The English Learners' Blog

A blog for English learners and their teachers everywhere, initiated in 2010 with the contribution of students from the Jagiellonian University in Krakow, Poland. More about me on the On-line Profile below. Welcome!

Join Pearson’s “6 STEPS to Exam Success” Online Training Program (February-April 2019)

6 Steps to Exam Success

This training program aims to support teachers and their students with a holistic approach to exam preparation. Cambridge exam experts, consultants, authors, trainers and experienced teachers will provide a holistic view on successful exam preparation, taking us through the basics and all the way to final exam success.  

Here are the speakers and the agenda. You can use this link to register. See you there!

Lindsay Warwick

Lindsay Warwick

Lindsay is a teacher, trainer and materials writer. She has been teaching general English and exam preparation courses for over twenty years.

She is a CELTA trainer and has delivered teacher development courses in the UK and abroad on topics such as train the trainer, using technology in the classroom and helping learners to prepare for exams.

She is co-author of Gold Preliminary B1, Gold Experience B1 and B2+, Expert IELTS 6 and Pearson’s new general English series Roadmap (A2 and A2+).

Step 1: Understand your exam

20th February, 2019

Any teacher helping students to prepare for an exam needs to understand the exam at hand.

In this webinar, we’ll look at key tasks in Cambridge exams, the theory behind them, common difficulties with those tasks and how learners can overcome them. We’ll also look at changes to the Cambridge Preliminary/Preliminary for Schools and Key/Key for Schools exams coming in 2020.

Step 2: Balance your teaching

27th February, 2019

For some learners on an exam course, their main goal is to develop their language skills so they can communicate better. For others, passing the exam is their main goal.

In this webinar, we’ll look at ways that we can deliver lessons so we both develop a learner’s language skills and prepare for the exam. We’ll look at techniques and activities that help us to find the right balance and meet every learner’s needs.

Philip Warwick

Philip Warwick

Phil has been involved in ELT since 1988, working in a variety of countries such as Italy, China, Brazil and Czechia and teaching all types of students from prep school students in a school just outside Hastings to designing materials and teaching scientific writing to Czech scientists for an EU-funded project in Brno.

He’s currently academic manager for a UK based summer school with centres in London, Brighton, Oxford, Cambridge and Canterbury and for an English project in Ilia State University in Tbilisi, Georgia.

In between these commitments Phil works as a teacher trainer for Pearson English, and is never happier than when he can step back inside a classroom, which he does in his friend’s language school in Brno as often as time allows.

Step 3: Monitor progress

6th March, 2019

Students need to have a clear idea of what their strengths and weaknesses are when it comes to passing exams and in order to do this, teachers need to have clear strategies for each skill tested.

This webinar will look at building exam strategies and identifying progress points. This will allow teachers to offer valid guidance and supervision whilst differentiating between the skills and parts of the exam so that they can review key concepts and track students’ progress.

Step 4: Give feedback

13th March, 2019

A good teacher plays many roles but when it comes to exam preparation probably one of the most important is that of language coach. If a teacher cannot deal with student performance and implement further practice through delivering valid feedback then students will suffer.

This webinar will look at the coaching cycle and how teachers can utilise it to evaluate student performance so that they can provide different forms of feedback and give prompts and tips for improvement.

Billie JagoBillie Jago

Billie has been working in the ELT industry for 7 years, teaching in more than 7 countries, including China, Spain and Italy.

Billie has taught all types of students, from 1:1, to large classes of up to 70. She has spent the last few years focusing on teaching exams and creating course content, and now works as a teacher and teacher trainer in Cambridge.

In between this, Billie is currently completing her DELTA qualification.

 

Step 5: Motivate your students

20th March, 2019

Whether a short course or long course, exam students can easily become demotivated.

This webinar offers strategies and tips on how to maintain student enthusiasm in a positive classroom environment.

We’ll be looking at techniques on how to avoid repetition and motivate students of mixed abilities and skill sets, by looking at how to add variety to common task types and providing the opportunity for these activities to become more student-centred.

John Wolf

John Wolf

John is a MA graduate in Applied Linguistics and DELTA graduate.

For the first part of his teaching career he worked in language schools, teaching mainly younger learners and teenagers, and eventually branched out into other areas of EFL instruction, including exam English, business English, and teacher training.

Currently he works as an international teacher trainer and university lecturer, which provides him with plenty of opportunities to create and search for new ideas for teachers and students.

Step 6: Enjoy your course

26th March, 2019

Teaching exam courses puts a lot of pressure on teachers. We strive to make the experience enjoyable and fruitful, not only for the learners but also for the teacher.

