EFLMaster Community - Teaching | تدریس http://eflmaster.com/ Threads and resources related to teaching are here عناوين و منابع مربوط به تدريس در اين بخش قرار دارند fa Fri, 10 Sep 2010 16:32:50 GMT vBulletin 60 http://eflmaster.com/images/misc/rss.png EFLMaster Community - Teaching | تدریس http://eflmaster.com/ Yet another 15 ways of boosting your teaching confidence http://eflmaster.com/threads/1905-Yet-another-15-ways-of-boosting-your-teaching-confidence?goto=newpost Thu, 02 Sep 2010 16:16:09 GMT Written by Alex Case | November 2008 *1. Take a promotion* Although a time when you feel like you have no idea anymore what you are doing in the... Written by Alex Case | November 2008

1. Take a promotion
Although a time when you feel like you have no idea anymore what you are doing in the classroom might not seem like the best time to try telling other people what they should be doing, in fact for someone who got more confused the more experience they had it is a great way of finding out that you do in fact know what to do and are just overcomplicating things. People coming to you for advice, an excuse to wear a better suit, your own office etc are also great ego boosts even for people who think they are immune to such effects.

2. Meet up with some ex-students
Ex-students are almost always more positive than present ones, and ones that want to meet up are self-selecting as people who will be even more encouraging than most. They may also be able to tell you something that contradicts your negative internal voice telling you that “They don’t even need this language anyway” or “They’ll just forget it the minute they leave the class”.

3. Meet up with some ex colleagues or fellow trainees
Like twins separated at birth, it can be amazing how people who have been working in different countries and/ or different kinds of schools can be going through exactly the same kinds of problems as you at around the same point in their career.

4. Share your problems
There is a slight chance that telling the wrong kind of boss could just make them spot weaknesses in your teaching that they wouldn’t have spotted for themselves, and so just increase the kind of criticism and increased supervision that you least needed. Otherwise, I have met very few teachers and managers who didn’t at least make me feel better by listening to me whinge. Other possibilities include TEFL forums, where most cries for help get at least one person saying “That’s just what I wanted to ask”. You might also find that friends and family can give good advice on how to get a perspective on your difficulties due to actually being removed from the TEFL world.

5. Play games
Even if you know that some of the students have asked for more error correction rather than more games, their smiling faces while they are actually playing are bound to have a subconscious positive effect on your mood.

6. Give some more free classes
One shock that many people don’t expect when they move on from teaching CELTA practice classes is that suddenly you have paying customers and so they are not as forgiving as people who were getting their classes for free and knew that the teachers were just beginners. You can get back the positive feeling of your TEFL course by doing a conversation exchange or volunteering to teach refugees.

7. Back to basics
E.g. go back to PPP, even if you don’t believe in it anymore, as at least it gives you a feeling of control and getting smoothly through the lesson. When you have got your confidence back, you can then return to experimentation.

8. Try something completely new
This is the complete opposite of the tip above, but can be effective if you do it with an attitude of “It might work, and even if it doesn’t at least I know that it is because I am experimenting rather than yet another attempt at something I have failed at before.”

9. Stick to reading about practical ideas
Potential problems with reading more theoretical stuff are that it might make you lose confidence in how you are teaching, and that difficulty in understanding it or even just concentrating on it might hit your picture of yourself as a serious and professional teacher (even if it is the fault of the turgid academic writing style). Practical ideas also have more chance of having an instant positive impact on your classes.

10. Have realistic expectations
Meaning about both how fast your students can improve and how fast you can improve certain parts of your teaching skills. For example, ask teachers you observe how long it took them to get certain parts of their teaching up to a certain level.

11. Brainstorm other things that are holding up your students’ progress
This will both give you ideas on how to help them and take away the emphasis as the teacher as a main cause of progress or lack of.

