Friday, October 31, 2014
Thursday, October 30, 2014
Tuesday, October 28, 2014
Sunday, October 26, 2014
TESOL providers nearby
Source: http://www.trinitycollege.com/site/?id=2093
Malta
DipTESOL
Malta
(St Julian’s) EC Malta Contact Nadya Aquilina
Address EC Malta, Language House, Marguerite Mangion Street,
St Julians, STJ 02, Malta
T +356 21 388500 F +356 2779 0011
E nadyaaquilina@ecenglish.com
www.ecenglish.com
Spain (Madrid)
Spain (Valencia)
Address EC Malta, Language House, Marguerite Mangion Street,
St Julians, STJ 02, Malta
T +356 21 388500 F +356 2779 0011
E nadyaaquilina@ecenglish.com
www.ecenglish.com
Spain (Barcelona)
Oxford TEFL
Contact Duncan Foord
Address Oxford TEFL, C/Girona 83 pral, 08009 Barcelona, Spain
T +34 93 458 0111 F +34 93 488 1405
Spain (Madrid)
The British Council
Contact Lesley Keast
Address The British Council, Madrid Young Learners, P° General Martínez
Campos 31, 28010 Madrid, Spain
T +34 91 337 5016 F +34 91 337 5016
Centre accredited by Accreditation UK
Spain (Valencia)
The British Council
Contact Michael O’Brien
Address British Council Valencia, Avenida Cataluña 9 46020 Valencia, Spain
T +34 963392981 F +34 963691389
Centre accredited by Accreditation UK
Saturday, October 25, 2014
Friday, October 24, 2014
Facebook (BC) > Phrasal verbs - useful activities to help you
Facebook > Phrasal verbs - useful activities to help you
We often have questions about phrasal verbs, so check out these useful activities to help you!
1) Fast Phrasals - http://goo.gl/Brn0bw2) Multi-word verbs - http://goo.gl/Ib08ju3) Phrasal verbs - http://goo.gl/zvnFuO4) Two & three part verbs - http://goo.gl/LMUnFZ5) Phrasal verb dictionary - http://goo.gl/l05Oiy
Thursday, October 23, 2014
Wednesday, October 22, 2014
Sunday, October 19, 2014
Writing for a Purpose - uefap.com
Writing for a Purpose - uefap.com
Materials to improve the quality of discipline-specific student work.
Materials to improve the quality of discipline-specific student work.
Saturday, October 18, 2014
Sunday, October 12, 2014
Friday, October 10, 2014
Thursday, October 9, 2014
Tuesday, October 7, 2014
How curiosity changes the brain to enhance learning | MyScienceAcademy
How curiosity changes the brain to enhance learning | MyScienceAcademy
The study revealed three major findings. First, as expected, when people were highly curious to find out the answer to a question, they were better at learning that information. More surprising, however, was that once their curiosity was aroused, they showed better learning of entirely unrelated information (face recognition) that they encountered but were not necessarily curious about. People were also better able to retain the information learned during a curious state across a 24-hour delay. “Curiosity may put the brain in a state that allows it to learn and retain any kind of information, like a vortex that sucks in what you are motivated to learn, and also everything around it,” explains Dr. Gruber.
Second, the investigators found that when curiosity is stimulated, there is increased activity in the brain circuit related to reward. “We showed that intrinsic motivation actually recruits the very same brain areas that are heavily involved in tangible, extrinsic motivation,” says Dr. Gruber. This reward circuit relies on dopamine, a chemical messenger that relays messages between neurons.
Sunday, October 5, 2014
Saturday, October 4, 2014
The Beatles - Help! Kinetic Typography - YouTube
The Beatles - Help! Kinetic Typography - YouTub
Bohemian Rhapsody - Kinetic Typography - lyric video
Kinetic typography - wikipedia.org
Production
Kinetic typography is often produced using standard animation programs, including Adobe Flash, Adobe After Effects, and Apple Motion.[4] The effect is most often achieved bycompositing layers of text such that either individual letters or words can be animated separately from the rest.
15 stunning motion typography videos - marcofolio.net
Friday, October 3, 2014
Oral correction- insensitive or vital? | elt-resourceful
Oral correction- insensitive or vital? | elt-resourceful
If teachers always jump on every little mistake, and fail to even vaguely listen to the message that the students are trying to communicate, the emphasis in the classroom will not be on communication at all, but on producing correct forms. And, surely, language is first and foremost about communicating? The students are also likely to stop trying to take risks with language, or produce anything original, and may even stop speaking altogether. The balance of power will be weighted firmly on the side of the teacher, who appears to be the only person ‘in the know’.
Perhaps this is why so many ESOL teachers that I observed while tutoring on a Diploma in teaching ESOL were happy/proud to say that they never corrected students. They seemed to feel that there was something inherently authoritarian and negative about correction.
...
However, ... ESOL students in particular, have plenty of daily opportunities to read, speak or listen in English, but what they don’t have is anyone to give them feedback.