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A Podcast about Language Teaching and Applied Linguistics

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World of Better Learning | Cambridge University Press

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Happy birthday to the World of Better Learning! Last week we celebrated the fourth anniversary of the great community of teachers, authors and readers brought together by this blog. While we're blowing out the candles and wishing for Better Learning across the world, today children and adults are celebrating Tell a Fairy Tale Day.

To mark both occasions, we look at the significance of the number "three" in fairy tales and define the ingredients needed for a great story-based lesson.

But first, why do we tell stories?

According to scientists, stories are the oldest form of human communication, dating back to prehistoric times. More than half of our daily conversations are around exchanging stories or gossip. So, what makes stories so popular? The answer is in a pattern. Our brains have evolved to prefer working with patterns as an important survival skill.

In the surrounding landscape the patterns include shapes of animals, objects or plants. Our faces form recognisable patterns. Stories too are a type of pattern, a pattern of events or information. Our brains derive meaning from these patterns, making sense of information, predicting sequences of events and the roles of participants.

"The power of three"

Three is the smallest recognisable pattern, which makes it easy to remember. A plot based on "threes" also creates suspense more effectively than events occurring in twos or fours. Memorable tales were more likely to be repeated from person to person and survive in the oral tradition. Many of these fairy tales we love reading even today. Notice how traditional folk tales often feature sequences of threes:

The plot structure is most often based on three elements: the beginning, the middle and the end of a journey.

Three protagonists such as the three little pigs or the three good fairies from Sleeping Beauty.

Three trials of the main protagonist, for example, three days in which to guess Rumpelstiltskin's name and three wishes granted by a genie.

Ask your students to give examples of stories in which three plays a significant role. They will likely be able to name a lot!

Neuroscience and stories

Thanks to modern fMRI technology we also know that stories stimulate the human brain in a way that is different to other types of linguistic input. A common conversation activates two parts of the brain: that involved in listening (auditory cortex) and that concerned with deciphering language (Werner's area).

Hearing a story has a more stimulating effect on our brain. When we hear a story, our brains react as if we are experiencing the events in real life. For example, the empathy centres in our brain come to life when we hear about the protagonists' sadness; on the other hand, olfactory and motor cortex can be activated by descriptions of smell or activities. In this sense, stories transport us to alternative worlds and our brains enjoy it.

A recipe for a great story-based lesson

So, we know that fairy tales are memorable, easy to repeat and engage listeners on a deeper intellectual and emotional level. How can we use this science in class? Here's a simple recipe for a rich reading experience.

A healthy dollop of preparation. Read the story beforehand and get to know the characters. Pre-teach and practice key vocabulary in the story by showing students flashcards, demonstrating or miming the actions to the class.

A spoonful of questions - the magic ingredient to engage your audience. Ask questions as you read in order to draw your students in and keep them hooked. Questions help us think about the story and understand it better. Ask questions about the title and the pictures, ask about emotions of the characters and what happens next. Carmen Zavala's blog post on dialogic reading explores questions in greater detail while Dr Roxana Herescu shares advice on how to talk to children about emotions in her interview with Delia Kidd.

A sprinkle of acting out to bring theatre to your reading. Read with expression, move your audience, help them understand the mood of the story. Act out events in the story, mime the characters' emotions, incorporate props, invite the class to join and repeat lines. See activities ideas later in the blog.

Why not try some creative drama activities such as 'Whoosh' by Rachel Jeffries. Download Rachel's free ebook Come Alive for details!

Next steps...

Download the story of the Gingerbread Girl's Adventure and try the ideas in class.Once your students are familiar with the story you can raise the challenge and introduce story theatre. As the story is read (by yourself or another student), the rest of the class mime the actions, re-tell the story using prompts (word cards or illustrations), until finally, they can narrate the story, act out scenes with dialogue and props for a full theatre production!

And, the icing on the cake is that the students' reading adventure can continue beyond school. Encourage your students to talk about their favourite fairy tales at home. We hope you enjoyed reading. Share your story lesson ideas with us on the Cambridge University Press ELT Facebook, Twitter and Instagram pages.

References

Simon Lancaster "Winning Minds"
If you're looking for more fun classroom ideas for young learners, why not check out six ideas for using finger puppets in class.

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"The power of three" in fairy tales | World of Better Learning

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Happy birthday to the World of Better Learning! Last week we celebrated the fourth anniversary of the great community of teachers, authors and readers brought together by this blog. While we're blowing out the candles and wishing for Better Learning across the world, today children and adults are celebrating Tell a Fairy Tale Day.

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At National Geographic Learning, our mission is to bring the world to the classroom, and the classroom to life. We want students of English and their teachers to experience the excitement and joy of learning through our materials.

We invite you to join us in professional development webinars with English Language Teaching specialists, speakers from the TED stage, National Geographic Explorers, and others in the English Language Teaching field.

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Webinar Library - National Geographic Learning Webinars

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Professional development webinars for English teachers - by ELT specialists, TED speakers, National Geographic Explorers, and National Geographic Learning authors.

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A complete bibliography of Emeritus Professor Paul Nation's academic publications.

Complete bibliography

1970-1979

Nation, I.S.P. (1970) Review of Learning Languages: The Comparative Method, by A.R. Barter, AUMLA, 34: 363.

Bismoko, J. and Nation, I.S.P. (1972) Reading speed and transfer of training. Publikasi Ilmu Keguruan Sastra Seni 2, 2: 3-5.

Nation, I.S.P. (1972) Teaching composition. Publikasi Ilmu Keguruan Sastra Seni 2, 2: 6-9.

Nation, I.S.P. (1972) Teaching conversation. Journal IKIP Jogjakarta 4, 2: 44-46.

Nation, I.S.P. (1973) Kamus Inggeris Indonesia 1000 kata, 2000 kata, 3000 kata, Yogyakarta, Penerbitan Yayasan Kanisius,. (These are three small Indonesian-English dictionaries)

Howe, D.H. and Nation, I.S.P. (1974-1976) Guided English Reading Kuala Lumpur, Oxford University Press, Book 1, 1974; Book 2, 1975; Book 3, 1976.

Sukardi, M.J.U. and Nation, I.S.P. (1974) English Vocabulary Tests Yogyakarta: Penerbitan Yayasan Kanisius,.

Quinn, E. and Nation, I.S.P. (1974) Speed Reading, Kuala Lumpur, Oxford University Press.

Nation, I.S.P. (1974) Making a reading course. RELC Journal 5, 1: 77-83.

Bismoko, J. and Nation, I.S.P. (1974) English reading speed and the mother-tongue or national language. RELC Journal 5, 1: 86-89.

Nation, I.S.P. (1974) Techniques for teaching vocabulary. English Teaching Forum 12, 3: 18-21.

Nation, I.S.P. (1975) Motivation, repetition and language teaching techniques. ELT 29: 115-120.

Nation, I.S.P. (1975) Teaching vocabulary in difficult circumstances. ELT 30: 21-24.

Nation, I.S.P. (1976) Creating and adapting language teaching techniques. RELC Journal 7, 2, ,: 1-15.

Fountain, R.L. and Nation, I.S.P. (1976) Formal signals of discourse types. Te Reo 19: 3-23.

Nation, I.S.P. (1977) The combining arrangement: some techniques. Modern Language Journal 61, 3: 89-94.

Nation, I.S.P. (1978) Language through code. Modern English Teacher 6, 4: 13-15.

Saragi, T., Nation, I.S.P. and Meister, G.F. (1978) Vocabulary learning and reading. System 6, 2: 72-78.

Nation, I.S.P. (1978) `What is it?' a multipurpose language teaching technique. English Teaching Forum 16, 3: 20-23, 32.

Nation, I.S.P. (1978) Translation and the teaching of meaning: some techniques. ELT 32, 3: 171-175.

Nation, I.S.P. (1979) Exercises and material for teaching reading in English. Journal of Science-Arts: Khon Kaen University 6, 1: 20-28.

Ekwisahn, K. and Nation, I.S.P. (1979) Conversation activities in English for academic purposes. Pasaa 9, 1: 107-114.

Nation, I.S.P. and Nation, K. (1979) Reading problems and exercises for Thai learners of English. Pasaa 9, 1: 37-43.

Thomas, G.I. and Nation, I.S.P. (1979) Communicating through the ordering exercise. Guidelines 1: 68-75.

Nation, I.S.P. (1979) The curse of the comprehension question: some alternatives. Guidelines 2: 85-103.

1980-1989

Meister, G.F. and Nation, I.S.P. (1980) Fire on the Mountain London: Macmillan,.

Long, M. and Nation, I.S.P. (1980) Read Thru Singapore: Longman,.

Nation, I.S.P. (1980) Strategies for receptive vocabulary learning. Guidelines 3: 18-23.

Nation, I.S.P. (1980) Graded interviews for communicative practice. English Teaching Forum 18, 4: 26-29.

Nation, I.S.P. and Teeravanich, R. (1980) Nurse station. Modern English Teacher 7, 3: 15-16.

Clarke, D.F. and Nation, I.S.P. (1980) Guessing the meanings of words from context: strategy and techniques. System 8, 3: 211-220.

Nation, I.S.P. (1980) Activities for the language laboratory. Guidelines 4: 41-46.

Nation, I.S.P. (1981) Free composition and remedial work. Guidelines 6: 56-67.

Meister, G.F. and Nation, I.S.P. (1981) Indonesian Love Story Singapore: Longman,.

Long, M. and Nation, I.S.P. (1982) Writing Power Singapore: Longman,.

Nation, I.S.P. (1982) Getting information from advanced reading tests. Language Testing J.B. Heaton (ed.), Modern English Publications: 73-76.

Nation, I.S.P. (1982) Beginning to learn foreign vocabulary: a review of the research. RELC Journal 13: 14-36.

Nation, I.S.P. (1983) Learning vocabulary. New Zealand Language Teacher 9, 1: 10-11.

Nation, I.S.P. (1983) Testing and teaching vocabulary. Guidelines 5, 1: 12-25.

Nation, I.S.P. (1984) Review of Teaching and Learning Languages by Earl W. Stevick. Language Learning and Communication 3, 1: 84-86.

Nation, I.S.P. (1984) Understanding paragraphs. Language Learning and Communication 3, 1: 61-68.