In this webinar I will be sharing some strategies for teaching exams with enjoyment. These include: managing exam practice, readying your repertoire, delegating task creation and finally – deflating the pressure.

Amy Malloy

Amy Malloy

Amy Malloy is a writer and editor, and the founder of No More Shoulds, teaching mindfulness for healthier, kinder minds.

With 15 years’ experience in teaching, assessment and educational publishing, she now combines this first-hand understanding with certified training in wellbeing practices to help educators and students find inner calm in a stressful world.

Mindfulness for pre-exam stress

3rd April, 2019

The reality of modern English teaching means exams hold higher stakes than ever: a new career, a higher education place, even a new country of residence.

This webinar looks at how mindfulness, the practice of paying conscious awareness to the present moment, allows us to calm the effect of such stress-inducing situations on our thoughts and feelings by actively shifting our relationship with stress. In turn, our students can find it easier to meet exams with a calm, clear head.

We will demystify mindfulness practice, take a straightforward look at the neuroscience behind stress in exam situations, and explore practical mindfulness exercises you can carry out with your students.   

Filed under: ■ Conference Speakers, ■ How to Learn Languages, ■ Stress, ■ Talks & Conferences, ■ Teachers

Teachers Recommend: Enrich Your English Vocabulary

Welcome back from holiday!

The first post in 2016 comes from the teachers at the school Solo Idiomas in Madrid.

Here’s what teachers there recommend:

Solo Idiomas

1. In order to enhance your speaking skills, the first thing you have to do is create a comfortable environment for “language immersion”. If you have never been to an English speaking country, try to combine different activities:  read blogs, articles, listen to music you like (don’t forget to pay attention to lyrics, as you can learn some new colloquial expressions from them), watch series and TV shows in English. These are effective ways to learn expressions that you may not find in textbooks. While practicing any of the activities above, try to guess the meaning of words from their context before looking them up in the dictionary.

2. If you try to memorize words out of context, one by one, it will be a bit challenging to use them naturally in the flow of speech. It is very important to learn how to use collocations, as English words have a lot of meanings depending on their usage with verbs and prepositions.

 Once you have added new words to your vocabulary, try to use them as often as possible, make up questions and sentences for extra practice. You may also find it helpful to make notes of synonyms as well as antonyms when you record new words, to expand your vocabulary. This will help you distinguish between general and more specific meanings of words.

3. Use monolingual dictionaries (English-English dictionaries). You will expand your vocabulary in a very effective way if you use monolingual dictionaries instead of a bilingual ones. Surely it will take a bit more time to find the right definitions, but you will learn a lot of synonyms and your speech will gain in accuracy.  Plus, it is a great way to “dive” into language. The more you investigate new language, the more confident you will become. Some of the most popular online dictionaries are Merriam-Webster, Oxford and Longman.

4. Create a memo book to write down the new words. It may sound boring for you to write down words to learn, but organizing your personal word lists is an activity which definitely will help you expand the number of words in your active vocabulary. I would suggest that you stick to a certain routine – it is much more efficient to practice English 30 minutes every day than 2 hours at the weekend. Choose which way is suitable for you: either write the words in alphabetical order, or combine them thematically. You can also use your tablet or phone to organize your vocabulary.

5. Remember that all these techniques are particularly useful if you practice English with a friend or tutor. That’s why we recommend that you join a conversation English class or a regular English meeting in your city. 

*****

So, if you find yourselves in Madrid, you are welcome to pay a visit to Solo Idiomas.

If you may find yourselves in Krakow this January, it is worth checking out this invite from the American Consulate:

U.S. Consulate Krakow Language Club  
The Consulate is pleased to continue the second edition of the English Language Club for Polish high school and university students. Each week the club will focus on a new discussion topic drawn from important issues of the day. The goal of the club is to give English language learners an opportunity to develop their speaking skills in an informal setting. All levels of English are welcome. Participants must register in advance to participate in an English Language Club session. Complete information is available on the Consulate website.

 

 

 

Filed under: 5►LEARN MORE FROM:, ■ How to Learn Languages, ■ School, ■ Teachers

Breaking the language barrier | Tim Doner | TEDxTeen 2014

Laguage in its sense, in essence, represents a cultural world view. And if I can impart you with anything today […] it’s this:

you can translate words easily but you can’t quite translate meaning.

