A recipe for a happy class, by David aged 11.
English
My recipe for a happy class

Ingredients:

  • 1 pinch of sharing
  • 1/2 cup of confidence
  • 1 table spoon of enjoyment
  • 6 tea spoons of cheerfulness
  • 5 oz of communication
  • 1/2 kg of good looks
  • 250 g of cooperation
  • 10 g of behaviour
  • 1 kg of discipline
  • 1 really nice teacher (grated)
  • 500ml of kindness

Method:

  1. Mix the confidence, communication and cooperation together in a large bowl.
  2. Add the enjoyment, the cheerfulness and the good looks to the mixture.
  3. Beat together the behaviour, the discipline and add to the mixture.
  4. Bake the cake at 200 Celcius degree in a round tin 15 cm deep and 45cm in diameter for 1 week.
  5. Once the cake is baked, take it out of the oven and sprinkle the teacher on top.
  6. The cake makes 10 helpings.
by David, aged 11.
0
How to Use Dice on the Lessons of English
English
1. Use dice to encourage students to choose the activities to practice.

2. Use dice to choose the groups/pairs for students' speaking practice.

3. Use dice in conjunction with book exercises.

4. Use dice to learn verb tenses, irregular verbs, word buidling suffixes, prefixes and words with them (noun, adjectives, verbs, adverbs), antonyms, synonyms, collocations, idioms, phrasal verbs, linking words, set expressions, proverbs, famous people quotations, etc.

5. Use dice for Grammar Board Games.

6. Use dice to choose the level of difficulty in games.

7. Use dice to assign bonus points.

8. Use dice to decide who goes first in presentations.

9. Use dice to encourage students to create sentences.

10. Use dice to encourage students to find out how many more questions they should answer to leave the class.

What kind of other ideas with DICE do you know?
+1
Just some ESL ideas
English
When my students don't understand why they need to use Reported Speech, I suggest them write something like that:
She asked me if I liked strawberry icecream but she gave me a fish that is alive and nothing else.
She asked me if I liked peanut butter but she gave me a fried snail and nothing else.
She asked me if I liked ice cream soda but she gave a fresh carrot and nothing else.
She asked me if I liked a spicy spanish burrito but she gave me a fresh chili pepper and nothing else.
She asked me if I liked chips but she gave me a fresh slice of garlic and nothing else.
She asked me if I would like pancakes with polyfloral honey but she gave me a sour broccoli soup and nothing else.
She asked me if I liked lemonade but she gave me a dried lemon and nothing else.
Please, remember! NEVER, NEVER, NEVER ask your students to rewrite their exercises, writing again and again.
It ruins appetite, their burning desire for getting new skills and knowledge.
Better suggest them choose from 5 different tasks and ask what kind of tasks they would like to complete. Some really diligent students will complete them all. Some will do only some part. NEVER, NEVER, NEVER correct more than 2 mistakes/errors/typos in works of schoolchildren and more than 4 mistakes/errors/typos in works of adolescents. Avoid too much criticism and judgemental thinking!
Encourage your students to believe that learning languages can be captivating, positive, challenging but thought-provoking and thrilling! Help them build up their confidence and belief in themselves!
+2
Funny and weird Future in the Past
English
I keep looking for the quizzes, exercises and puzzles which can help me to improve my students' skills. Here is one hilarious task which is one of my favourites.
You may suggest your students create as many funny sentences as possible. Ask them to unleash their fantasy, help them be energized with enthusiasm and way to go!
I have some other curious, funny, weird and even hilarious exercises for training Direct and Indirect (Reported) Speech. I am going to share my ideas in another thread. Please, provide your ideas, share with us something new, provocative, controversial and interesting what you would have wanted to share but had been too humble to suggest. Every joyful idea is welcomed!