Xue, G. and Nation, I.S.P. (1984) A university word list. Language Learning and Communication 3, 2: 215-229.

Nation, I.S.P. (1985) Opportunities for learning through the communicative approach. In Communicative Language Teaching Bikram K. Das (ed.), RELC Anthology Series No. 14, ,: 120-129.

Liu Na and Nation, I.S.P. (1985) Factors affecting guessing vocabulary in context. RELC Journal 16, 1: 33-42.

Nation, I.S.P. (1985) Listening techniques for a comprehension approach to language learning. English Teaching Forum 23, 4: 17-21.

Coady, J. and Nation, I.S.P. (1988) Vocabulary and reading. In Vocabulary and Language Teaching eds. R. Carter and M. McCarthy. London: Longman: 97-110.

Nation, I.S.P. (1988) Using techniques well: information transfer. Guidelines 10, 1: 17-23.

Wodinsky, M. and Nation, I.S.P. (1988) Learning from graded readers. Reading in a Foreign Language 5, 1: 155-161.

Nation, I.S.P. (1989) Speaking activities: five features. ELT Journal 43, 1: 24-29.

Nation, I.S.P. (1989) Group work and language learning. English Teaching Forum 27, 2: 20-24.

Nation, I.S.P. (1989) Dictionaries and language learning. In Learners' Dictionaries: State of the Art M.L.Tickoo (ed.), RELC Anthology Series 23: 65-71.

Nat ion, I.S.P. (1989) Improving speaking fluency. System 17, 3: 377-384.

Hwang, K. and Nation, I.S.P. (1989) Reducing the vocabulary load and encouraging vocabulary learning through reading newspapers. Reading in a Foreign Language 6, 1: 323-335.

Carter, R. and Nation, I.S.P. (eds.) (1989) AILA 6: Studies in vocabulary acquisition AILA, Free University of Amsterdam.

1990-1999

Nation, I.S.P. (1990) A system of tasks for language learning. In Language Teaching Methodology for the Nineties Sarinee Anivan (ed.), RELC Anthology Series 24: 51-63.

Nation, I.S.P. (1990) A writing and notetaking strategy. Modern English Teacher 17, 1&2: 30-33.

Goulden, R., Nation, I.S.P. and Read, J. (1990) How large can a receptive vocabulary be? Applied Linguistics 11, 4: 341-363.

Nation, I.S.P. (1990) Teaching and Learning Vocabulary New York: Newbury House,.

Nation, I.S.P. (1991) Dictation, dicto-comp and related techniques. English Teaching Forum 29, 4, ,: 12-14.

Arevart, S. and Nation, I.S.P. (1991) Fluency improvement in a second language. RELC Journal 22, 1: 84-94.

Nation, I.S.P. (1991) Managing group discussion: problem-solving tasks. Guidelines 13, 1: 1-10.

Crabbe, D. and Nation, I.S.P. (1991) A survival language learning syllabus for foreign travel. System 19, 3: 191-201.

Nation, I.S.P. (1991) Fluency and learning. The English Teacher 20: 1-8.

Nation, I.S.P. (1992) Controlling the teacher. Practical English Teaching 13, 1: 50-51.

Hirsh, D. and Nation, I.S.P. (1992) What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language 8, 2: 689-696.

Nation, I.S.P. (1993) Measuring readiness for simplified material: a test of the first 1,000 words of English. In Simplification: Theory and Application M.L.Tickoo (ed.), RELC Anthology Series 31: 193-203.

Nation, I.S.P. (1993) Using dictionaries to estimate vocabulary size: essential, but rarely followed, procedures. Language Testing 10, 1: 27-40.

Nation, I.S.P. (1993) Sixteen principles of language teaching. In Of Pavlova, Poetry and Paradigms: Essays in Honour of Harry Orsman L. Bauer and C. Franzen (eds.): 209-224.

Nation, I.S.P. (1993) Vocabulary size, growth and use. In The Bilingual Lexicon. R. Schreuder and B. Weltens (eds.), Amsterdam/Philadelphia: John Benjamins: 115-134.

Nation, I.S.P. (1993) Predicting the content of texts. The TESOLANZ Journal 1: 37-46.

Bauer, L. and Nation, I.S.P. (1993) Word families. International Journal of Lexicography 6, 4: 253-279.

Nagabhand, S. Nation, I.S.P. and Franken, M. (1993) Can text be too friendly? Reading in a Foreign Language 9, 2: 895-907.

Nation, I.S.P. (1994) Morphology and language learning. In R.E. Asher (ed.) The Encyclopaedia of Language and Linguistics Oxford, Pergamon Press, 5: 2582-2585.

Nation, I.S.P. (1994) Review of Computers and Written Texts by C.S. Butler (ed.) Applied Linguistics 15, 2: 232-233.

Nation, I.S.P. (ed.) (1994) New Ways in Teaching Vocabulary Alexandria, Va: TESOL.

Nation, I.S.P. (1994) Review of three books on vocabulary teaching. System 22, 2: 15-19.

Sutarsyah, C., Nation, I.S.P. and Kennedy, G. (1994) How useful is EAP vocabulary for ESP? A corpus based case study. RELC Journal 25, 2: 34-50.

Nation, I.S.P. (1994) Listening and speaking: vital parts of any second language programme. SET, NZCER, Number 2, Item 12.

Hwang, K. and Nation, I.S.P. (1995) Where would general service vocabulary stop and special purposes vocabulary begin? System 23, 1: 35-41.

Laufer, B. and Nation, I.S.P. (1995) Lexical richness in L2 written production: Can it be measured? Applied Linguistics 16, 3: 307-322.

Nation, I.S.P. (1995) Review of The Lexicon in Acquisition by E.V. Clark. Applied Linguistics 16, 3: 403-405.

Nation, I.S.P. (Interviewed by N. Schmitt) (1995) The word on words: an interview with Paul Nation. Language Teacher 19, 2: 5-7.

Nation, I.S.P. (1995-6) Best practice in vocabulary teaching and learning. EA Journal 3, 2: 7-15.

Joe, A., Nation, I.S.P. and Newton, J. (1996) Speaking activities and vocabulary learning. English Teaching Forum 34, 1: 2-7.

Nation, I.S.P. (1996) The four strands of a language course. TESOL in Context 6, 1: 7-12.

Nation, I.S.P. (1996) Review of Vocabulary, Semantics and Language Education by E. Hatch and C. Brown. TESOLANZ Journal 4: 65-67.

Worthington, D. and Nation, I.S.P. (1996) Using texts to sequence the introduction of new vocabulary in an EAP course. RELC Journal 27, 2,: 1-11.

Newton, J. and Nation, I.S.P. (1997) Vocabulary and teaching. In Second Language Vocabulary Acquisition J. Coady and T. Huckin (eds.) Cambridge University Press, Cambridge: 238-254.

Nation, I.S.P. (1997) Bringing today's vocabulary research into tomorrow's classrooms. In G.M. Jacobs (ed.) Language Classrooms of Tomorrow: Issues and Responses RELC Anthology Series No. 38: 170-182.

Nation, I.S.P. (1997) Review of Introducing Language Awareness by L. van Lier, in Studies in Second Language Acquisition 19, 1: 123.

Brown, S. and Nation, I.S.P. (1997) Teaching speaking: suggestions for the classroom. The Language Teacher 21, 1: 11-15, 18.

Nation, I.S.P. (1997) The language learning benefits of extensive reading. The Language Teacher 21, 5: 13-16.

Nation, I.S.P. (1997) L1 and L2 use in the classroom: a systematic approach. TESL Reporter 30, 2: 19-27.

Waring, R. and Nation, I.S.P. (1997) Vocabulary size, text coverage, and word lists. In Vocabulary: Description, Acquisition and Pedagogy N. Schmitt and M. McCarthy (eds.). Cambridge University Press, Cambridge: 6-19.

Nation, I.S.P. (1997) Developing fluency in language use. KIFL Academic Journal 6: 30-35.

Nation, I.S.P. (1997) Review of the Penguin Readers. Applied Language Learning 8, 2: 317-322.

Nation, I.S.P. (1998) Critical comments included in J.C Richards (ed.) Teaching in Action: Case Studies from Second Language Classrooms TESOL, Alexandria, Va.: 111-112, 135-136, 285-286, 363-364.

Nation, I.S.P. (1998) Helping learners take control of their vocabulary learning. GRETA 6, 1: 9-18.

Nation, I.S.P. (1998) Review of Realms of Meaning: An Introduction to Semantics by T.R. Hoffman. JALT Journal 20, 2: 137.

Laufer, B. and Nation, I.S.P. (1999) A vocabulary size test of controlled productive ability. Language Testing 16, 1: 33-51.

Nation, I.S.P. (1999) Review of The Visualization of Foreign Vocabulary in CALL by A. Heidemann. Studies in Second Language Acquisition 21, 1: 152-153.

Nation, I.S.P. (1999) Fluency and accuracy. In B. Spolsky (ed.) Concise Encyclopaedia of Educational Linguistics. Oxford: Elsevier Science: 611-612.

Nation, I.S.P. and Wang, K. (1999) Graded readers and vocabulary. Reading in a Foreign Language 12, 2: 355-380.

2000-2009

Nation, I.S.P. (2000) Review of What's in a Word? Vocabulary Development in Multilingual Classrooms by N. McWilliam. Studies in Second Language Acquisition 22, 1: 126-127.

Nation, I.S.P. (2000) Learning vocabulary in lexical sets: dangers and guidelines. TESOL Journal 9, 2: 6-10.

Nation, I.S.P. (2000) Designing and improving a language course. English Teaching Forum 38, 4: 2-11.

Nation, I.S.P. and Hamilton-Jenkins, A. (2000) Using communicative tasks to teach vocabulary. Guidelines 22, 2: 15-19.

Nation, I.S.P. (2000) Vocabulary. In M. Byram (ed.) Routledge Encyclopaedia of Language Teaching and Learning. Routledge, London: 665-667.

Nation, I.S.P. (2000) Text types and grading. In M. Byram (ed.) Routledge Encyclopaedia of Language Teaching and Learning. Routledge, London: 624-626.

Hu, M. and Nation, I.S.P. (2000) Unknown vocabulary density and reading comprehension. Reading in a Foreign Language 13, 1: 403-430.

