Рецептите на дядо ВладоОт Катерина Борисова
85-годишният Владимир Бошнаков започва да се занимава с билколечение, както често се случва, по трудния път – след като му поставят диагнози за 4 уж нелечими болести. Не само, че се справя с тях. Но и се научава как да помага на хората – и днес не спира буквално да спасява животи. Разказва ни тайната на здравето от природата с билкови чайове и зеленчукови сокове. Представяме ви и историите на неколцина, при които методът му е помогнал срещу тежки заболявания.
Saturday, November 29, 2014
Списание 8, брой 9/2014 г. - Списание Осем
Списание 8, брой 9/2014 г. - Списание Осем
Thursday, November 27, 2014
Writing skills practice - Facebook / British Council
Facebook / British Council - Writing skills practice
Tuesday, November 25, 2014
Monday, November 24, 2014
Sunday, November 23, 2014
Saturday, November 22, 2014
Linkers and connectors - English Subject Area
Linkers and connectors - English Subject Area
Linking words < english-at-home.com
Sunday, November 16, 2014
Not Unit 5! | TeachingEnglish | British Council | BBC
Not Unit 5! | TeachingEnglish | British Council | BBC
This reduces our own sense of agency1 as teachers, and the degree of agency we feel able to foster in our learners. It can make us feel passive, reducing our motivation. And as we all know from our own days in school, a demotivated teacher can’t motivate a class. If we want active learners, we need to be active teachers.
...
An opportunity takenIn real life, language emerges from communicative need. One person wants to say something; another wants to find out something. This is why information gap activities are a staple of communicative language teaching, but they are often somewhat artificial: the set-up involves a role play, none of the information is real, and Student A doesn’t really need to know what Student B has to tell them
....
Conversation: allow it, shape it
So, how do we exploit this opportunity? The first step to take is to 'allow' the conversation to happen – by showing that you are interested, by showing that you want to know more. The second is to give it shape, and involve the whole class, by adding a light task element. For example, you can set up a 'paper conversation' by inviting students to work in groups, writing questions on pieces of paper for Jorge to reply to. This allows each group to build a slightly different picture of his wedding which they can turn into a short text and compare. (You can ask the groups to show you the questions before they go to Jorge: check them for form and send them back if they need more work.)
... the classroom space is open to the learners' own lives and language, and quickly fills with the words and texts that allow them to negotiate and create meaning together. By being pro-active and responding to an opportunity, we restore our sense of agency as teachers – and we transfer it to the learners, working with them as they co-construct their narratives.
(It’s interesting to note that much of what we do in conventional lesson plans seems designed to control rather than 'allow'.
..
But I wonder if you've ever had the experience of cooking a dish that goes wrong? We may try to fix it by adding more salt, or by adding some extra ingredients, but very often the taste just gets more confused and unsatisfying. I think it can be a bit like that with teaching.
Sometimes it’s best to start again – with fewer ingredients. Simple, fresh food is often best. And the best ingredients for your lesson are often the ones right in front of you: the learners.
Group discussion skills | TeachingEnglish | British Council | BBC
Group discussion skills | TeachingEnglish | British Council | BBC
Support
One of the most important things for this skill is for students to learn when it is and isn’t appropriate to interrupt and how to do it. Very often students will talk over each other in an effort to get their point across and forget to listen.
To practise this, you can get your students to make a list in small groups of when it is and isn’t appropriate to interrupt other speakers. They should include things like ‘not appropriate during the middle of a point, if the speaker has not said very much previously, or when you are feeling angry and liable to say something you’ll regret’. It is appropriate when the speaker has been dominating the discussion for too long, what the speaker is saying is completely irrelevant to the topic, or you don’t understand the point he / she has made’.
Group discussion skills | TeachingEnglish | British Council | BBC
Group discussion skills | TeachingEnglish | British Council | BBC
COMMENT:
Who could say for sure what is actually "more serious a topic"? Is really a recent news story such one to "chats about day-to-day things"?
These may vary from very informal chats about day-to-day things, to more serious topics, for example a discussion about a recent news story or a problem that needs to be solved.
COMMENT:
Who could say for sure what is actually "more serious a topic"? Is really a recent news story such one to "chats about day-to-day things"?