12. Find a short cut to improvement
Meaning improvement in their English level and/ or improvement in how smoothly things go in class. Possibilities include starting to use L1 in class, giving them a worksheet with the language they never understand (such as classroom instructions) translated, a boss or receptionist explaining your classroom methods and reasons for them, and giving them self-study materials and tips.

13. Put off/ take a break from the things you can’t do
If you still can’t explain the Past Continuous or phrasal verbs, skip it and come back to it later in the year when you are bit more experienced, are feeling more confident, and the students have a slightly higher language level and so can understand more.

14. Get the students doing what you usually do
E.g. get them to read the grammar explanations from the textbook, give out printed instructions for games, and get them to give presentations using the same whiteboard and/ or software as you use. You can observe how they do it (helping you to develop and giving you an ego boost), and they can put themselves in your shoes and so hopefully be a bit more forgiving.

15. Try a different level
Low levels tend to more forgiving and attached to their teacher and at higher levels at least you don’t have to worry about grading your speech too much. If the level is entirely new for you, it should also take away any false expectations that you should be an expert from day one.

]]> Teaching | تدریس Greight http://eflmaster.com/threads/1905-Yet-another-15-ways-of-boosting-your-teaching-confidence Advice for Becoming Certified to Teach English Before You Leave for A Foreign Country http://eflmaster.com/threads/1891-Advice-for-Becoming-Certified-to-Teach-English-Before-You-Leave-for-A-Foreign-Country?goto=newpost Tue, 31 Aug 2010 17:13:59 GMT When a reader wrote in to ask, “I wonder what you have to offer in the way of advice for becoming certified to teach before I leave for some other... When a reader wrote in to ask, “I wonder what you have to offer in the way of advice for becoming certified to teach before I leave for some other country from the USA?” I couldn’t help but take the time to respond a bit to a person poised on the brink of such a potentially life-altering event as this. The reader further added, “Do you think that an online TEFL course would suffice, or would it be better to do a CELTA course?” What a loaded question that is. Can’t you just picture the trouble I could get into answering that one? Here’s some of what my response contained plus a few additions.

CELTA or TEFL?
While a good TEFL (Teaching English as a Foreign Language) course from a reputable school or institute can be a tremendous boost in preparing you for the rigors and challenges of ELT (English language teaching) abroad, my preference is towards the CELTA (Certificate in English Language Teaching to Adults). The quality of TEFL certificate courses can vary considerably and great care should be taken in selecting a TEFL certificate course. Personally, I recommend an official CELTA course first while in the USA, Canada or the UK for a more than a couple of good reasons.

First - CELTA training will provide you with well-founded teaching tools and skills that will stand you in good stead once you begin teaching. The CELTA course is rigorously monitored so quality is highly constant across a variety of different schools, institutions and organizations that offer it.

Second - The CELTA is recognized world wide as a solid EFL (English as a Foreign Language) teaching credential, meaning that your English level is high and that you have proven knowledge of English language teaching techniques. It also indicates that you have in fact practice taught at satisfactory levels and that you understand learner needs and how to approach them, among other essential ELT basic skills.

Third - Almost all officially recognized CELTA programs have job placement services for their graduates, which means you can land your first job before you leave the USA. You'll have local contacts provided for you and the reputation of the school behind you as well. You may even be able to get leads on a second or even third position from your CELTA course provider as time ticks on if you need a change. This offers an excellent introduction to teaching while helping to minimize elements of the "culture shock" often experienced during your first overseas job.

Fourth - A CELTA course is designed to prepare you for the realities of teaching EFL abroad to learners who may know little or no English. With the confidence and ability to teach English to foreign learners without a knowledge of their L1 is an important skill that will often place you head and shoulders above many other "local" English teachers who frequently rely heavily on use of the learners' L1 (first language).

Fifth - Taking the CELTA in the USA, an English-speaking country, will enable you to start preparing your own "care package" of materials before you leave for your new job. It happens that many locations where we find ourselves teaching English simply do not have an extensive array of materials available. At home in the USA however, virtually any materials you'd like to use is not only available in abundance, but is usually dirt cheap as well.