Fountain, R.L. and Nation, I.S.P. (2000,) A vocabulary-based graded dictation test . RELC Journal 31, 2,: 29-44.

Nation, I.S.P. and Coxhead, A. (2001) The specialised vocabulary of English for academic purposes. In J. Flowerdew and M. Peacock (eds.) Research Perspectives on English for Academic Purposes Cambridge University Press, Cambridge: 252-267.

Nation, I.S.P. (2001) Using small corpora to investigate learner needs: two vocabulary research tools. In M. Ghadessy, A. Henry and R.L. Roseberry (eds.) Small Corpus Studies and ELT Amsterdam: John Benjamins.

Nation, I.S.P. (2001) Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. http://www.cambridge.org/elt/nation

Nation, I.S.P. (2001) Managing Vocabulary Learning. Singapore: RELC.

Nation, I.S.P. (2001) How many high frequency words are there in English? In M. Gill, A.W. Johnson, L.M. Koski, R.D. Sell and B. Wårvik (eds.) Language, Learning and Literature: Studies Presented to Håkan Ringbom English Department Publications 4, Åbo Akademi University, Åbo: 167-181.

Nation, I.S.P. (2001) Planning and running an extensive reading program. NUCB Journal of Language Culture and Communication 3, 1: 1- 8.

Nation, I.S.P. (May/June 2001) How good is your vocabulary program? ESL Magazine 22-24.

Laufer, B. and Nation, I.S.P. (2001) Passive vocabulary size and speed of meaning recognition: Are they related? EUROSLA Yearbook 1: 7-28.

Nation, I.S.P. and Deweerdt, J-P. (2001) A defence of simplification. Prospect 16, 3: 55-67.

Nation, I.S.P. and Meara, P. (2002) Vocabulary. In N. Schmitt (ed.) An Introduction to Applied Linguistics Edward Arnold: 35-54.

Moir, J. and Nation, I.S.P. (2002) Learners' use of strategies for effective vocabulary learning Prospect 17, 1: 15-35.

Nation, I.S.P. (2003) Vocabulary. In D. Nunan. (ed.) Practical English Language Teaching. McGraw Hill, New York: 129-152.

Nation, I.S.P. (June 2003) The role of the first language in foreign language learning. Asian-efl-journal.com

Chung, T. and Nation, I.S.P. (2003) Technical vocabulary in specialised texts. Reading in a Foreign Language 15, 2: 103-116 http://nflrc.hawaii.edu/rfl

Nation, I.S.P. (2003) Effective ways of building vocabulary knowledge. ESL Magazine 6, 4 14-15.

Read, J. and Nation, I.S.P. (2004) Measurement of formulaic sequences. In N. Schmitt (ed.) Formulaic Sequences Amsterdam: John Benjamins: 23-35.

Nation, I.S.P. (2004) Vocabulary learning and intensive reading. EA Journal 21, 2 20-29.

Chung, T. and Nation, I.S.P. (2004) Identifying technical vocabulary. System 32, 2 251-263.

Nation, I.S.P. (2004) A study of the most frequent word families in the British National Corpus. In P. Bogaards and B. Laufer (eds.) Vocabulary in a Second Language: Selection, Acquisition and Testing Amsterdam: John Benjamins: 3-13.

Nation, I.S.P. (2004) Shared book, Book flood, Contributions in R.R. Day and J. Bamford (eds.) Extensive Reading Activities for Teaching Language Cambridge: Cambridge University Press: 48-49, 50-51.

Wang, K. and Nation, I.S.P. (2004) Word meaning in academic English: Homography in the Academic Word List. Applied Linguistics 25, 3 291-314.
Nation, I.S.P. (2004) The roles of graded readers in a language course. OUP Teachers Club website http://www.oup.com/elt/global/teachersclub/teaching/articles/readers/

Waring, R. and Nation, I.S.P. (2004) Second language reading and incidental vocabulary learning. Angles on the English Speaking World 4: 97-110.

Nation, I.S.P. (2004) Targeting literacy goals. Language Magazine 3, 7 20-22.

Nation, I.S.P. (2005) Teaching and learning vocabulary. In E. Hinkel (ed.) Handbook of Research in Second Language Teaching and Learning Mahwah, N.J.: Lawrence Erlbaum: 581-595.

Nation, I.S.P. (2005) Reading faster. Pasaa 36: 21-37.

Nation, I.S.P. (2005) Vocabulary learning through extensive reading. In G. Poedjosoedarmo (ed.) Innovative Approaches to Reading and Writing. RELC Anthology Series 46. RELC, Singapore: 10-21.

Nation, I.S.P. (2005) Japanese translation of Learning Vocabulary in Another Language. Tokyo: Shohakusha (Translated by Haruyo Yoshida and Hiroshi Mine).

Nation, I.S.P. (2005) Ten best ideas for teaching vocabulary. The Language Teacher 29, 7: 11-14.

Nation, I.S.P. (2005) Interview with Paul Nation (Interviewed by Tsuyuki Miura). The Language Teacher 29, 7: 5-6.

Nation, I.S.P. (2005) State of the Nation: An interview with Paul Nation(interviewed by A. Coxhead) Guidelines 27, 1: 46-50

Nation, I.S.P. (2006) Language education - vocabulary. In K. Brown (ed.) Encyclopaedia of Language and Linguistics, 2nd Ed.Oxford: Elsevier. Vol 6: 494-499.

Nation, I.S.P. (2006) Second language vocabulary. In K. Brown (ed.) Encyclopaedia of Language and Linguistics, 2nd Ed. Oxford: Elsevier. Vol 13: 448-454.

Grant, L. and Nation, I.S.P. (2006) How many idioms are there in English? ITL International Journal of Applied Linguistics

Nation, I.S.P. How large a vocabulary is needed for reading and listening? Canadian Modern Language Review 63, 1 (2006): 59-82.

Read, J.A.S. and Nation, I.S.P. (2006) An investigation of the lexical dimension of the IELTS speaking test. IELTS Research reports Volume 6: 207-231.

Chung, M. And Nation, I.S.P. (2006) The effect of a speed reading course. English Teaching 61, 4: 181-204.

Nation, I.S.P. and Beglar, D. (2007) A vocabulary size test. The Language Teacher 31, 7: 9-13.

Nation, I.S.P. (2007) The four strands. Innovation in Language Learning and Teaching 1, 1: 1-12.

Nation, I.S.P. (2007) Fundamental issues in modelling and assessing vocabulary knowledge. Modelling and Assessing Vocabulary Knowledge. Cambridge: Cambridge University Press: 35-43.

Nation, I.S.P. and Gu, P.Y.(2007) Focus on Vocabulary. Sydney: NCELTR, Macquarie University.

Nation, I.S.P. (2007) Vocabulary learning through experience tasks. Language Forum 33, 2: 33-43.

Nation, P. and Malarcher, C. (2007) Reading for Speed and Fluency. Books 1-4. Seoul: Compass Publishing. Book 1, 115 pages, ISBN 978-1-59966-100-1; Book 2, 115 pages, ISBN 978-1-59966-101-8; Book 3, 115 pages, ISBN 978-1-59966-102-5; Book 4, 115 pages, ISBN 978-1-59966-103-2.

Nation, I.S.P. (2008). Teaching Vocabulary: Strategies and Techniques. Boston: Heinle Cengage Learning. 222 pages. ISBN-13: 978-1-4240-0565-9; ISBN-10: 1-4240-0565-5

Nation, I.S.P. (2008). Lexical awareness in second language learning. Encyclopaedia of Language and Education. (Second edition) Volume 6: Knowledge about language. J. Cenoz and N.H. Hornberger (eds) New York: Springer Science, 167-177.

Nation, I.S.P. and Moir, J. (2008) Vocabulary learning and the good language learner. In Carol Griffiths (ed) Lessons from Good Language Learners Cambridge: Cambridge University Press.

Shin, D. and Nation, I.S.P. (2008) Beyond single words: the most frequent collocations in spoken English. ELT Journal 62, 4: 339-348.

Webb, S. and Nation, P. (2008) Evaluating the vocabulary load of written text. TESOLANZ Journal 16: 1-10.

Read, J. and Nation, I.S.P. (2009) Introduction: Meara's contribution to research in L2 lexical processing. T. Fitzpatrick, T. and A. Barfield (eds) Lexical Processing in Second Language Learners. Pp. 1-12. Clevedon: Multilingual Matters.

Nation, I.S.P. (2009) Analysing vocabulary teaching techniques. In K. Namai & Y. Fukada (eds) Toward the Fusion of Language, Culture and Education from the perspectives of International and Interdisciplinary Research. A Festschrift for Professor Yasukata Yano. Tokyo: Kaitakusha. pp. 148-169.

Nation, P. and Chung, M. (2009) Teaching and testing vocabulary. In M. Long and C. Doughty (eds) Handbook of Language Teaching. Malden, Ma: Wiley-Blackwell. pp. 543-559. (ISBN: 978-1-4051-5489-5, $199.95).

Nation, I.S.P. (2009) New roles for L2 vocabulary? In Li Wei and V. Cook (eds) Contemporary Applied Linguistics Volume 1: Language Teaching and Learning Continuum. Chapter 5, pp. 99-116.

Nation, I.S.P. (2009). Reading faster. International Journal of English Studies, 9(2), 131-144. (a reprint)

Nation, I.S.P. and Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. New York: Routledge. 205 pages. ISBN 978-0-415-98970-1

Nation, I.S.P. (2009) Teaching ESL/EFL Reading and Writing. New York: Routledge. 171 pages. ISBN 978-0-415-98968-8

Nation, I.S.P. (2009) 4000 Essential English Words, Books 1-6. Seoul: Compass Publishing.

2010-2015

Nation, I.S.P. and Macalister, J. (2010) Language Curriculum Design. New York: Routledge. 224 pages. ISBN 10: 0-415-80606-2

Nation, I.S.P. & Meara, P. (2010) Vocabulary. In N. Schmitt (ed.) An Introduction to Applied Linguistics. Edward Arnold. Second edition. pp. 34-52

Elgort, I. and Nation, I.S.P. (2010). Vocabulary learning in a second language: Familiar answers to new questions. In P. Seedhouse, S. Walsh and C. Jenks (Eds.) Conceptualising 'learning' in applied linguistics. Basingstoke: Palgrave Macmillan, pp. 89-104.