He asked:”What would you do if you were a celebrity?”
He asked me what I would have done if I had been a celebrity.
He asked:”What would you do if you were a pilot?”
He asked:”What would you do if you were a panda?”
He asked:”What would you do if you were a chocolate consultant?”
He asked:”What would you do if you were a tea taster?”
He asked:”What would you do if you were a dog surfing instructor?”
He asked:”What would you do if you were a fortune cookie writer?”
He asked:”What would you do if you were a LEGO builder?”
He asked:”What would you do if you were a destination wedding photographer?”
He asked:”What would you do if you were a creature designer?”
He asked:”What would you do if you were a waterslide tester?”
He asked:”What would you do if you were a professional zombie”
He asked:”What would you do if you were a professional ghost?”
He asked:”What would you do if you were a Netflix tagger?”
He asked:”What would you do if you were a mystery shopper?”
He asked:”What would you do if you were a paradise island caretaker?”
He asked:”What would you do if you were a Disney Imagineer?”
He asked:”What would you do if you were an ice cream taster?”
He asked:”What would you do if you were a freelance food blogger?”
He asked:”What would you do if you were a Pixar animator?”
+2
Help us produce more quality content
English
Help us produce more quality content by supporting us with donations. (The yellow button is for supporting developers).
Click «Read» button to see the PayPal link.
PayPal.ME — Olga Ilinichna Berelkovskaya
0
Best Longman-Pearson Textbooks (Pronunciation)
English
Something that I have heard about:

Focus on Pronunciation 1,2,3 + CD, +CD-ROM
Lane Linda
Pearson Education
Series: Focus on Pronunciation

The new edition of Focus on Pronunciation 1 gives beginning to high-beginning students the tools, tips, and techniques they need to speak clearly, accurately, and fluently. All aspects of pronunciation are included – consonants, vowels, stress, rhythm, and intonation. The variety of activities and flexible, accessible style make learning fun.
How to Teach Pronunciation
+ Audio CD
Kelly Gerald
Pearson Education
Series: How to Teach…

* Provides detailed analyses of key topics such as vowels, consonants, stress and intonation, with a variety of sample lessons for each topic.
* Includes a photocopiable Learner's Reference Chart of English Sounds, a breakdown of common pronunciation errors, and pronunciation and spelling tables.
* Audio CD with spoken examples of sounds, words and phrases from the book bringing the theory to life.

Sound Advantage: Instructor's Manual. A Pronunciation Book
An instructor's manual to accompany a book that focuses on those elements that are essential for successful pronunciation: stress; intonation; individual sounds; linking; reductions; ellipsis; consonant replacements; and inflectional endings.
Longman Pronunciation Dictionary
+ CD-ROM
John Wells
Pearson Education
Series: Longman Dictionary

This new third edition of the Longman Pronunciation Dictionary gives students detailed guidance on over 225,000 pronunciations. Fully revised for 2008, it includes new words such as iTunes, Skype andTikrit. This new edition also includes the brand new Longman Pronunciation Coach CD-ROM which gives students practical help to improve their own pronunciation.

Need help with pronunciation?

The Longman Pronunciation Dictionary:
• Helps students with over 225,000 pronunciations in both British and American English using the International Phonetic Alphabet
• Helps students with intonation by showing the stress patterns of thousands of compounds and idioms
• User-friendly graphs show the preferred pronunciations of British and American speakers, based on extensive research by Professor Wells