Source: bettereflteacher.blogspot.com

]]> Teaching | تدریس Greight http://eflmaster.com/threads/1891-Advice-for-Becoming-Certified-to-Teach-English-Before-You-Leave-for-A-Foreign-Country What is a Language Teacher? http://eflmaster.com/threads/1889-What-is-a-Language-Teacher?goto=newpost Tue, 31 Aug 2010 17:00:03 GMT Prof. Larry M. Lynch At a recent English Language Teaching or ELT conference, when I asked, “What is a language teacher?” a cornucopia of... Prof. Larry M. Lynch

At a recent English Language Teaching or ELT conference, when I asked, “What is a language teacher?” a cornucopia of responses ensued. Many were quite verbose, others shorter and simpler, many rambled. For both EFL teachers and ESL or foreign language students, the definition of a language teacher is useful in determining what qualities to seek or strive for when studying English or a foreign language.

It was TEFL linguistics researcher Costas Gabrielatos in 2002 who defined the term “language teacher”. Here is his definition and how it is interpreted.

A Language Teacher is: A person who teaches language.

With this definition he also defined the three major aspects that constitute a language teacher. Here are those three aspects and their respective principal components.


1. A language teacher is a person (or personality) who demonstrates the qualities of:
  • Balanced control and Flexibility in teaching and conducting class activities, being neither overly “tyrannical” nor overly permissive
  • Being Neat and Organized in person and preparation
  • Being Well-groomed to provide an example for student dress and behavior
  • Being Authoritative in the performance of all teaching aspects based on a combination of knowledge, training, practice and experience


2. A language teacher is able to teach combining methodology, knowledge & skill. The language teacher:
  • Has In-depth Knowledge of the language being taught. It is unfortunate that in many foreign countries there exist numbers of English language “teachers” whose knowledge of English is questionable at best or non-existent at worst. If you are an English as a foreign language teacher, strive NOT to be one of those.
  • Uses a Variety of Techniques to transfer knowledge, skills and abilities in the language to students and learners
  • Has Knowledge of materials that can be successfully applied to the teaching and learning of the language being taught
  • Knows Implication of theory to practice, development and use of the language being taught


3. A language teacher has knowledge of the Language and its Use. This implies knowledge of:
  • Grammar and specialized structure of the language being taught
  • the Language History and how it impacts current use and structure of the language
  • Idioms and Expressions in the language both in current and previous use colloquially
  • Ability to discern levels and needs of students of the language to enable each learner to receive the best methods and approaches to learning that are possible

So, what is a language teacher? A language teacher is a person who teaches language and all that that entails. As language teachers or language learners, there are standards to be upheld and quality to be maintained. These serve for the benefit of all.

]]> Teaching | تدریس Greight http://eflmaster.com/threads/1889-What-is-a-Language-Teacher 9 Reasons Why You Should Use Songs to Teach English as a Foreign Language http://eflmaster.com/threads/1888-9-Reasons-Why-You-Should-Use-Songs-to-Teach-English-as-a-Foreign-Language?goto=newpost Tue, 31 Aug 2010 16:51:31 GMT Prof. Larry M. Lynch Language teachers can and should use songs as part of their classroom teaching repertoire. Songs contain authentic language,... Prof. Larry M. Lynch

Language teachers can and should use songs as part of their classroom teaching repertoire. Songs contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They can provide valuable speaking, listening and language practice in and out of the classroom. Some key reasons songs can work exceedingly well in the foreign language classroom include the following:

1. Songs almost always contain authentic, natural language
This often contrasts the contrived, stilted language found in many student texts. Of course songs can also go to the other extreme by using overly crude, foul or otherwise objectionable language. With careful screening, an extensive library of usable songs for language learning can be compiled.