Nation, I.S.P. (2010) Analysing vocabulary teaching techniques. Festschrift for Carmen Perez Basanta. Exploring New Paths in Language Pedagogy. Lexis and Corpus-based Language Teaching - Two Fields for Innovation. Equinox.

Nation, I.S.P. and Webb, S. (2011) Content-based instruction and vocabulary learning. Eli Hinkel (ed) Handbook of Research in Second Language Teaching and Learning. Volume 2, Chapter 38, pages 631-644. New York: Routledge.

Nation, I.S.P. (2011) Second language speaking. Eli Hinkel (ed) Handbook of Research in Second Language Teaching and Learning. Volume 2, Chapter 27, pages 444-454. New York: Routledge.

Nguyen, L. and Nation, I.S.P. (2011). A bilingual vocabulary size test of English for Vietnamese learners. RELC Journal, 42(1), 86-99.

Nation, I.S.P. (2011). Vocabulary research into practice. Language Teaching, 44(4), 529-539.

Nation, I.S.P. (2011) Systematizing vocabulary learning. In M. Simons and J. Colpaert (eds) Peer Perspectives on Systemization. Antwerp: University of Antwerp, pp. 125-134.

Nation, I.S.P. & Webb, S. (2011) Researching and Analyzing Vocabulary. Boston: Heinle Cengage Learning. ISBN 10: 1-111-07118-7

Nation, I.S.P. (2011) Learning and Teaching Vocabulary: Collected Writings. Shanghai: Shanghai Foreign Language Education Press.

Macalister, J. & Nation, I.S.P. (eds) (2011) Case Studies in Language Curriculum Design. New York: Routledge. ISBN 978-0-415-88232-3

Nation, I.S.P. (2011). Teaching communicative and interactive vocabulary for EFL learners. In Handoyo P. Widodo and Andrzej Cirocki (eds.) Innovation and Creativity in ELT Methodology. New York: Nova Science Publishers.

Nation, I.S.P. (2011). My ideal vocabulary course. In M.H. Chau & I. A. Khairi, (Eds). Vocabulary learning in the language classroom. Petaling Jaya: MELTA-Sasbadi.

Nation, I.S.P. and Laufer, B. (2012). Vocabulary. S. Gass and A. Mackey (eds) The Routledge Handbook of Second Language Acquisition. New York: Routledge. Pages 163-176.

Nation, I.S.P. and Yamamoto, A. (2012). Applying the four strands. International Journal of Innovation in English Language Teaching and Research 1(2) , 167-181.

Nation, I.S.P. (2012) Teaching language in use: Vocabulary. In M. Eisenmann & T. Summer (Eds.) Basic Issues in EFL Teaching and Learning. University Winter Verlag, pp. 103-116.

Nation, P. (2012). What does every ESOL teacher need to know? Closing plenary address at the 2012 CLESOL conference in Palmerston North. TESOLANZ Journal, 20, 1-7. http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/

Webb, S. & Nation, I.S.P. (2013). Teaching vocabulary. In The Encyclopedia of Applied Linguistics, ed. Chapelle, C.A. Oxford, UK: Wiley-Blackwell.

Webb, S. & Nation, I.S.P. (2013). Computer-assisted vocabulary load analysis. In The Encyclopedia of Applied Linguistics, ed. Chapelle, C.A. Oxford, UK: Wiley-Blackwell.

Nation, I.S.P. (2013). Vocabulary size in a second language. In The Encyclopedia of Applied Linguistics, ed. Chapelle, C.A. Oxford, UK: Wiley-Blackwell.

Nation, I.S.P. and Coxhead, A. (2013). Special purposes vocabulary. In The Encyclopedia of Applied Linguistics, ed. Chapelle, C.A. Oxford, UK: Wiley-Blackwell.

Nation, I.S.P. (2013). Vocabulary acquisition in second language acquisition. In The Encyclopedia of Applied Linguistics, ed. Chapelle, C.A. Oxford, UK: Wiley-Blackwell.

Nation, I.S.P. (2013). What should every EFL teacher know? Seoul: Compass Publishing. ISBN 978-1-59966-266-4 [ http://www.compasspub.com/ESLTK ]

Nation, I.S.P. (2013). What should every ESL teacher know? Seoul: Compass Publishing. Available free from http://www.compasspub.com/ESLTK

Nation, I.S.P. (2013). Learning Vocabulary in Another Language. Second edition. Cambridge: Cambridge University Press.

Nation, I.S.P. and Anthony, L. (2013). Mid-frequency readers. Journal of Extensive Reading, 1(1), 5-16.

Wei, Z. and Nation, P (2013). The word part technique: A very useful vocabulary teaching technique. Modern English Teacher, 22(1), 12-16.

Nation, I.S.P. (2013). Review of Teaching Vocabulary to English Language Learners by M. Graves, D. August, and J. Mancilla-Martinez. Teachers College, Columbia University, in Teachers College Record, 115.

Nation, I.S.P. & Waring, R. (2013). Extensive Reading and Graded Readers. Seoul: Compass Publishing

Nation, I.S.P. (2014). Designing reading tasks to maximise vocabulary learning. Applied Research on English Language, 3(5), 1-8. [ http://uijs.ui.ac.ir/are/browse.php?a_code=A-10-68-23&slc_lang=en&sid=1&sw=Nation ]

Nation, I.S.P. and Coxhead, A. (2014).Vocabulary size research at Victoria University of Wellington, New Zealand. Language Teaching, 47(3), 398-403.

Nation, I.S.P. (2014). How much input do you need to learn the most frequent 9,000 words? Reading in a Foreign Language, 26(2), 1-16. [ http://nflrc.hawaii.edu/rfl/October2014/ ]

Nation, P. (2014). Developing fluency. In Exploring EFL Fluency in Asia. T. Muller, J. Adamson, P.S. Brown, & S. Herder (eds), Basingstoke: Palgrave Macmillan. pp 11-25.

Tran, T. N. Y., & Nation, I. S. P. (2014). Reading speed improvement in a speed reading course and its effect on language memory span. Electronic Journal of Foreign Language Teaching, 11(1), 5-20. [ http://e-flt.nus.edu.sg/archive/v11n12014.htm ]

Coxhead, A, Nation, I.S.P. & Sim, D. (2014). Creating and trialling six forms of the Vocabulary Size Test. TESOLANZ Journal, 22: 13-26. http://www.tesolanz.org.nz/Site/Publications/TESOLANZ_Journal/

Nation, P. (2014). What you need to know to learn a foreign language. http://www.wgtn.ac.nz/lals/about/staff/publications/paul-nation/foreign-language_1125.pdf

Beglar, D. and Nation, I.S.P. (2014).Chapter 10: Assessing vocabulary. In A.J. Kunnan (ed.) The Companion to Language Assessment. Hoboken: Wiley-Blackwell, pages 172-184

Nation, Paul. (2014). Mid-frequency readers. In A. Coxhead (Ed.) New Ways in Teaching Vocabulary. Alexandria, Va: TESOL Press, pages 130-131.

Nation, P. (2015). Principles guiding vocabulary learning through extensive reading. Reading in a Foreign Language, 27(1), 136-145. http://nflrc.hawaii.edu/rfl/April2015/

Nation, I.S.P. (2015).Chapter 33: Which words do you need? In J.R. Taylor (ed.). Handbook of the Word. Oxford: Oxford University Press. 568-581.

Coxhead, A, Nation, I.S.P. & Sim, D. (2015). Measuring the vocabulary size of native speakers of English in New Zealand secondary schools. New Zealand Journal of Educational Studies, 50(1), 121-135.

Nation, P. (2015). Changing my mind about the role of the teacher in language teaching. Contact (TESL Ontario), 41(3), 36-37.

Collins, B. & Nation, P. (2015). Testing receptive knowledge of derivational affixes. Journal of Second Language Teaching and Research, (4) 1, 6-3.

2016-present

Nation, I.S.P. (2016). A lexical journey. In Becoming and Being an Applied Linguist. R. Ellis (ed.) Amsterdam: John Benjamins, pp. 47-58.

Nation, P. (2016). Response to Tom Cobb. Reading in a Foreign Language, 28(2), 305-306.

Nation, P. & Anthony, L. (2016). Measuring vocabulary size. In Handbook of Research in Second Language Teaching and Learning, Volume III, E. Hinkel (Ed.) New York: Routledge, Chapter 26, 355-368.

Nation, I. S. P. (2016). Making and Using Word Lists for Language Learning and Testing. Amsterdam: John Benjamins.

Nation, P. (2017). How vocabulary is learned, Indonesian Journal of English Language Teaching, 12(1), 1-14.

Webb, S. & Nation, I.S.P. Nation. (2017). How Vocabulary is Learned. Oxford: Oxford University Press.

Van Hees, J. & Nation, P. (2017). What every Primary School Teacher should Know about Vocabulary? Wellington: NZCER.

Nation, P. (2018). Reading a whole book to learn vocabulary. ITL - International Journal of Applied Linguistics, 69(1), 30-43.

Coxhead, A., Nation, I. S. P., Woods, L., & Sim, D. (2018). Group vs. individual: How administration procedure can affect vocabulary test scores. New Zealand Studies in Applied Linguistics, 24(2), 29-46.

Nation, P. (2018). First person singular: Keeping it practical and keeping it simple. Language Teaching, 5(1), 138-146.

Schmitt, N., Nation, I.S.P., & Kremmel, B. (2020). Moving the field of vocabulary assessment forward: The need for more rigorous test development and validation. Language Teaching, 53(1), 109-120.

Nation, P. (2019). Interview. ETAS Journal (Switzerland), 36(2), 19-20.

Nation, P., & Gu, Y. (2019). Teaching and learning vocabulary in EFL. Beijing, China: Foreign Language Teaching and Research Press.

Nation, I. S.P. & Waring, R. (2020). Teaching Extensive Reading in Another Language. New York: Routledge.

Nation, I. S. P. & Macalister, J. (2020). Language Curriculum Design. (second edition) Routledge, New York.

Bauer, L., & Nation, I. S. P. (2020). English Morphology for the Language Teaching Profession. Routledge, New York.

