, and in particular, its relationship to the special and specific purposes of English. This is a peer reviewed online Journal specializing in English for Specific Purposes in Asia.

Topics such as the following may be treated from the perspective of English for Specific Purposes: second language acquisition in specialized contexts, occupational needs assessment, ESP curriculum development and evaluation for growing areas of ESP such as:

English for Academic Purposes
English for Specific Purposes
Business English
Nursing English
Flight Attendant English
Hotel Industry English
Global EIL English
Legal English
Research-in-Progress
Tourism English

The journal invites works on ESP materials' preparation, teaching and testing techniques, the effectiveness of various approaches to language learning within the ESP context, and teaching of ESP within the culture of the learning zone.

The journal welcomes articles that identify aspects of ESP that are both growing and needing growth development, as well as areas into which the practice of ESP is being expanded.

Link to Submissions for 2009
http://www.asian-esp-journal.com/submissions.php

**********

Teaching ESL Blog URL
http://teachenglishblog.blogspot.com/

Basic Telephone Training Texts

2009-01-27T18:43:00.001-05:00

Basic Telephone Training Texts

LTP have a text called Basic Telephone Training (ISBN 0 906717 42 6).

LTP is usually very reliable.

There is also Effective Telephoning from OUP (Jeremy Comfort) ISBN:
0-19-457090- 8

"Telephone Gambits" by the Public Service Commission of Canada is also
excellent.

ISBN: 0-660-10658-2
Catalog #: SC 83-99-5000-1102

How to Phone Effectively by Rene Bosewitz and Robert Kleinschroth incl. CD
Publisher: rororo
ISBN 3-499-61456-1

Drop Them a Line by Bryan Hemming
Publisher: rororo
ISBN 3-499-61463-4

Welcome to Business English Book Reviews

Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.

Blog URL
http://teachenglishblog.blogspot.com/

Top 10 Business English Texts Version 3

2009-01-27T18:40:00.001-05:00

These lists were presented in 2006 - I am not sure if they are in addition to or alternatives to the earlier two lists. The specific list organizer was not listed.

Top 10 Business English Texts Version 3

1. How to Teach Business English (Frendo)
2. 100 Phrasal Verbs for Business (Oxford)
3. Business Vocab in Use (all levels - Mascull)
4. English for Business Communication (Sweeney)
5. Intercultural Resource Pack (Utley)
6. Business Builder Series (Emmerson)
7. Essential Business Grammar and Practice - A2 - B1 (Duckworth)
8. Business Grammar and Practice - B1+ (Duckworth)
9. Oxford Business Skills series
10. Oxford Business English Dictionary.

Original newsletter post
http://groups.yahoo.com/group/besig

Welcome to Business English Book Reviews

Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.

Blog URL
http://teachenglishblog.blogspot.com/

Top 10 Business English Texts Version 2

2009-01-27T18:36:00.001-05:00

This list was first presented in 2006

Version 2

Common European Framework of Reference for Languages:
Learning, Teaching, Assessment
Council of Europe
Cambridge University Press, 2001

Business Vocabulary in Practice
Harper Collins 2004

English for Business Studies
Ian MacKenzie
Cambridge University Press, 1997, 2002

Intelligent Business
Tonya Trappe, Graham Tullis
Pearson Education, 2005

International Legal English
Amy Krois-Linder
Cambridge University Press, 2006

The Corporation
Joel Bakan
Simon & Schuster, Inc, 2004

Management and Marketing
Ian MacKenzie
Thomson ,1997 (LTP)

Financial English
Ian MacKenzie
Thomson, 1995

Presenting in English
Mark Powell
Thomson, 2002

Business Matters
Mark Powell
LTP 1996 Thomson 2004

The In Company series
MacMillan

Original newsletter post
http://groups.yahoo.com/group/besig

Welcome to Business English Book Reviews

Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.

Blog URL
http://teachenglishblog.blogspot.com/

Top 10 Business English Texts Version 1

2009-01-27T18:30:00.001-05:00

This list was first presented in 2006

Version 1

1. Market Leader- the whole shebang- Practice Files, Test Books, Videos the best
2. Business Objectives with Pairwork and Video
3. New Business Matters plus video- never fails
4. Everyday Business Writing ( Longman) -very practical and unstuffy
5. Business Grammar and Practice ( Oxford )
6. Big City Video ( Oxford )-
7. Business Builder ( McMillan )- covers a lot of ground in three volumes
8. Executive Listening ( Nelson )- extensive listening for a change
9. Management and Marketing ( Thomson ) - something for everyone
10. Key Terms in People Management ( York ) - unique

Original newsletter post
http://groups.yahoo.com/group/besig

Welcome to Business English Book Reviews

Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.

Blog URL
http://teachenglishblog.blogspot.com/

Welcome to Business English Book Reviews

2009-01-27T18:10:00.001-05:00

Welcome to Business English Book Reviews

Business English Book Reviews will list opinions, suggestions, how to use, extra exercises, comparisons, experiences and uses for and by business English teachers.

Business English Book Reviews Blog Disclaimer
This blog uses original and reprintable articles in whole or part. Posts can be edited for spelling, grammar, accuracy, fairness or to meet ever changing legal publishing standards. We post one link to indicate the original post or source. We rely on the accuracy of the sources. This blog is not responsible for errors or omissions or any liability for any posts or any real, imagined, fabricated, current, past or subsequent damages. For additional info: best.international.teacher (at) gmail (dot) -com-

Re-Posted to Teach English Blog
http://teachenglishblog.blogspot.com/

Hearing With Your Face

2009-01-27T10:19:00.001-05:00

"How your own face is moving makes a difference in how you 'hear' what you hear," says Takayuki Ito, a senior scientist at Yale University.

The movement of facial skin and muscles around the mouth plays an important role not only in the way the sounds of speech are made, but also in the way they are heard according to a study by scientists at Haskins Laboratories, a Yale University affiliated research laboratory.

Journal reference:
Takayuki Ito, Mark Tiede, and David J. Ostry. Somatosensory function in speech perception. Proceedings of the National Academy of Sciences, 2009
DOI Link: http://dx.doi.org/10.1073/pnas.0810063106

Some language teachers believe that:

- Language involves the physical interaction between people.

- What you do changes what you hear.

- Seeing faces helps focus the actual communication act and its meaning in context.

- Language is both a whole brain and body activity.

- the brain face eye connection is very complex in humans.

- Visual cues effect hearing.

- One hears someone speaking better when the see the person speak.

- One learns to produce sounds better when seeing them spoken.

Haskins Laboratories is an independent, international, multidisciplinary community of researchers conducting basic research on spoken and written language. Exchanging ideas, fostering collaborations, and forging partnerships across the sciences, it produces groundbreaking research that enhances our understanding of - and reveals ways to improve or remediate —speech perception and production, reading and reading disabilities, and human communication.

Link to the Yale University - Haskins Press release
http://www.haskins.yale.edu/newsrelease/HNR_Ostry02.html

**********

Teaching Lessons Materials and Resources for teachers Blog URL
http://teachenglishblog.blogspot.com/