Pronunciation of pisces - how to pronounce pisces correctly. This site uses Copyright © Tim Bowyer 2006-14 • All rights reserved U.S. Patent No. 20040162719 • Howjsay in: Deutsch • Français • Italiano • Español • Requests, Errata etc. DIFFERENCE BETWEEN IDIOMS AND PHRASAL VERBS - Knudge.me Before we get to the difference, let us first discuss what a verb is. A Verb is a word used to describe an action, state, or occurrence, and forms the main part of the predicate of a sentence. Example Verbs- hear, happen, plummet, sit, stand etc. Whereas a Phrasal Verb is a phrase which consists of a verb in combination with either an adverb or preposition or both preceding or succeeding it. phrasal verb = verb + adverb/preposition Example Phrasal Verbs- hold on, zoom in, sit up, look out, answer back etc. Idioms are groups of words in a specific order that form an expression whose meaning is different from that of the usual meanings of its constituent parts/words. Example Idioms- spilling the beans, it takes two to tango, hit the sack, cry over spilt milk, one’s cup of tea etc.
Here's Why French People Can't Do an American Accent - Frenchly Americans, Brits, and — well, just about everyone else who speaks English as a first language — know firsthand the raised eyebrows and blank stares they can receive when making dire linguistic slip-ups in French. The brutality of the French “R,” the tearing-your-hair-out-agony of trying to figure out the difference between the vowel in “pur” and the one in “pour.” *Sigh* We’ve all been there. There are (what feels like) a trillion tiny sounds that distinguish a French accent from an English or American one, and it takes a discerning ear (and a thorough knowledge of the International Phonetic Alphabet) to pick them out. Luckily for you, accent coach Luke Nicholson has done it for you. If you’re trying to perfect your French accent for a Molière scene in acting class or just want a reminder that French people aren’t perfect too (I know, I know, c’est impossible), watch this video to Improve Your Accent.
Weak forms This site uses cookies to help make it more useful to you. Find out more about cookies. Skip to content Weak forms are syllable sounds that become unstressed in connected speech and are often then pronounced as a schwa. ExampleIn the sentence below the first 'do' is a weak form and the second is stressed. What do you want to do this evening? In the classroomStructural words, such as prepositions, conjunctions, auxiliaries and articles are often pronounced in their weak form, since they do not carry the main content, and are therefore not normally stressed. Further links: Need a little more help with your professional development? © British Council, 10 Spring Gardens, London SW1A 2BN, UK © BBC World Service, Bush House, Strand, London WC2B 4PH, UK ShareThis Copy and Paste
Clear Connected Speech Examples and Explanations | Not on CELTA There are several features of connected speechThe way that we modify the basic sounds of words as they com... More in English. It’s important for you to understand them as a teacher so you can help your learners understand when listening to fast speech, and perhaps to produce it too. Your learners don’t need to know the technical names for these, but our connected speechThe way that we modify the basic sounds of words as they com... Want ideas about how to teach pronunciation and connected speechThe way that we modify the basic sounds of words as they com... Consonant-Vowel Linking (Catenation) When one word finishes with a consonant sound and the next word starts with a vowel sound, they usually link. He’s a good boy The last sound of he’s is a consonant, (in this case /z/) and the next word a starts with a vowel sound (in this case the weak vowel, /ə/). She looks up to her mum This time, looks finishes with a consonant sound, /s/, and up starts with a vowel sound, /ʌ/, so they link.
The Present Perfect Progressive Tense (#1), by Dennis Oliver - Free English Grammar Lessons The present perfect progressive tense combines the form of the present perfect (has or have + the past participle)with the form of all progressive tenses (BE + an -ing verb). This is how these forms are combined: As in the present perfect, the subject + have / has isfrequently contracted: Negatives are also formed as in the present perfect--with not. Finally, questions are also formed as in the present perfect: I've been feeling tired. You've been working hard. He's been watching TV. ??? ??? She's been ??? She's been working ???. He's been reading ???. He's been reading a ??? ??? ???
Free Text-To-Speech for US English language and MP3 Download | ttsMP3.com 15 ways of eliciting vocabulary Most of the ideas below can be combined (and in fact need to be!). 1. OppositesThis works for certain adjectives, verbs, nouns, adverbs, determiners etc, e.g. “What’s the opposite of dark/ stop/ an idiot/ suddenly/ few?” 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Most of the ideas below can be combined (and in fact need to be!). 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.