Newton, J. & Nation, I. S. P. (2021). Teaching ESL/EFL Listening and Speaking. (second edition) Routledge, New York.

Nation, I. S. P. & Macalister, J. (2021). Teaching ESL/EFL Reading and Writing. (second edition) Routledge, New York.

Nation, P. (2020). An interview with Professor Paul Nation by Olivia Kennedy. The Language Teacher, 44(1), 23-26.

Stoeckel, T., McLean, S. & Nation, P. (2020). Limitations of size and levels tests of written receptive vocabulary knowledge. Studies in Second Language Acquisition, 1-23.

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A complete bibliography of Emeritus Professor Paul Nation's academic publications. Nation, I.S.P. (1970) Review of Learning Languages : The Comparative Method, by A.R. Barter, AUMLA, 34: 363. Bismoko, J. and Nation, I.S.P. (1972) Reading speed and transfer of training. Publikasi Ilmu Keguruan Sastra Seni 2, 2: 3-5. Nation, I.S.P.

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Listen to it on Apple Podcasts or Spotify. Tune in to the latest episode of the podcast, where Ola dives deep into this topic and

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Refresh your teaching, be inspired by our speakers and register for our free online webinars.

Stay up to date with the latest developments in the world of ELT and interact with our experts. Hear from leading authors and get practical tips for your own English classes.

Our webinars are held monthly and are completely free.

Certificates are available for all attendees.

Download programme + brochure (PDF)

January - April 2022

Using microbreaks in online teaching

During the pandemic, millions of students have been thrown into online versions of their classes and the results have varied. What has become clear is that following an online lesson on a screen from home can be more taxing for students and it can be more difficult for the teacher to maintain their attention. One tool that we can use to cope with this is the implementation of microbreaks: short breaks during a period of work. In this workshop, I will argue for the importance of incorporating microbreaks into our lessons and provide practical examples of tasks that can be done during microbreaks to make them as productive as possible for everyone involved.
Thursday 24 February 2022
4:00-5:00 PM London, UK ( Find your local time for this event)
REGISTER NOW

A mixtape for teachers: working with music and songs

Music and songs can be powerful tools to motivate students and make language learning more meaningful. In this workshop we'll look at how coursebooks and teachers have used songs and music, compile a (play)list of diverse practical classroom activities and see examples of some music projects. You'll also discover how Vocabulary Beats can help your students learn new words and phrases and how to create your own.
Thursday 24 March 2022
4:00-5:00 PM London, UK ( Find your local time for this event)
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Reading for connections

Nóra Wünsch-Nagy

When we read, we explore many worlds; we travel in space and time; we meet new people; we learn about ourselves. Put simply, we make connections. These connections we forge through reading encourage emotional growth and develop a greater sense of responsibility in your students. In this webinar, we will talk about the possibilities reading projects give you in distance as well as classroom learning. We will show how you can plan, organize and realize reading projects built around themes, language areas and skills by using practical ideas from the Helbling Readers & Blog.
Thursday 28 April 2022
4:00-5:00 PM London, UK ( Find your local time for this event)
REGISTER NOW

Archive

Enjoy recordings of previous Helbling English Webinars here.

Herbert Puchta: Teaching English to very young learners: 7 things you need to know, and 10 strategies you should use

Jack Scholes: Good readers make good learners!

Philip Kerr: When is it OK for students (and teachers) to use their own language?

Scott Thornbury & Herbert Puchta: Teaching Grammar Creatively 2nd Ed

Sarah Mercer & Herbert Puchta: Psychology in Practice

Thomas Strasser: Learning spaces - learning paces: Learner autonomy with digital tools

Jeremy Harmer: Where do students get language from and how do they learn it best?

Jane Revell: Teacher & student wellbeing - Surviving these times ... as best we can!

Lindsay Clandfield: Two by two - Pairwork & STUDIO

Nora Nagy: Shakespeare - from Reading to Performing

Gavin Biggs: The garden myth, exploring creativity and storytelling for the classroom

Stay informed!

Register for the HELBLING newsletter to receive updates about the planned webinar series and new ideas for your lessons. Keep up to date with all that is happening at Helbling English with our informative newsletter for teachers.

If you have any questions please contact [email protected]

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Refresh your teaching, be inspired by our speakers and register for our free online webinars. Stay up to date with the latest developments in the world of ELT and interact with our experts. Hear from leading authors and get practical tips for your own English classes.

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Welcome to the world of Teacher Little Mary! I´m Mary and I´m a Trinity College London accredited English Teacher, currently pursuing a Master in Technology-Mediated Language Teaching and Learning and a Cambridge Delta Mod 2 course at the same time (and raising three little ones, yeah!). I have bee…

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ELT Teacher 2 Writer publishes ebooks and paperbacks that develop ELT materials-writing skills.
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ELT Teacher 2 Writer publishes ebooks and paperbacks that develop ELT materials-writing skills. The books are all written by expert, bestselling ELT authors, and are designed for: ELT teachers creating materials for their own classes. ELT writers wanting to update or refresh their writing skills. ELT editors developing content for publication.

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Follow My Blog Get new content delivered directly to your inbox.

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The Power of Songs to Teach English. Get inspired with my free and practical collection of song-based lesson plans, worksheets, and resources for ELT, ESL, EFL, TESOL, TEFL, EAL, ELL, and ELA teachers. Engage your students with innovative and inspiring learning experiences!

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LyricsTraining is the new way to learn English and other languages through music and the lyrics of your favourite songs

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Promoting SEL in English language learning

The Vlogger style - with its intimacy, direct contact and familiarity for learners - is an ideal route for exploring aspects of Social-Emotional Learning. This has been part of the core mission of Vlogger Academy. Course creators now have access to powerful digital media assets for building effective SEL outcomes for English language learners

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The Vlogger style - with its intimacy, direct contact and familiarity for learners - is an ideal route for exploring aspects of Social-Emotional Learning. This has been part of the core mission of Vlogger Academy.

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"The mind is like a sponge, soaking up endless drops of knowledge." - Robert M. Hensel

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Unlocking Language:
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Find your voice. Too many students spend hours focusing on things they will never say, playing games which don't help them express themselves, and studying grammar rules they can't put to use. Our classes are different. They're focused entirely on you and what you want to say. In our classes, we turn a foreign language into your language through sharing stories and experiences, taking part in intelligent discussions, and helping you have the kinds of conversations you have at home.

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Language Learning and Teacher Development - Lexical Lab

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Improve your English with Lexicallab. Real-life language learning and teacher development programs. Our personalised training and expert-led webinars focus on lexical approach to advance your linguistic and teaching skills.

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Reading Comprehension Exercises for all Grades & Levels | ReadTheory

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Reading comprehension exercises — online, free, personalized & adaptive. Fits K-12, ESL and adult students. Easily track the progress of the entire class.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Google Arts & Culture features content from over 2000 leading museums and archives who have partnered with the Google Cultural Institute to bring the world's treasures online.

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Englishpage.com offers free online English lessons for advanced English learners. Lessons include hundreds of English grammar and vocabulary exercises. Everything is free and no sign-up is required.

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1. DISPLAY A QUESTION

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Teach-This.com provides over 2300 printable ESL activities, worksheets, games and lessons to help you teach all the core skills associated with language learning: speaking, listening, reading, writing, pronunciation, vocabulary and grammar.

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Printable ESL Lesson Plans and ESL Materials for TEFL/TESOL teachers. Grammar worksheets.Reading comprehension. Board games. Pronunciation. Flashcards

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Internet4Classrooms - Helping Students, Teachers and Parents Use the Internet Effectively

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Sketch Engine is the ultimate corpus tool to create and search text corpora in 100+ languages. Try a 30-day free trial.

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Test your students' English level quickly and easily with the Oxford Placement Test, which has helped place millions of students in the right class.

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Test your students' English level quickly and easily with the Oxford Placement Test, which has helped place millions of students in the right class. Suitable for students aged 16+. 100% online so students can take it at home or at school. Automatically marked with instant results so you can start teaching the same day.

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Free primary and secondary school teaching resources - BBC Teach

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Thousands of free curriculum-mapped videos for your classroom, arranged by subject and age-group; Live Lessons presented by top BBC talent; educational campaigns including Super Movers and Bring the Noise.

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Privacy Policy Copyright © 2023. Teacher Training Videos. Designed by Harborne Computers. Teacher Training Videos.com is a registered company in the UK No. 8916914. Company Address: 21 Rusland Park Road, Harrow, Middlesex, UK.

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BusyTeacher: Free Printable Worksheets For Busy English Teachers

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Free printable worksheets and lesson plans for every busy teacher. Find printable worksheets on any topic: vocabulary, grammar, listening, reading, writing and speaking!

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The Cambridge English Digital Framework

has been developed in consultation with practising language teachers and trainers. It describes key competencies for teaching effectively with technology. Explore the six categories to find your starting point:

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Digital World Digital Classroom Digital Teacher Designing Learning Delivering Learning Evaluating Learning

The Digital World.

Technology takes you beyond the classroom: as a digital citizen, you need to be productive, organised and act responsibly, safely and legally in the digital arena to protect yourself and your learners.

The Digital Classroom.

Digital tools and resources provide both opportunities and challenges for language learning: develop your awareness of underlying theories and methodologies and use technology effectively to enhance learning and improve your own language awareness and proficiency.

The Digital Teacher.

Use digital tools and resources to accelerate and track your own professional development: reflect on your teaching, discover online conferences and sources of information, and share knowledge and best practice through a network of peers.

Designing Learning.

Plan for success! Evaluate, choose and integrate digital tools and resources to support course aims and learning objectives, plan logical sequences of work for lessons and courses, and create attractive and useful interactive resources which maximise learning potential.

Delivering Learning.

Build your confidence! Master and manage digital tools to support, educate and communicate with your learners; develop their skills in using technology effectively for learning, so that they can successfully meet their learning outcomes and take advantage of the learning opportunities provided by the digital learning environment.

Evaluating Learning.

Understand what's happening in your classroom! Digital tools provide new and more efficient ways of accessing and managing large quantities of data. Use technology to assess your learners and use that information to improve their learning; evaluate the effectiveness of your lessons and the digital tools and resources that you use.