Illustration by Dawn Kim/TED | ideas.ted.com

Featured illustration by Dawn Kim/TED

 

During the past few years, I’ve been referred to in the media as “The World’s Youngest Hyperpolyglot” — a word that sounds like a rare illness. In a way it is: it describes someone who speaks a particularly large number of foreign languages, someone whose all-consuming passion for words and systems can lead them to spend many long hours alone with a grammar book.

But while it’s true that I can speak in 20 different languages, including English, it took me a while to understand that there’s more to language than bartering over kebabs in Arabic or ordering from a menu in Hindi. Fluency is another craft altogether.

I began my language education at age thirteen. I became interested in the Middle East and started studying Hebrew on my own. For reasons I still don’t quite understand, I was soon hooked on the Israeli funk group Hadag Nachash, and would listen to the same album every single morning. At the end of a month, I had memorized about twenty of their songs by heart — even though I had no clue what they meant. But once I learned the translations it was almost as if I had downloaded a dictionary into my head; I now knew several hundred Hebrew words and phrases — and I’d never had to open a textbook.

I decided to experiment. I spent hours walking around my New York City neighborhood, visiting Israeli cafés to eavesdrop on people’s conversations. Sometimes, I would even get up the courage to introduce myself, rearranging all of the song lyrics in my head into new, awkward and occasionally correct sentences. As it turned out, I was on to something.

IF THE STANDARD OF SPEAKING A LANGUAGE IS TO KNOW EVERY WORD — TO FEEL EQUALLY AT HOME DEBATING NUCLEAR FISSION AND CLASSICAL MUSIC — THEN HARDLY ANYONE IS FLUENT IN THEIR OWN NATIVE TONGUES.

I moved on to Arabic, which I’d study every morning by reading news headlines with a dictionary and by talking to street vendors. After that it was Persian, then Russian, then Mandarin … and about fifteen others. On an average day, I’d Skype with friends in French and Turkish, listen to Hindi pop music for an hour and eat dinner with a Greek or Latin book on my lap. Language became an obsession, one that I pursued in summer classes, school, web forums and language meet-ups around the city.

By March of 2012, media outlets such as the BBC and The New York Times featured stories about me, “The Teen Who Speaks 20 Languages!” For a while, it was a fantasy; it made what many thought of as a bizarre hobby seem (almost) mainstream, and gave me a perfect opportunity to promote language learning.

After a while, though, my media “moments” felt more like gruesome chores than opportunities to spread the word. Most news shows were interested only in the “dancing bear” act (“You wanna learn more about the Middle East? Cool… Say ‘you’re watching Channel 2’ in Arabic!”) As lighthearted as that might have been, it left me with an uncomfortably personal lesson in modern media: when the goal is simply to get the viewers’ attention, the real importance of a story often gets lost in translation.

When I was beginning to discover languages, I had a romanticized view of words like “speak” and “fluency”. But then I realized that you can be nominally fluent in a language and still struggle to understand parts of it. English is my first language, but what I really spoke was a hybrid of teenage slang and Manhattan-ese. When I listen to my father, a lawyer, talk to other lawyers, his words sound as foreign to me as Finnish. I certainly couldn’t read Shakespeare without a dictionary, and I’d be equally helpless in a room with Jamaicans or Cajuns. Yet all of us “speak English.”

My linguistics teacher, a native of Poland, speaks better English than I do and seems right at home peppering his speech with terms like “epenthetic schwa” and “voiceless alveolar stops”. Yet the other day, it came up that he’d never heard the word “tethered”. Does that mean he doesn’t “speak” English? If the standard of speaking a language is to know every word — to feel equally at home debating nuclear fission and classical music — then hardly anyone is fluent in their own native tongues.

Reducing someone to the number of languages he or she speaks trivializes the immense power that language imparts. After all, language is the living testament to a culture’s history and world view, not a shiny trophy to be dusted off for someone’s self-aggrandizement.

Language is a complex tapestry of trade, conquest and culture to which we each add our own unique piece — whether that be a Shakespearean sonnet or “Lol bae g2g ttyl.” As my time in the media spotlight made me realize, saying you “speak” a language can mean a lot of different things: it can mean memorizing verb charts, knowing the slang, even passing for a native. But while I’ve come to realize I’ll never be fluent in 20 languages, I’ve also understood that language is about being able to converse with people, to see beyond cultural boundaries and find a shared humanity. And that’s a lesson well worth learning.

Watch Breaking the language barrier, Timothy Doner’s talk at TEDxTeen 2014.

Filed under: 0►TRUST, 3►SPEAK▼, ■ How to Learn Languages

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