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Getting students to use more complex functional language. An expanded version of an article of mine just published in English Teaching Professional magazine as Keep Moving On Part One – available here on TEFLtastic for free! One of the best language learning tips that I have used and passed on is to stop using something as soon as you know how to do so well, and move onto something else. For example, as soon as you can use the equivalent of “In my opinion” or “Can I have…?” In the language that you are studying, you should push yourself to try out “In my honest opinion” or “Is there a… that I can have?” , until you are also comfortable with that new form and so ready to move on again. This should work as well for functional language like those two examples as it does for grammar and vocabulary, but for some reason many students seem to really get stuck on forms like “I think…” and “I don’t like…” however well other parts of their language progress.

. – Ban basic phrases like “In my opinion,…” from the classroom or from a particular activity. Getting more complex language from your students Part Two. The follow up to this article, also published in English Teaching Professional. Given the likelihood that your students often communicate with people who have a lower level of English than they do, there is much to be said for even intermediate-level students getting some practice in simplifying their language in order to accommodate the people they are speaking to. However, even in the “English as a Lingua Franca” world in which we live, I still think our main emphasis should be on persuading our students to move quickly on from language they know well to something more ambitious.

This is especially so when they are in the perfect place to try something new – in our classrooms. For one thing, even students who usually communicate with other non-native speakers often say that interacting with native speakers is their main challenge, and trying to use the kinds of tricky language that native speakers do is the best way of remembering it and making sure you really understand it. Teacher Talking Time. A consequence of this was the belief that the teacher’s presence in the classroom should be reduced. Why reduce TTT? Strategies for reducing TTT Positive uses of TTT Conclusion Why reduce TTT? Many training courses based on CLT insisted that teacher talking time (TTT) was counterproductive and that teachers should reduce TTT for a number of reasons: Excessive TTT limits the amount of STT (student talking time). If the teacher talks for half the time in a 60 minute lesson with 15 students, each student gets only 2 minutes to speak. Strategies for reducing TTT The over-use of TTT is often the product of the under-use of communicative techniques in the classroom.

Other common strategies for reducing TTT include: Using elicitation rather than explanation. Positive uses of TTT In recent years, approaches other than CLT have suggested that TTT may not always be counterproductive and can be used to good effect. Personalised presentations. Conclusion There are advantages and disadvantages to TTT. TBLT Dorathy. Role-play. IntroductionWhat is role-play? Why use role-play? Tips on successful classroom role-playBibliography IntroductionIncorporating role-play into the classroom adds variety, a change of pace and opportunities for a lot of language production and also a lot of fun! It can be an integral part of the class and not a 'one-off' event. If the teacher believes that the activity will work and the necessary support is provided, it can be very successful. However, if the teacher isn't convinced about the validity of using role-play the activity "will fall flat on its face just as you expected it to" (Gillian Porter Ladousse 1987).

Therefore, if you think positive and have a go, you may be pleasantly surprised! What is role-play? Imaginary people - The joy of role-play is that students can 'become' anyone they like for a short time! Imaginary situations - Functional language for a multitude of scenarios can be activated and practised through role-play. Why use role-play? Role-play can be a lot of fun. Realistic Lateral Thinking Puzzles.

Lateral Thinking Puzzles, unlike most puzzles, are inexact. In a sense, they are a hybrid between puzzles and storytelling. In each puzzle, some clues to a scenario are given, but the clues don't tell the full story. Your job is to fill in the details and complete the story. Obviously, there is usually more than one answer to any given puzzle, but, in general, only one solution is truly satisfying.

You can try solving these puzzles on your own -- that's certainly a legitimate way to go about this -- but usually you can have more fun if you involve other people. The way this works is, you look at the answer (maybe you want to try the puzzle on your own first!) , then read just the clues to your friends. Warning: For some reason, these puzzles have a tendency to be rather morbid. The scenarios given on this page are realistic, if unlikely.

Conversation Questions for the ESL/EFL Classroom. If this is your first time here, then read the Teacher's Guide to Using These PagesIf you can think of a good question for any list, please send it to us. Home | Articles | Lessons | Techniques | Questions | Games | Jokes | Things for Teachers | Links | Activities for ESL Students Would you like to help? If you can think of a good question for any list, please send it to us. If you would like to suggest another topic, please send it and a set of questions to begin the topic. Copyright © 1997-2010 by The Internet TESL Journal Pages from this site should not be put online elsewhere.Permission is not required to link directly to any page on our site as long as you do not trap the page inside a frame. Once we upload a page, the page remains online and the URL will not be changed.