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Embrace the opportunities that technology brings for you and your learners. Help and inspire them to learn effectively with digital tools and resources.

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Tefl.NET - resources for Teachers of English as a Foreign Language

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Since 1998, free site for teachers of English, with TEFL jobs, courses, worksheets, forums, tips, FAQs and more. Tefl.NET has many special features to help you teach English.

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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Home - TEFL Equity Advocates and Academy

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Learn How to Promote Equality and Tackle Native Speakerism Download this FREE checklist to learn easy, actionable tips that you can immediately use to start promoting equal professional opportunities for both 'native' and 'non-native speaker' teachers. Get Your FREE Copy About TEFL Equity Hi! My name is Marek and I'm the founder of TEFL Equity [...]

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Grammar for listeners Pronunciation for listeners Vocabulary in context Grammar in context Spelling

Business Educational Entertainment Film & animation Information Technology News People & society Talks & interviews Music

Hypothetical conditional. Watch this video with BooBoo Stewart, an actor who starred in Descendants, and catch sentences in the Hypothetical conditional (also known as Second conditional).

Vocabulary in context Entertainment 17 items

My name is and I am.. Watch this video and type expressions that we use to talk about names and age.

Vocabulary in context Entertainment 14 items

My name is and I am.. Watch this video and type expressions that we use to talk about names and age.

Contractions.. Can you catch contractions (such as I'll or he'd)? Do this quiz to find out!

Disappearing sounds. The word and almost always sounds like an. Practice catching it in frequent expressions.

Do this quiz to practice catching three-word expressions that are often difficult to catch.

Pronunciation for listeners Talks & interviews 11 items

Linking between words. Practice catching words that merge together because they share the same sound.

Disappearing sounds. The word and almost always sounds like an. Practice catching it in frequent expressions.

Whatever, whenever or whoever? Fill the gaps.

Spoken grammar. When we speak, we often report what someone says or feels with expressions I'm like/ he's like/etc. Do this quiz to see examples of this grammar.

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Instant quizzes for any subtitled Youtube video

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Hi! Got an English text and want to see how to pronounce it? This online converter of English text to IPA phonetic transcription will translate your English text into its phonetic transcription using the International Phonetic Alphabet. Paste or type your English text in the text field above and click "Show transcription" button (or use [Ctrl+Enter] shortcut from the text input area).

Features:

Choose between British and American* pronunciation. When British option is selected the [r] sound at the end of the word is only voiced if followed by a vowel, which follows British phonetic convention.

The International Phonetic Alphabet (IPA) symbols used.

The structure of the text and sentences in it (line breaks, punctuation marks, etc.) is preserved in phonetic transcription output making it easier to read.

An option to vary pronunciation depending on whether words are in stressed or weak position in the sentence, as in connected speech (checkbox "Show weak forms"). Weak forms are italicized in the output.

Words in CAPS are interpreted as acronyms if the word is not found in the database. Acronym transcriptions will be shown with hyphens between letters.

In addition to commonly used vocabulary the database contains a very substantial amount of place names (including names of countries, their capitals, US states, UK counties), nationalities and popular names.

You can output the text and its phonetic transcription along each other side-by-side or line-by-line to make back-reference to the original text easier. Just tick the appropriate checkbox in the input form.

Where a word has a number of different pronunciations (highlighted in blue in the output) you can select the one that agrees with the context by clicking on it. To see a popup with a list of possible pronunciations move your mouse cursor over the word.
Note that different pronunciations of one word may have different meanings or may represent variations in pronunciation with the same meaning. If unsure which pronunciation is relevant in your particular case, consult a dictionary.

The dictionary database is regularly amended with most popular missing words (shown in red in the output).

The text can be read out loud in browsers with speech synthesis support (Safari, Chrome).

*) American transcriptions are based on the open Carnegie Mellon University Pronouncing Dictionary.

We encourage students of linguistics/phonetics to do their own work during their assignments and remind them that submitting transcriptions produced by this website for academic credit is a breach of academic integrity.

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Hi! Got an English text and want to see how to pronounce it? This online converter of English text to IPA phonetic transcription will translate your English text into its phonetic transcription using the International Phonetic Alphabet. Paste or type your English text in the text field above and click "Show transcription" button (or use [Ctrl+Enter] shortcut from the text input area).

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Scoop.it enables professionals and businesses to research and publish content through its content curation tool.

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Grow your English! Show me the videos You're going to love speaking confidently and communicating with the world. We're here to help you speak more fluently expand your vocabulary have fun with English Previous Next Meet Vicki and Jay, your teachers and guides to British and American English.

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Oxford Learner's Dictionaries | Find definitions, translations, and grammar explanations at Oxford Learner's Dictionaries

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The largest and most trusted free online dictionary for learners of British and American English with definitions, pictures, example sentences, synonyms, antonyms, word origins, audio pronunciation, and more. Look up the meanings of words, abbreviations, phrases, and idioms in our free English Dictionary.

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writing systems written language abjads abuguida alphabet syllabary syllabaries syllabics script glyph encoding multilingual hieroglyphs cuneiform rune accent diacritic unicode character chinese kanji hanzi hanja letter symbol foreign font phrase translation learning

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Omniglot - the online encyclopedia of writing systems and languages

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A guide to writing systems and languages, with useful phrases, tips on learning languages, multilingual texts, and much more.

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"LIFE is dazzlingly appealing. Cengage has provided LIFE with awe-inspiring pictures by National Geographic ... It is a communicative book for students to acquire the language with an interesting approach to critical thinking" Mariano Ignagio, Academic Coordinator, CUI, Buenos Aires

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NATECLA (National Association for Teaching English and other Community Languages to Adults) is the national forum and professional organisation for ESOL teachers.

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A trusted, comprehensive course for adult learners of English | Inside Out, New Inside Out, New American Inside Out

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One of the most trusted, comprehensive courses for adult learners of English. The website provides free elessons, resources and videos to support the course.

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The vowel sound in FAT is usually spelt with the single vowel letter 'a'. Sadly, the opposite is not true: sometimes a single letter 'a' may be pronounced as a different vowel sound. If you do this maze, you may notice some patterns, such as the 'a...

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The vowel sound in FAT is usually spelt with the single vowel letter 'a'. Sadly, the opposite is not true: sometimes a single letter 'a' may be pronounced as a different vowel sound. If you do this maze, you may notice some patterns, such as the 'a...

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At the start of a new semester, teachers around the world turn their attention to the very first class. With a new group of students to integrate and make comfortable, icebreakers are an activity that are essential to those first days. But what makes a good activity? Ideally, teachers need icebreakers that are low in social risk, matched to your class's proficiency level, and perhaps just a bit silly. A good activity will encourage bonding, participation, motivation, and allow students to relax both mentally and physically. Of course, it's an added bonus if they can be easily adapted as warm ups or speaking activities during the year. Here are 13 adaptable icebreakers that we love...

Moving activities

1. Blobs and lines

This activity is easy, quick, keeps students moving and talking, plus helps them discover what they have in common. The idea is for students to listen to their teacher's prompts and organize themselves in a line (for example, in alphabetical order of last name) or in blobs according to something they have in common (birth month).

Try these prompts:

Line up in chronological order of your birthdays

Line up in order of how many siblings you have

Find those who are allergic to the same things as you

Gather with those who have the same colored clothing as you

Line up in alphabetical order of your fathers' names

Gather in four blobs: those who traveled by car to class, those who traveled by bus, and those who traveled another way

2. This or that

Along the same lines, in this activity students move to a particular side of the room to represent their opinions on a certain topic. To make this icebreaker work, "yes/no", "true/false", or "would you rather X or Y" questions are best. (A quick Google search will reveal dozens of sites with icebreaker questions to use or adapt.) Examples are:

True or false (teacher indicates the sides of the room that correspond to each answer): I had breakfast this morning.

Would you rather be invisible for a day or be able to fly for a day?

Yes or no: Do you speak more than three languages?

Tip: If you want to have questions with multiple answers you can assign each to a specific corner of the room.
3. Signatures

Ask the students to invent a "signature" movement or sound. It can be extremely simple: a clap, cough, turn in a circle, bow, word, mime, or gesture. Show yours first and go around the class (the students' signatures shouldn't repeat). Then it's time to remember them, beginning with yours and going around the circle again.

Mingles

4. Classmate bingo

An oldie but a goodie. Create bingo cards with prompts for students to use to ask each other questions. The idea is to cross off all the squares. Use simple prompts like those below, or try more complicated ones for higher level classes:

5. Who's in your circle?

Ask your students to draw three cocentric circles on a piece of paper. Give them a topic (food, seasons, sports...) and ask them to write it in the center circle. In the second circle students write "love", in the third "like", and outside the circles "don't like". Under the topic, students individually choose a specific example to focus on (e.g., bananas, spring, tennis). Students then mingle and ask their classmates how they feel about the item they have chosen, writing the students' names in the circles that correspond to their opinions. Repeat with another topic.

Small group speaking activities

6. Toilet paper roll

Produce a roll of toilet paper and ask students to take as many sheets as they like, without telling them why. Once the class has their sheets, reveal that each sheet corresponds to a question their small group will ask them. You can also do this with pieces of candy.

7. Two truths and a lie

Students write down three sentences with information about themselves, however, one must be a lie. Other students then ask them follow-up questions to discover which statement was a lie.

_Tip: This is a great way for teachers to give information about themselves on the first day of class. Ask students to think of follow-up questions in pairs.
_

8. Three things in common

Small groups must identify three things that they have in common with each other - the stranger, the better. Put prompts on the board if you would like, then give students time to talk. Later, students report back and vote on which group has the strangest three things in common.

Open class speaking activities

9. Time bomb name game

This is a fun, quick activity for students to remember each other's name. Ask your class to form a circle and say their name. Then, throw a tennis ball to one of your students. They have two seconds to say some one else's name and throw the ball to them, before it "explodes" and they are out of the game. Continue until only one student remains.

10. Beach ball toss

Before class, write icebreaker questions over a beach ball in permanent marker. Standing in a circle, students throw the ball to each other. When caught, or when the teacher says "stop", the student with the ball must answer the question closest to their left thumb. Repeat until each student has answered at least one question.