2. A variety of new vocabulary can be introduced to students through songs
Looking to boost student vocabulary with useful phrases, vocabulary and expressions? Songs are almost always directed to the native-speaking population so they usually contain contemporary vocabulary, idioms and expressions.

3. Songs are usually very easily obtainable
Cibemba and Silozi non-withstanding, songs are usually not that difficult to obtain. Local sources may be available including the students themselves. There’s always the internet which can connect you with song downloads in all but the most obscure languages.

4. Songs can be selected to suit the needs and interests of the students
In English especially, so many songs are available that selection of songs with suitable themes, levels and vocabulary is not at all difficult. Allowances can also be made for complexity or simplicity of language, depending on the students, by selecting and using suitable songs.

5. Grammar and cultural aspects can be introduced through songs
Most if not all songs have a recurring theme or story. So excerpting cultural elements is usually a possible, but often overlooked aspect of using songs. I still use “Hit the Road Jack” sung by the late Ray Charles to illustrate spoken contractions. He uses spoken contractions is virtually every line of the song.

6. Time length is easily controlled
Whether you have an hour, 30 minutes, or only 15 minutes or so, a song can be used in the course of a planned lesson. Use of songs is very flexible.

7. Students can experience a wide range of accents
A good thing about songs is that you can expose the students to many different kinds of English. British English, American English, Caribbean English are all widely available through songs. Accents too are well represented by songs from different regions and in a variety of types and formats. Gospel, soul, R & B, Pop, Rock, Reggae, Jazz and other styles change not only accents, but vocabulary and usage too.

8. Song lyrics can be used in relating to situations of the world around us
Songs have been used as vehicles of protest for civil rights, workers rights, even prisoner’s rights along with an untold number of other causes. They’ve expounded on pollution, crime, war and almost every social theme or cause. We won’t even mention how many songs are about, related to or explore the theme of sex.

9. Students think songs are natural and fun
Well actually they are, aren’t they? Fun, even silly songs abound in English. Some singers actually made a career out of them. (Ray Stevens, anyone?) They make offbeat, fun changes of pace with classroom use.


These are only some of the many reasons songs are useful in the language learning classroom. They contain authentic language, are easily obtainable, provide vocabulary, grammar and cultural aspects and are fun for the students. They provide enjoyable speaking, listening, vocabulary and language practice both in and out of the classroom.

So EFL, English as a foreign language, ESL, English as a Second language and foreign language teachers should all consider using songs as a regular part of their classroom activities.

]]> Teaching | تدریس Greight http://eflmaster.com/threads/1888-9-Reasons-Why-You-Should-Use-Songs-to-Teach-English-as-a-Foreign-Language 75 ESL Teaching Ideas http://eflmaster.com/threads/1873-75-ESL-Teaching-Ideas?goto=newpost Sun, 29 Aug 2010 12:05:35 GMT Introduction
These are the ideas included in Hall Houston's Random ESL Idea Generator. Perhaps you will find it useful to print out this list and refer to it from time to time.


The ideas
1. Alter the pacing of your class. If you rush through your class at full speed, slow things down and take time to ask your students two personal questions based on the materials you are using. If you tend to proceed at a snail's pace, prepare some additional activities and push yourself to accomplish more than you usually do.

2. Ask a student to demonstrate a dance, and assist the student in explaining the movements in English.

3. Ask students to name as many objects in the classroom as they can while you write them on the board.

4. Ask students to present to the class a gesture that is unique to their own culture.

5. Ask students to write one question they would feel comfortable answering (without writing their name) on an index card.

6. Collect all of the index cards, put them in a bag, have students draw cards, and then ask another student the question on that card.

7. Ask your students if there are any songs running through their heads today. If anyone says yes, encourage the student to sing or hum a little bit, and ask the others if they can identify it.

8. Assign students to take a conversation from their course book that they are familiar with and reduce each line to only one word.

9. At the end of class, erase the board and challenge students to recall everything you wrote on the board during the class period. Write the expressions on the board once again as your students call them out.