Trinity training online teacher support. Trinity : Login. Portada - Bluedoor. Examen Trinity College: Nivel 12 | Traducir&Co. Trinityc.pdf. Trinity College | Aula Abierta | Gestión Educativa. AULA ABIERTA es un centro examinador de TRINITY COLLEGE LONDON (centro registrado Nº 47594). Este reconocimiento a la formación del inglés nos otorga la capacidad de preparar a nuestros alumnos para la obtención de uno de los exámenes internacionalmente más prestigiosos y que permite acreditar tu nivel de conocimiento en lengua extranjera, siendo ya solicitado como requisito para acceder a múltiples opciones en el ámbito de la educación y en el mundo del trabajo. Te invitamos a que conozcas la posibilidad de obtener tu diploma TRINITY COLLEGE a partir de una formación pensada a medida y con el objetivo de que aprendas inglés respondiendo a las necesidades de su uso práctico.

¿De qué me sirve obtener el Diploma del TRINITY COLLEGE? Trinity College London es ya oficialmente miembro de pleno derecho de la Association of Language Testers in Europe (ALTE). ¿En qué consisten los exámenes del TRINITY COLLEGE? ¿Qué diferencia hay entre el GESE y el ISE? ¿Cómo puedo prepararlo? Trinity College London - Spain - Espa a. Bienvenidos a Trinity College London en España Ante una información a veces errónea sobre nuestros certificados, nos gustaría señalar que:Trinity College London y sus exámenes gozan de la acreditación oficial de Ofqual y sus homólogos en el Reino Unido y forman parte del Marco Nacional de Certificaciones a su vez incluido en la EQF (European Qualifications Framework- Marco Europeo de Cualificaciones).Nuestros exámenes de inglés GESE e ISE están calibrados externamente con el Marco común europeo de referencia por un estudio liderado por la Universidad de Lancaster, líder mundial en el campo de la evaluación, estudio que duró 2 años y ganó varios premios.Trinity es miembro de pleno derecho de la Association de Language Testers in Europe (ALTE), la asociación internacional más importante en el campo de la evaluación de lenguas, junto con EALTA, del cual Trinity también es socio.

No todos los miembros de ALTE tienen para sus exámenes la más alta calificación otorgada, la Marca Q. Trinity College London - Sesiones de Certificaci n/Acreditaci n - Sesiones SELT. TRINITY EXAMS | WELCOME. Los pruebas de Trinity son exámenes exclusivamente orales dirigidos a estudiantes de habla no inglesa y están enfocados especialmente a evaluar el grado de corrección y soltura con los que un alumno puede comunicarse en inglés, de acuerdo al grado de conocimientos exigidos en su nivel. Son entrevistas individuales con examinadores, específicamente entrenados y cualificados, donde el alumno debe demostrar su habilidad para comunicarse. Todos los niveles de Trinity están homologados por el Marco Común Europeo de Referencia para las Lenguas del Consejo de Europa, para asegurar la consistencia y los estándares de aprendizaje de lenguas extranjeras modernas en todos los países miembros del Consejo. Los exámenes de Trinity llevan funcionando desde 1880. Todos los estudiantes progresan de forma diferente, y las pruebas aseguran que haya un grado para cada nivel.

Hay doce grados en Trinity que están divididos en cuatro etapas. Temario Temario Temario Temario Temario Temario Me gusta: Me gusta Cargando... Blog de Pilar Torres: Nivel B2 Inglés: Acreditaciones válidas. Ante las consultas que me estáis realizando, quiero desde aquí despejar ciertas dudas: El profesorado que imparta áreas no lingüísticas en centros bilingües en Andalucía ha de tener acreditado mínimo un nivel B2 del MCERL. Así se indica en el preámbulo del Real Decreto 1594/2011, de 4 de noviembre, por el que se establecen las especialidades docentes del Cuerpo de Maestros que desempeñen sus funciones en las etapas de Educación Infantil y de Educación Primaria reguladas en la Ley Orgánica 2/2006, de 3 de mayo, de Educación (BOE nº 270 de 9 de noviembre de 2011) que dice "También resulta novedosa y merece destacarse la exigencia de nuevos requisitos a los maestros de centros públicos y privados cuyos proyectos educativos comporten un régimen de enseñanza plurilingüe, a quienes se les obliga a acreditar un nivel B2 del Marco Común Europeo de referencia para las lenguas".

Certificación TRINITY: pruebas GESE 8 e ISE II (ambas equivalentes al nivel B2). 2. 3. 4.


Barry Tomalin blog 9: teaching the body language. Body language is an important aspect of intercultural communication and using video allows you to observe the body language in action. I classify body language as follows. * Facial expressions. This includes eye contact, smiling etc. * Gestures: arms folded, arms by the sides, arms waving about etc. * Posture: how people stand, whether they lean forward or sit back, are relaxed or stiff. * Proximity: how close people stand to each other * Dress: How do people dress?

* Location: Where does the interaction take place? And here's an activity I use with a new DVD based programme called EUROPE AT WORK ( Set up the video unit ready for showing on a DVD player. 1 Divide the class into groups. 2 Explain the task. 3 Play the DVD unit WITH THE SOUND MUTE. 4 Elicit from each group what they have observed. 5 If you want, ask them to predict the topic of the conversation and also predict the mood. 6 Play the DVD again, this time with the SOUND UP. 9 At the end, ask the three questions.