11. Candy pass

Give each student a small handful of colored candy (such as Skittles). Tell the class that a question has been assigned to each candy color. Write these on the board, considering having a mix of serious and more humorous questions such as:

Blue: Would you rather be a tiny horse or an enormous chicken? Why?

Red: What is your ideal job and why?

Green: Tell the class about your house and who lives in it.

Yellow: What are three countries you would like to visit and why?

Students are then told to eat all their candy - except for one piece. In this way they can choose the question they will answer.

12. Sit down if...

With the class in a circle the teacher asks a series of quirky yes/no questions. Students sit down if they can answer "yes" and the last student standing is the winner.

13. Speed dating

This activity allows students to talk to a maximum number of classmates in a short time. To begin, have your class form two concentric circles facing each other. Ask an icebreaker question and tell them they have a minute to discuss it. After one minute, the outer circle rotates counter-clockwise one position - and the activity is repeated with another student and another question. Continue until students have returned to their original partners.

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13 fail-safe icebreakers to use in class today ‹ EF Teacher Zone

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At the start of a new semester, teachers around the world turn their attention to the very first class. With a new group of students to integrate and make comfortable, icebreakers are an activity that are essential to those first days. But what makes a good activity?

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BridgeUniverse - TEFL Blog, News, Tips & Resources

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By Camille Turner
November 26, 2021

Whether teaching in a physical classroom or a virtual one, the first day of English class is crucial for setting the tone for the whole term, so it's important to start with a bang. ESL icebreakers are a great way to accomplish this, and they also get students moving and build confidence. However, icebreakers aren't just for day one! Throughout the term, English students might be coming to class tired after a long day, so you want to get them engaged and energetic, and it might take a little creative ice-breaking to do that! Let's take a look at some of the best ESL icebreakers out there.
If you're new to teaching, you'll want to get initial training and qualification with a TEFL certificate. You can explore our online TEFL courses to get started!
Why should I use ESL icebreakers in class?

First, let's talk about how ESL icebreakers are beneficial in many classroom situations.

Teachers often use them on the first day of class to get students comfortable with one another and to establish a relationship between them and the students.

ESL icebreakers are also a way to build confidence and trust and allow students to see the classroom as a safe space for practicing English, asking questions, and even making mistakes.

Icebreakers are a lot of fun and can also be used to give students a break from more structured class activities.

They can be implemented at the beginning of class or anytime during the lesson to boost energy levels and recapture students' attention.

If you find you have a few extra minutes, icebreakers can also make a good, productive way to fill the time.

Get game and activity ideas for the online classroom by taking a Bridge Micro-credential course.
What makes a good ESL icebreaker?

It's fun!

A good ESL icebreaker is, first and foremost, fun, meaning that it should appeal to your students. One of the main ideas behind icebreakers is to get students out of their shells and make them more comfortable with speaking in class, so you'll need to use an icebreaker that interests them.
Try these fun ESL speaking activities to get students talking.
It's level-appropriate

Make sure that the icebreaker you choose is level-appropriate and that while pushing students to share more, you don't go overboard and make them uncomfortable by asking them to share too much or things that are too personal.

The rules are simple

Additionally, ESL icebreakers that only have a few rules are typically easier to explain to English learners and ensure that you spend less time going over instructions and more time actually conducting the activity.

It's easy to prepare

Finally, a really good icebreaker doesn't require too much preparation and additional materials but rather focuses on oral participation and fun.
These low-prep ESL activities are great for teaching online.
ESL icebreakers for in-person teachers (with adaptations for online teachers)

Each of the following icebreakers requires little to no preparation, is easy to explain, and can be adapted to all levels and ages. These activities promote student talk time and encourage students to become more comfortable with speaking up in class.

A teacher playing ESL icebreaker games from the Bridge Teaching English to Teenagers TEFL/TESOL course

1. Would You Rather... ?

In this game, students think about two scenarios and choose the one they would rather do. The "Would you rather... ?" questions (a variety of which can be found online), can range from goofy to serious, such as:

Would you rather be poor and happy or rich and unhappy?

Would you rather have a missing finger or an extra toe?

Would you rather find your soulmate or find a billion dollars (and never find your soulmate)?

Would you rather eat your favorite meal for every meal for the rest of your life or never be able to eat your favorite meal again?

Would you rather speak all languages fluently or be able to speak to animals?

Would you rather lose your wallet or lose your keys?

You can play this as a whole class or put students in groups and give them a stack of cards with questions, and they take turns asking each other. Either way, following up by asking "Why or why not?" can lead to some fun discussions.

How to adapt this activity to the virtual classroom: You can simply ask your student(s) the questions or you can have your own stack of cards in front of you and draw a card for each student, reading it aloud to the class. Alternatively, you can have student(s) write down their own questions before class and come prepared to ask you or their classmates.

2. Two Truths and a Lie

This can be a good ESL icebreaker for the very first class or as a warm-up later on.

One student thinks of three statements about himself/herself that they will share with the class. Two are true and one is a lie. For example, the student may say something like, "I have five dogs, I've lived in three countries, and I'm a ballet dancer." Then, the other students must guess which statement is a lie and if they can, explain why they think so. At the end, the student will reveal whether the others guessed correctly or incorrectly.

If used on the first day, the teacher can start by demonstrating the game as a good getting-to-know-the-teacher activity!

How to adapt this activity to the virtual classroom: Teachers can easily play this game in a virtual setting by having everyone take turns making statements. Students can either raise their hand when they want to guess which statement is the lie or they can type their guess into the chat box.
Check out these ESL warm-ups for students of all ages.
3. Positive, Negative, Crazy

Write a discussion topic on the board (for example, food, pets, social media, or dating) and then start passing a ball or "hot potato" from student to student. As students pass the hot potato around, they must stop when they hear you say the words positive, negative, or crazy.

When you say, "positive," the student holding the potato must stop and make a positive statement about the topic. For example, If the topic is food, their statement might be "My favorite restaurant is Ichiban Sushi."

If you say "negative," they must make a negative statement about the topic, e.g., "I've never eaten Chinese food!"

And, if you say, "crazy," the sentence they create can be anything they like, such as, "One time I ate a whole pizza myself!"

How to adapt this activity to the virtual classroom: Instead of passing around a ball, you can assign each student a number and then roll a die (either physical or virtual) to see who has to make the next statement. I.e., if the die lands on six, then the student assigned to the number six has to make the positive, negative, or crazy statement.
Strike up a conversation with these TEFL/TESOL discussion questions for adults.

EFL teacher Rachel Cordova working with students online

4. Continue the Story

In this creative game, first think of several half-sentences and write each one on the top of its own piece of paper. The half-sentences should be written so that students can easily finish them to start a story, such as:

As soon as I woke up...

Ana was walking to school when suddenly...

The teacher came into class with a...

Alternatively, put these examples on the board and then have students each think of a half-sentence and write it on a piece of paper. Then, collect the papers and mix them up.

Students will then work in groups (or you can do this as a whole class). A group is given a paper with a half-sentence at the top and the first person in the group must read the half-sentence out loud, then finish it with whatever they like to continue the story (they will write it down and say it aloud). Next, the student passes the paper to his or her right and writes another sentence to continue the story.

When everyone has had a chance to contribute to the story, a representative of each group can read the completed story to the class. Not only can the stories be very funny, but this icebreaker gets students used to being more spontaneous with English.

How to adapt this activity to the virtual classroom: Skip the paper and, instead, simply verbally tell the student(s) the half-sentence they'll be working with. Alternatively, have students prepare a half-sentence before class and then assign the prompts to one another. You could also have them email the sentences to you prior to class, and you could assign them to the other students in class.
Learn about the importance of storytelling in the ESL classroom for young learners.
5. The Hot Seat

This ESL icebreaker is a fun vocabulary guessing game.

Put a chair at the front of the room with its back facing the board; this is the hot seat, and a student volunteer must sit here. Then, write a word on the board (for beginners, tell them the category or theme of words, such as jobs or food - ideally vocabulary they are already studying). Then, the other students try to prompt the hot-seater into guessing what the word is by describing it without saying the actual word (fun with famous people too!).

For example, if you've told your beginner class the category is fruit and the word on the board is pineapple, the students can say things like:

It's a big fruit.

It grows in tropical places.

It's yellow inside.

It has spines.

With guessing games like this one, students are really enthusiastic about trying to get their peers to guess correctly and win the game. The desire to guess takes over, and formerly reserved students forget that they were ever afraid to speak up in English.

How to adapt this activity to the virtual classroom: Choose a student to be the guesser (in the "virtual" hot seat). Then, have them close their eyes as you hold a whiteboard up to the camera with the word written on it. Once the other students have seen the word, hide the whiteboard and have students take turns describing the word to the student who is guessing. Alternatively, if your online software allows it, you could type the word in and send it via chatbox to the students who aren't guessing.
Get more ESL vocabulary games for teaching online and in-person.
6. Open-Ended Questions

Have students each write down an open-ended question on a piece of paper. The questions could be something like "What is your favorite holiday?" or "What kind of movies do you like?"

Students then either fold their papers or crumple them up into balls and drop them in a box as you pass it around. Then, go around the room and have students take turns drawing a paper from the box and answering the question. (Just be sure that students answer questions from their classmates, returning their own papers if they accidentally draw them.)

Ask follow-up questions if time allows.

You can easily tweak this activity for smaller classrooms with fewer students by having them each write three questions that have to be answered. You can also impose a speaking time limit, so students know how long they need to talk.

How to adapt this activity to the virtual classroom: Have students come to class prepared with one or two open-ended questions. They can take turns asking their classmates their questions, or you could ask the students to submit their questions to you ahead of class and you can ask the questions yourself.

An English teacher with BFITS, Thailand

7. One Beep

This is a very simple ESL icebreaker that works well for any age and is a great way to practice English numbers.

Traditionally, students alternate between saying a number and the word "beep" as they go around the room counting. For example, the first student would say, "one," the second would say, "beep," the third would say, "three," the fourth would say, "beep," and so on.

However, you can make this game as complex as you want, such as choosing to insert "beep" for odd or even numbers, on numbers divisible by three, etc. You could also bring it to the next level by creating other sounds or words they have to say for certain numbers. For example, every number divisible by three must be replaced by "beep," and every odd number must be replaced by "boop." For numbers that fall into both categories, you must say both ("beep boop").

Be creative and establish the rules based on your students' level.