NEW — now with the Longman Pronunciation Coach CD-ROM
• Students can listen to the pronunciation of all entries in British and American English, then record and check their own pronunciation
• Self Study Lab — Students can learn the International Phonetic Alphabet and practise their pronunciation with thousands of interactive exercises and feedback from Professor Wells
• Teachers' Resource Centre provides you with downloadable exercises for use in class
Any other textbooks??
0
Why do we strive for perfection...
English
Why do we strive for perfection if it is not attainable?
Teachers, learners, what do you think?
0
Pronunciation Quizzes, Exercises, Tests
English
The only good book on pronunciation I know is «Test Your Pronunciation» from Longman Pearson.
(Actually, I am crazy about all their books in this textbook series: Test Your Grammar And Usage For FCE, Test Your Idioms, Test Your Listening, Test Your Phrasal Verbs, Test Your Prepositions, Test Your Professional English Accounting, Test Your Professional English Business Full Set, Test Your Professional English Hotel and Catering, Test Your Professional English Law, Test Your Professional English Management, Test Your Professional English Marketing, Test Your Professional English Secretarial, Test Your Reading, Test Your Verbs, Test Your Vocabulary Full Set and many others).
There is a similar textbook series from Collins: Work on Your Grammar, Work on Your Vocabulary, Work on Your Phrasal Verbs, Work on Your Idioms, Work on Your Handwriting, Work on Your Accent (video, audio, textbook). But I don't really like this series from Collins. Their Idioms, Vocabulary and Phrasal Verbs textbooks (all levels) are amazing, but their pronunciation book is not really a great one.
I do really like the site «Improve Your Accent» from the pronunciation coach Luke, but his lessons are quite expensive.
Do you know some good textbooks, manuals or video courses which are highly professional, useful and help to improve skills drastically? Especially something like «a real» Pronunciation Coach.
+2
The name of the approach/method
English
There is a method in teaching languages when we suggest that our learner use a different Tense/vocabulary in the same context.

For instance, we have some text which is written in Present Simple Tense:
The ball is on the floor. It is a red ball. It is a rubber ball. The baby looks at the ball. The cat looks at the ball. The cat is black. The cat walks over to the ball. The cat hits the ball with its paw. The ball rolls on the floor. The baby smiles.
We suggest that our learner read this text out loud, then read again, but having changed the tense, for instance, use Past Simple:
The ball was on the floor. It was a red ball. It was a rubber ball. The baby looked at the ball. The cat looked at the ball. The cat was black. The cat walked over to the ball. The cat hit the ball with its paw. The ball rolled on the floor. The baby smiled.
Then it would be cool to use Present Continuous where it is possible:
The ball is on the floor. It is a red ball. It is a rubber ball. The baby is looking at the ball. The cat is looking at the ball. The cat is black. The cat is walking over to the ball. The cat is hitting the ball with its paw. The ball is rolling on the floor. The baby is smilling.
Then it would be good to use Past Continuous where it is possible:
The ball was on the floor. It was a red ball. It was a rubber ball. The baby was looking at the ball. The cat was looking at the ball. The cat was black. The cat was walking over to the ball. The cat was hitting the ball with its paw. The ball was rolling on the floor. The baby was smilling.
Then some consistence:

The ball is on the floor. It is a red ball. It is a rubber ball. The baby looked at the ball. The cat had looked at the ball. The cat is black. The cat walked over to the ball. The cat hit the ball with its paw. The ball was rolling on the floor and the baby was smilling.
Then we suggest that our learners change some words in the initial text, like that:
A balloon is in the air. It is the purple balloon. It is the rubber balloon. The toddler looks at the balloon. The kitten looks at the balloon. The kitten is fluffy. The kitten jumps to the balloon. The kitten hits the balloon with its paw.The toddler smiles. The balloon bursts in the air. The toddler cries. Granma buys a purple balloon for her toddler and a rubber ball for her kitten.
At the very end the text should be changed completely:

A purple balloon was in the air.The toddler was looking at the purple balloon which had been hit by her fluffy kitten with its paw while it was jumping to the balloon. The balloon burst in the air making the toddler cry. Grandma has bought the rubber ball for her kitten and the purple balloon for her child.She said that those toys were awesome.
Do you know how this approach is named by chance? Have you heard anything about this approach?
+4
Critical Thinking/Philosophical/Puzzling Courses
English
Do you know any good Critical Thinking/Philosophical/Puzzling Courses in English on Coursera?
I wanna puzzle myself.
I have found pretty interesting questions for discussions, like, «Why is beauty associated with morality?», «Will the world come to an end by human hands?», «Do we control technology or is technology controlling us?» «Will stricter laws make a better world?» «Moral and Legitimate, Illegitimate and Immoral, Immoral but Legitimate, Moral but Illegitimate» but I am interested in more chicken VS egg questions. Looking forward to your constructive comments, guys.
+2