10. Begin by telling your students about an internal struggle between two sides of your personality (bold side vs. timid side OR hardworking side vs. lazy side), providing a brief example of what each side says to you. After a few minutes of preparation in pairs, have students present their struggles to the class.

11. Bring a cellular phone (real or toy) to class, and pretend to receive calls throughout the class. As the students can only hear one side of the conversation, they must guess who is calling you and why. Make the initial conversation very brief, and gradually add clues with each conversation. The student who guesses correctly wins a prize.

12. Bring a fork, knife, spoon, bowl, plate and chopsticks (if you have them) to class, and mime eating some different dishes, letting students guesses what they are. Then let your students take a turn.

13. Bring an artifact from the student's culture to class, and ask them questions about it.

14. Bring in some snacks that you think your students haven't tried before, and invite the students to sample them and give their comments.

15. Call on a student to draw his or her country's flag on the board, then teach him or her how to describe the flag to the class (It has three stripes...).

16. Choose one topic (food, sports) and elicit a list of examples (food - chicken, pudding, rice). Then have your student come up with the most unusual combinations of items from that list(chocolate-beef or wrestling-golf).

17. Collaborate with your students on a list of famous people, including movie stars, politicians, athletes, and artists. Have every student choose a famous person, and put them in pairs to interview each other.

18. Come to class dressed differently than usual and have students comment on what's different.

19. Copy a page from a comic book, white out the dialogue, make copies for your class, and have them supply utterances for the characters.

20. Copy pages from various ESL textbooks (at an appropriate level for your students), put them on the walls, and have students wander around the classroom and learn a new phrase. Then have them teach each other what they learned.

21. Copy some interesting pictures of people from magazine ads. Give a picture to each student, have the student fold up the bottom of the picture about half an inch, and write something the person might be thinking or saying. Put all the pictures up on the board, and let everyone come up and take a look.

22. Describe something observable in the classroom (while looking down), and tell students to look in the direction of what you described.

23. Draw a map of your country or another country that your students know well. By drawing lines, show students where you went on a trip, and tell them about it. Then call on several students to do the same. The trips can be truthful or fictional.

24. Draw a pancake-shape on the board, and announce that the school will soon be moving to a desert island. Invite students one by one to go to the board and draw one thing they would like to have on the island.

25. Draw a party scene on the board, and invite students to come up and draw someone they would like to have at the party.

26. Empty a bag of coupons onto a table, and have students find a coupon for a product that they have no need for.

27. Experiment with how you write on the board, altering your writing style, the size of the letters, the direction you write, and the color of the chalk/pens.

28. Explain to your students what it means to call someone a certain animal (dog, pig, fox) in English, and then ask them what these mean in their languages.

29. Fill the board with vocabulary your students have encountered in previous classes (make sure to include all parts of speech), and get them to make some sentences out of the words.

30. Find out what famous people your students admire, and work together with the class to write a letter to one of them.

31. Find out what your students are interested in early on in the semester. Go to the Internet from time to time to collect articles on these subjects for students to read during the class period.

32. First, instruct your students to write on a slip of paper the name of one book, CD, or movie that changed them in some way. 31. Collect the papers, call out the titles, and ask the class if they can guess who wrote it. Finally, let the writer identify him or herself, explaining his or her choice.

33. Give each student a piece of chalk/pen and tell them to fill the board with pop song lyrics. Then put them in pairs, and get them to use the words on the board to create a new dialogue.

34. Give students a reward (such as a candy or a sticker) each time they take the artificial language in your textbook and turn it into an authentic question or comment about someone in the class.

35. Hand a student a ball of yellow yarn. Have him toss it to another student, while saying something positive about that student and holding onto the end of the yarn. Continue in this manner until there is a web between all the students.

36. Hand each student an index card, and tell them to write down a sentence that includes an error they have made this week, along with the correct version of the sentence. Next, tape all of the index cards on the board for students to look over.