EAP Tutor at Study Group Salary: £28.33 hourly teaching rate Contract Type: Variable Hours (14 hours per week) At Study Group, our students travel from 142 different countries to study on our Higher Education preparatory courses. This is an exciting job opportunity for you to join the EAP team at our Durham University International Study Centre on a full-time permanent contract. Working at Study Group is a unique experience that offers variety, opportunity, and a fast pace. In this job, you’ll deliver our EAP module provision, teaching groups across both our International Foundation Year (Level 3) and the Pre-Masters (Level 6) programmes. Study Group is the leading provider of international education, driving success for our students and partners. Study Group is committed to safeguarding and promoting the welfare of its students, and expects all staff and volunteers to share the same dedication. Study Group processes your information in line with data protection regulations. Customer advert reference: LdToaK40fK
CELTA lesson plans – back to front planning – The Cambridge CELTA Blog Your tutor has just given you the materials you will be using for your next assessed lesson along with some notes. Usually, it will be a section of a coursebook unit along with some suggestions. How do you start preparing? How can you be sure that you won’t be wasting countless hours over a plan which will work AND get good comments? How do most CELTA trainees approach this task? A less effective approach to planning lessons: The least effective approach would be to look at the coursebook first and then start thinking how to plan a lesson around it. With experience and training, this is what you will probably be doing in your daily classroom practice. So, what do you include in your lesson? A 5-stage approach to planning a lesson: In this post, I want to try to show you a simpler 5-step guide as to what you can do to make the most of the otherwise painstaking process of lesson planning. Counterintuitive as it may seem, don’t worry about the coursebook yet. 2. 3. 4. 2. 3. 4. Conclusion:
Free Useful Teaching Resources Here you will find a collection of links to some free useful resources; they're listed in alphabetical order. The links open on a new tab or window. If you find this page useful, PLEASE tell other people about it - you can tweet, send it to Facebook, etc at the end of the page. Most of these resources have been used by me at one time or another, and the links will be constantly updated, so be sure to keep coming back! Apps Any.Do Task ManagerCamera ScanDictionary.comDropboxMacmillan Sounds AppMusixmatch (The best audio player I've tried. Audio Editing and Podcasting AudacityAudioBooPodomaticSound Cloud (record and share)VocarooVoki Blog List (What other teachers are writing...) Delicious DiigoEvernoteLivebindersPearl TreesPocket (formerly Read it Later)Scoop.itStich.ItSymbaloo Browsers Google ChromeMozilla Firefox Business English Copyrights Referencing Generator (how to cite your sources) The Plagiarism CheckerWikipedia explains Creative CommonsCreating Comic Strips Images Mind Mappers Web Design
6 new ways to play a Quizlet Live game - Ditch That Textbook Vocabulary is important for every subject and even more so in the age of high stakes testing. Early on in my teaching career, I moved rather quickly towards using Quizlet to create and manage the vocabulary that my students would need to learn. Quizlet is by no means limited to just vocabulary though; as study questions, diagrams, pronunciation, and pictures make it a powerful tool. Quizlet allows you to turn any picture into a study set, which significantly broadens what you can do with it. Quizlet has several other diagram examples for every subject here. I remember the first time that I played Quizlet Live and it was glorious. As I surveyed the room, all I could do was stand back and smile, knowing that this was a game changer. “Quizlet Live is a free in-class game where students work in teams to learn study sets on Quizlet. Though the students always enjoyed the original gameplay, I began to experiment with different ways of playing. Eleven Cacophony Silent Relay Tag Team Playoffs
Concept Checking Questions (CCQs) – The Ultimate Guide to CELTA When presenting new language we have to be able to check that the students have understood the meaning, one way of doing this is to ask CCQs. Unfortunately our trainees often struggle with CCQs so I am going to attempt to simplify them here for you. Language item: I went to New Zealand last year. Our focus is past simple to talk about something that happened in the past and is now finished so we need to ask questions that confirm the students understand this usage of the past simple. First, let’s consider the facts about this sentence: I am not in New Zealand now.I was not in New Zealand last month.I was in New Zealand last year.We are not sure when last year. Now that we have established the facts, we can turn the 4 facts into CCQs: Am I in New Zealand now? Language item: That must be her brother, he has the same eyes as her. Our target language is “must be” for assumption. Now that we have established the facts, we can turn these into CCQs: Am I 100% sure it is her brother? CCQs: CCQs
Celta trainChecking Understanding – Part 1, Instruction Checking Questions (ICQs)get on board... In our everyday life outside the classroom, when we want to check if we have been understood, the most straightforward thing to do is simply ask ’Do you understand?’, or ‘Do you know what I mean?’. For the most part, people will tell us that they did or they didn’t. If they say they did, we are generally satisfied and move on to the next part of the conversation, and if they say they didn’t, we would usually try to re-explain and then ask again if they are clear. However, in the ESL classroom, and on CELTAs, you will most likely be discouraged from asking these questions. Why is ‘Do you understand?’ 1. Imagine you are a student and the teacher has just asked the class if they understand. 2. Sometimes, especially if students have learnt a particular structure before, or think the activity you are instructing is one they have done before, they may feel that they do understand it. Understanding of what? There are two basic areas in which we may want to check students’ understanding.