Saturday, November 15, 2014
Lizzie Pinard - Course books in the language classroom: friend or foe? | TeachingEnglish | British Council | BBC
Lizzie Pinard - Course books in the language classroom: friend or foe? | TeachingEnglish | British Council | BBC
For me, the course book is a cookery book. If you have never cooked before, or you are learning to cook, or perhaps you are trying out a new kind of cuisine, they can be a Godsend. Even for less inexperienced chefs/teachers, the book (course – or recipe books!) needn’t be useless. For an extensive reflection on this metaphor, please visit Course books and Cookery,
Increasing student interaction | TeachingEnglish | British Council | BBC
Increasing student interaction | TeachingEnglish | British Council | BBC
COMMENT:
The natural learning is not to make someone do what do you want even though you as a teacher may find it useful for learning the language. The clue is to arrange the learning environment in a way which makes the communication and interaction in English natural and inevitable.
If we makes students make what we want/find necessary there is no much difference from marketing and other kinds of manipulation although the aim here may seem as a noble goal.
COMMENT:
The natural learning is not to make someone do what do you want even though you as a teacher may find it useful for learning the language. The clue is to arrange the learning environment in a way which makes the communication and interaction in English natural and inevitable.
If we makes students make what we want/find necessary there is no much difference from marketing and other kinds of manipulation although the aim here may seem as a noble goal.
Friday, November 14, 2014
Thursday, November 13, 2014
Wednesday, November 12, 2014
English Only Please – 13 Methods for Monolingual Classes
English Only Please – 13 Methods for Monolingual Classes
... Dictionaries!In the last ten years, at least in my classroom, dictionary use (and I’m talking aboutbook dictionaries) has declined to virtually nil. I’ve tried and tried, but the students don’t seem to see the point. Their cellphone may have a dictionary on it (of which more in another article) or they might never have developed the habit of using one. Having one to hand helps to avoid diverting to L1 if the student doesn’t know a particular word. “Hang on... let me look it up,” could be an early phrase they learn. ...
... No TranslationA tendency for lower-level students is to translate new words for their friends. This isvery damaging to the learning process, in my experience, and sets a precedent that translation is the fastest, and therefore best way to learn a new word. I use the ‘green nose’ principle, or just look severely disappointed. Either gets the message across! ...
Tuesday, November 11, 2014
Monday, November 10, 2014
Sunday, November 9, 2014
Saturday, November 8, 2014
Flipping the flipped classroom | TeachingEnglish | British Council | BBC
Flipping the flipped classroom | TeachingEnglish | British Council | BBC
КОМЕНТАР:
Всъщност и аз направих веднъж това по случайност. Просто не забраних на трите деца да започнат да пишат на дъската в началото на урока, както искаха. Взимахме урок за сравнителната и превъзходна степен на прилагателните. Разделих дъската на 3Да , те направиха своите грешки, аз ги поправих... Не че бяха безгрешни до края на урока, въпреки повторенията, но им беше интересно и мисля, че урокът стигна до тях. Може би можеше да им обясня по-добре за двете степени, но и за мен беше неочаквано. Мисля, че този урок беше много сполучлив като цяло.
Да добавя също, че те имаха възможност да преместят малко столовете си в стаята (но то беше защото, седейки до масите, слънцето им блестеше право в очите от прозореца и ги заслепяваше). Интересното бе, че преди да ги спра, те се стремяха да преместят столовете си и седнат до дъската. Поне двете момчета - момиченцето си седеше до мен. Какво ли щеше да ссе случи, ако им бях позволила да си седят до бялата дъска? Всъщност беше нещо като флипчарт, на който се пише с маркери.
Recently, whilst working on ELT and technology training courses for teachers, I have been trying to address this and push trainees to try to work things out for themselves and then reflect on what they have learned.
Instead of preparing my trainees with video input or lectures before the class, I’ve dropped them straight into more practical activities in class and pushed them to face some of the challenges of working with technology for language learning. This then has enabled me to follow up with plenary and input materials that are far more discursive and interactive and which encourage much more reflection on what the trainees have already experienced.
I’ve found that my trainees enjoy this approach and are much more engaged than they have been when I have started with input.