37. Hang up four different posters (example - one of a world map, one of a famous singer, one of a flower, and one of Einstein) in the four corners of your room. Tell students to choose one corner to stand in, and talk about why they chose that poster.

38. Have each student make a list of the five most useful phrases for tourists visiting an English speaking country.

39. Have students come to the board one by one, draw a poster for an English language movie (without the title) they think the other students have seen, and let the other students guess which movie it is.

40. Hire a musician (flute? harmonica? banjo?) to play for a few minutes of your class period.

41. In small groups, have your students design a billboard for something other than a product (wisdom, humility, friendship, etc.).

42. Inquire to see if your students have any unusual talents (can wiggle their ears, can bark like a dog), and encourage them to demonstrate.

43. Instead of saying "Very good!" all the time, vary the ways you praise (and correct) students as much as possible.

44. Instruct your students to find something in their wallets/purses/pencil boxes, and tell the story behind it.

45. Invite your students to stand up and explore the classroom from new angles (look in drawers, under desks, behind posters, on top of cabinets). Then have students report their findings.

46. Just a few minutes before the bell rings, call on your students to choose the ten most useful words they came in contact with during this class period, then have them narrow it down to the three most useful words.

47. Pass around some magazines, and have each student choose an ad that he or she likes. Give students an opportunity to explain their choices.

48. Play a listening activity from your book an additional time with the lights turned off.

49. Play a recording of instrumental music and have some students draw on the board what the music makes them think of.

50. Play five very different sounds from a sound effects tape or CD, and assign students in pairs to create a story based on three of the sounds.

51. Play music that enhances certain activities (quiet music for a reading activity, dance music for an energetic TPR activity). Ask your students for their reactions.

52. Prepare colored letters of the alphabet on cardboard squares and put them in a bag. Students must draw a letter from the bag, and work together to create a sentence on the board. Each student must raise his or her hand to make a contribution, but the word the student calls out must begin with the letter he or she chose. Put the expanding sentence on the board, adding words only when they the grammar is correct.

53. Prepare several paper bags, each with a different scent inside (perfume, cinnamon, cheese), pass the bags around the class, and let students describe what they smell.

54. Print phrases such as "in the library" "at an elegant dinner with the Royal Family" "in a noisy bar" "in a dangerous neighborhoods" on separate strips of paper, put them in envelopes, and tape them to the underside of a few students' desks/tables before they arrive. Write on the board a useful expression like "Excuse me. Could I borrow a dollar?" When students arrive, tell them to look for an envelope under the desks/tables. The ones who find envelopes must say the sentence on the board as if in the context written on the page. Other students must guess the context from the student's tone of voice and body language.

55. Produce a list of commonly used sentence-modifying adverbs on the board, such as suddenly, actually, unfortunately, and happily. Then launch into a story, which each student must contribute to, with the rule that everyone must begin the first sentence of his or her contribution with a sentence-modifying adverb.

56. Provide each student with a list of the current top ten popular songs. Play excerpts from some or all of the songs, and choose some questions to ask your students, such as: Did you like the song? Have you heard this song before? How did the song make you feel? What instruments did you hear?

57. Purchase a postcard for each member of your class, writing his or her name in the name and address space. Turn them picture side up on a table, have each student choose one (without looking at the name), then he or she will write a message to the person whose name is on the other side. If a student chooses the postcard that has his or her own name on it, the student must choose again.

58. Put students in pairs and ask them to guess three items in their partner's wallet/purse/pencil box.

59. Put students in pairs. Tell them to converse, but to deliberately make one grammatical error over and over, stopping only when one student can spot the other's intentional error.

60. Put students into small groups to create an application form for new students to the school.

61. Put the students in small groups, and ask each group to plan a vacation for you. They must plan where you will go, what you will do, who you will go with, and what you will buy. When they are finished, have each group present their plans.