КОМЕНТАР:
Всъщност и аз направих веднъж това по случайност. Просто не забраних на трите деца да започнат да пишат на дъската в началото на урока, както искаха. Взимахме урок за сравнителната и превъзходна степен на прилагателните. Разделих дъската на 3Да , те направиха своите грешки, аз ги поправих... Не че бяха безгрешни до края на урока, въпреки повторенията, но им беше интересно и мисля, че урокът стигна до тях. Може би можеше да им обясня по-добре за двете степени, но и за мен беше неочаквано. Мисля, че този урок беше много сполучлив като цяло.
Да добавя също, че те имаха възможност да преместят малко столовете си в стаята (но то беше защото, седейки до масите, слънцето им блестеше право в очите от прозореца и ги заслепяваше). Интересното бе, че преди да ги спра, те се стремяха да преместят столовете си и седнат до дъската. Поне двете момчета - момиченцето си седеше до мен. Какво ли щеше да ссе случи, ако им бях позволила да си седят до бялата дъска? Всъщност беше нещо като флипчарт, на който се пише с маркери.
Friday, November 7, 2014
Tuesday, November 4, 2014
Sunday, November 2, 2014
TEFL vs CELTA vs TESOL
TEFL vs CELTA vs TESOL
If you are contemplating to take up CELTA and don't know where to look for a very high quality yet very affordable school, please email me at usamalaysia at hotmail dot com.
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To be totally transparent, I have been a teacher (EFL) for 12yrs, an employer (DOS), and a trainer - both CELTA, a 'TESOL' certificate, and CERT IV in TESOL. I also have a DELTA and a masters.
My advice? Do a CELTA. If you're not sure, call a range of schools in the countries you want to teach in and ask what they want.
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I did a 4 week CELTA course in the UK a few weeks ago. It was very hard work and intense but I loved it. I have no regrets whatsoever in doing it. The way I chose this course months ago was simply by looking at job vacancies over a period of weeks, to see what qualifications they were looking for. CELTA came up time and time again. I also feel that the practical teaching experience I gained on real life pupils was invaluable. It's just not the same as one of these cheaper distance learning/online TEFL courses. They're not as well recognised by employers around the world and I don't think they actually prepare you for the job itself as well either. You get what you pay for really, as with most things in life.
My advice: look at jobs and see what they are asking for. It's usually a TESOL/CELTA.
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Basically, no. TESOL and TEFL are acronyms and are thrown around as if they were standard or recognised qualifications. They are not. Anyone can print a certificate with those initials and say they are offering a TESOL. There are good providers and bad. A serious issue is whether they have teaching practice- the CELTA and Trinity at least provide a guarantee that they have been observed in a classroom with students, most online courses cannot do this.
Caveat emptor
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Hi,yes I too faced the same dilema,TEFL TESOL or CELTA. It is definately the CELTA course that is the most recognised. I am going to start the course in September which also includes PTLLs(Preparation to Teach in the Lifelong Learning Sector) This is an initial generic teaching qualification,which enables you to teach in the Adult Education and Further Education sector. Useful for me because I am here in England and would like a year of experience at least,before I go abroad to teach.
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The CELTA is better than the Trinity TESOL. Oxford TEFL, which is authorized to teach the Trinity course, falsely claims that both courses are "essentially the same and both are equally recognized."
This is not true! Although the British Council recognizes both, employers have come to realize that the CELTA better prepares the students to teach in real life scenarios while the Trinity Course at Oxford TEFL is done but eccentric artists that waste students time with nonrealistic methodologies such as teaching adults as if they were 5 year olds!
I took the Trinity with Oxford TEFl and it was a waste of both time and money. The CELTA is run by professionals that respect the students and give them more value for their money. Oxford TEFL's Trinity TESOl is more like an assembly line of students being rushed in and out.
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Saturday, November 1, 2014
Role-play | TeachingEnglish | British Council | BBC
Role-play | TeachingEnglish | British Council | BBC
Some arguments in favour of using role plays http://goo.gl/lyHdPSSome suggestions for useful role plays:
– Telephone role play http://goo.gl/YD8hLG– Shop service role play http://goo.gl/5F0dw2– Restaurant role play http://goo.gl/rdZs6k
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