62. Review a phrase or sentence that you want students to remember, by holding a competition to see "Who can say it the loudest/the quietest/the quickest/the slowest/in the deepest voice/in the highest pitched voice?".

63. Set up a board in your classroom where students can buy and sell used items from each other by writing notes in English.

64. Supply each student with a copy of the entertainment section of the local newspaper, and tell them to choose somewhere to go next weekend.

65. Take a particularly uninteresting page from your course book, and put students in groups to redesign it.

66. Teach on a different side of the room than you usually do.

67. Tell each student to report the latest news in their country or city to the class.

68. Tell your students to practice a conversation from their course book that they are familiar with, but this time they can only use gestures, no words.

69. When they are practicing a dialogue, have students play around with the volume, intonation, pitch, or speed of their voices.

70. Write "Tell me something I don't know." on the board, then ask students questions about things they know about and you don't, such as their lives, cultural background, interests, and work.

71. Write a common adjacency pair (Thank you./You're welcome OR I'm sorry./That's alright) on the board. Ask students if they know of any expressions that could replace one of the ones you just wrote. Write any acceptable answers on the board.

72. Write a number of adjectives, such as mysterious, happy, peaceful, sad, angry, and frustrated on the board. Call out a color, and ask your students to tell you which adjective they associate with that color. Write a word on a slip of paper and show it to a student. This student must whisper it to the second student. Then the second student must draw a picture of what he or she heard, and shows it to the third student. The third student, then, writes the word that represents the picture and shows it to the fourth student. Then the fourth student whispers it to the fifth student.... and so on. This continues until you get to the last student, who must say the word to the class.

73. Write an idiomatic expression (such as "It beats me." or "I'm fed up.") in big letters on the board. Call on a few students to guess what it means before you tell them.

74. Write down the names of about five very different people on the board (a small baby, a rude waiter in a restaurant, a fashion model, a stranger in a crowd, and a grandfather). Give students a common expression, such as "Good morning!" or "Sorry!", and ask students how they might say it differently when talking to a different person.

75. Write your name on the board vertically, and add a suitable adjective that begins with each letter of
your name. The next step is to invite students to do the same.

]]> Teaching | تدریس Greight http://eflmaster.com/threads/1873-75-ESL-Teaching-Ideas <![CDATA[[کتاب+صوتی] Singing Grammar - Teaching Grammar through Songs]]> http://eflmaster.com/threads/1857-Singing-Grammar-Teaching-Grammar-through-Songs?goto=newpost Thu, 26 Aug 2010 06:47:52 GMT Cambridge University Press | English | 1999 | ISBN: 0521625424 | PDF + MP3 | 45,3 MB تصویر: http://img.eflmaster.com/1293572900.jpg False... Cambridge University Press | English | 1999 | ISBN: 0521625424 | PDF + MP3 | 45,3 MB



False beginner to Elementary, Pre-intermediate, Intermediate
It is a resource book of supplementary materials for the teaching of grammar through the medium of song. It contains eighteen songs, each with a specific grammar focus, and is suitable for students from elementary to intermediate level. For each of the songs there is a clear page of teaching notes followed by a motivating song worksheet, a grammar exercise page and a fun grammar game for classroom use. The material is especially suitable for younger learners but could also be used successfully with adults.
• songs specifically written for different age groups and levels
• a variety of musical styles
• step-by-step instructions and tips for teachers
• a range of exercise types
• photocopiable worksheets and games
• useful pop music glossary
• alternative karaoke or slow version for each song
• songbook containing lyrics and chords.


http://hotfile.com/dl/23896093/8c72648/Singing_Grammar.rar.html
http://hotfile.com/dl/30927510/babfc46/5inging6rammar.TGrammarThruz50ngs.rar.html
http://hotfile.com/dl/32234130/ac46dee/5inging6rammar_TGrammarThruz50ngs.rar.html


]]> Teaching | تدریس Greight http://eflmaster.com/threads/1857-Singing-Grammar-Teaching-Grammar-through-Songs