How to adapt this activity to the virtual classroom: If playing in the virtual classroom, this game is probably best done with just one student since it's supposed to be a fast-paced game and it might lag online if there are multiple students. The teacher and student can take turns saying the numbers and sounds with one another.
Need more creative TEFL/TESOL activities? Here's how to use pop culture to teach English.
8. Interview and Introduce

This is an easy ESL icebreaker to incorporate on the first day of class (or later on if you feel students could get to know one another better). A benefit of this activity is that it removes the pressure of students introducing themselves at the start of class, which can sometimes cause stress for new students.

Simply break students into pairs and have them interview one another. To help students get started, give them a list of things to find out about their partner, such as where they're from, how many siblings they have, or what their summer plans are for the upcoming year. Then, they will introduce their partners to the rest of the class.

How to adapt this activity to the virtual classroom: Instead of breaking students up into groups, take turns interviewing students yourself. If your classroom platform supports a public discussion forum, you can also assign students a partner and have them complete the interview for homework by using the forum or simply emailing one another the interview questions.

9. Balderdash

This ESL activity, based on the game of the same name, works well for older and more advanced students.

Introduce a strange word that you're sure they've never heard before (ask them to be sure that no one knows it, and make sure nobody looks it up!). Have each student write down a definition that they believe fits the word.

Collect all of the definitions and insert your own-the correct one-into the mix. Read off the definitions and have students vote on which they believe to be the correct one. Give points for students who guess correctly.

For teaching young learners, you could use this same idea to teach new, level-appropriate vocabulary or even to review past words that you've taught them.

How to adapt this activity to the virtual classroom: Have students submit their definitions privately to you via chatbox (i.e., don't let the other students see who sent which definition). Then, read the definitions (adding in yours) randomly. Have students vote on the one they think is correct.

10. Find Someone Who

This activity gets students up and moving around and asking their classmates questions.

Create a list of traits, such as someone who has a birthday in July, someone who owns a cat, someone who has traveled abroad, etc. Then, have the students mingle with one another to find someone who fits each category. They can write down the names of their classmates next to each one to keep track of who fits which trait.

If you add the rule that they can only use someone's name for one category/trait, it will ensure that they get to speak with each of their classmates instead of simply talking to the one person who meets all the requirements.

How to adapt this activity to the virtual classroom: Assign the task as homework and have students use a public discussion forum to ask each other questions and find out which of their classmates fits each trait. They can share their findings in class.

Learn how to engage your older ESL students by taking Bridge's Micro-credential course: Games and Activities for the Online Classroom (Adults).

ESL icebreakers particularly well-suited to online teaching

11. Show and Tell

Ask your student(s) to bring a meaningful object to class and share the story behind it with you and/or their classmates. If your student is a beginner, you can have them describe their object instead. E.g., "It is purple. It is big." If you only have one student, consider asking them to bring in two or three objects total.

To get students comfortable with speaking and sharing, demonstrate the activity with an object of your own first.
Get more ideas for using realia in your classroom.

"Describe a Toy" online activity from the Bridge Micro-credential course: Games and Activities for Teaching Young Learners

12. Scavenger Hunt

This activity works in both the physical and virtual classrooms and gets students up and moving, which is sometimes hard to achieve in an online classroom!

Provide students with a short list (3-5 items) of types of objects they need to find. E.g., something purple, something cold, something that starts with the letter B, something that makes you happy, something that was a gift, etc.

You can then see who can collect the objects from around their house or the classroom the fastest. Have students take turns sharing what items they found. If you're teaching just one student, set a timer for five minutes (or whatever time you choose) and see if they can collect all of the required items before time runs out.

This activity is well suited to younger students and helps energize everyone at the start of class (or awaken everyone if the class starts to get a bit sleepy).
Looking for more ideas? Try these fun ESL games and activities for kids and teens.
13. Roll the Die

This is a great icebreaker activity, but it can also be used to practice pronunciation or review a group of vocabulary words.

Before class, you'll need to create a special die for this icebreaker. You can repurpose a large plush die from a craft store, use a small, square-shaped cardboard box, or get creative here. Print off images that represent a certain action you want students to take, such as saying a word three times, saying it fast, saying it slowly, saying it loudly, whispering it, saying it in a low voice, saying it angrily, etc. For example, a picture of an angry emoji could represent saying the word in an angry voice.

Cut the images out and glue or tape them to each side of your cube. You now have your die!

In class, have your student(s) say a word or set of words that you choose. Roll the die and direct them to follow the instructions shown. This is a fun and silly way to get students out of their shells while helping them practice their English-speaking skills.

ESL icebreakers: An all-around win for the TEFL/TESOL classroom

ESL icebreakers are a great way to boost students' energy, get them excited about the class, and build an atmosphere that makes them feel comfortable. Many icebreakers are also adaptable and can be used in both physical and online classes. While there are tons of icebreakers out there, the best ones are fun and engaging, promote speaking in English, and foster confidence.

Get more fun and engaging TEFL/TESOL games for the online classroom in Bridge's Micro-credentials suite: Teaching English Online Games and Activities.

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13 Easy ESL Icebreakers to Get Your Students Talking

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Whether starting the first day with a bang or re-energizing students throughout the term, ESL icebreakers get students moving, build confidence, and set the tone for the class. We share how to effectively use these ESL icebreakers in your class.

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Free online ESL games to help students learn English in a fun and interactive way.

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make your own flashcards online

Free & easy flashcard maker! Best online app to create printable flashcards in PDF.
Click "Start" ⇑⇑⇑ to launch the app & create your first flashcards.

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1. Choose a template

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3. Save as PDF

Our brains create engrained memories through repetition. The more times we hear, see, or repeat something to ourselves, the more likely we are to remember it. Flashcards have proved to be the preferred tool for fast learning and constant repetition for hundreds of years.
With dozens of flashcard techniques, motivated learners can effectively study and retain factual knowledge. Glenn Doman, a physical therapist and a pioneer in the field of child brain development, used the flashcards to teach children to read, count, and make significant advances in development.

Why flashcards are so effective?

When you are preparing flashcards, you already learn. You have to sort out the date in order to put the most important ones onto flashcards, either online or offline.

It's very easy to prepare flashcards. All you need is just a sheet of paper and a marker pen. So you can spend the saved time on more repetitions.

Flashcards allow you to study anywhere at any time. Their portable nature lends them to quick study sessions on the bus, in traffic, at lunch, or in the doctor's office.

With flashcards, you may organize repetition in the way you you want. You are able to separate cards into piles based on whether you need to study them again.

Flashcards may be used for learning at any age - from the cradle to the grave. Their universal nature make it possible to learn foreign phrases, complex formulas, vocabulary, pieces of art and much more.

Use our online flashcard maker to generate your own sets of educational or information flashcards for any purpose. Share the cards online as you wish!

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FREE Flashcard Maker - Online app to make printable flashcards in PDF

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Create your own printable flashcards online. With pictures! Pick a template & save cue cards in PDF. Best flashcards app to generate vocab notecards. 100% FREE.

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Enter the Code to Join & Vote on a Presentation - Mentimeter

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Enter the code from the Mentimeter presentation to join in and start voting. Make your voice heard!

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Kaizena - Fast, Personal Feedback on Student Work

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Give your students fast, high quality feedback on their work. Record voice comments to convey emotion, embed explainer videos, save reusable comments, and track skills students demonstrate in their work.

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Human beings are creatures of narrative. Stories define us. We use story to entertain, stories to strengthen bonds, stories to persuade, stories to sell, stories to understand the world, stories to communicate. Story and language are inseparable. Why would you ever leave story outside your classroom?

LessonStream is a community of teachers and educators. Together, we explore possibilities for using story to engage students, get them thinking creatively and communicating in English.

LessonStream was founded by Jamie Keddie.

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LessonStream - Engage your students with story

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Human beings are creatures of narrative. Stories define us. We use story to entertain, stories to strengthen bonds, stories to persuade, stories to sell, stories to understand the world, stories to communicate. Story and language are inseparable. Why would you ever leave story outside your classroom? LessonStream is a community of teachers and educators.

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Cambridge Learner’s Dictionary: Definitions & Meanings

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The most popular dictionary and thesaurus. Meanings & definitions of words in Learner English with examples, synonyms, pronunciations and translations.

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About the Cambridge LMS

The Cambridge Learning Management System (CLMS) is a robust platform that holds course content, materials and administration in one user-friendly online system. It allows teachers to easily manage classes and track their students' progress, highlighting areas of strength and weakness for ongoing performance improvement.

What's more, it creates an environment where students can interact with content, collaborate with other learners and communicate with their teacher outside the classroom. Through using the CLMS over 37 weeks, Anadolu University in Turkey saw a 1418% increase in student participation.

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The Cambridge Learning Management System (CLMS) is a robust platform that holds course content, materials and administration in one user-friendly online system. It allows teachers to easily manage classes and track their students' progress, highlighting areas of strength and weakness for ongoing performance improvement.

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Cambridge Assessment English provides exams and qualifications for learners and teachers of English. See the full range of what we offer.

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WELCOME TO ESL GAMES WORLD - FUN GAMES FOR ESL/EFL LESSONS

This site is dedicated to helping teachers by providing Fun esl games for Classrooms, Powerpoint Game & Templates, Printable Board Games, Interactive Games for Classrooms, Games for ESL Kids & Adults, Grammar Games, Vocabulary Games, Reading Games, featuring Snakes & Ladders, Hangman & Wheel Games. ESL Online Games

Fredisalearns.com : is a multi-level English program for children between the ages of 4 to 12 featuring tons of cartoon animated videos, games, tests and worksheets to teach and review vocabulary, grammar, spelling and communicative skills.

We provide a variety of interactive games and exercises for total esl fun. Our free ESL fun games here include : Snakes and Ladders, Hangman, Spelling games, Wheel of Fortune, TV Games(Betting Game), Mazes, Memory Games, Matching exercises, Sequencing exercises, Picture Quizzes and more. Follow the links below. This site is dedicated to helping teachers by providing fun esl games for classrooms, powerpoint game templates, printable board games, interactive games for classrooms, Games for ESL Kids, Grammar Games, Vocabulary Games, Reading Games

Fun English Vocabulary Games, Grammar Games, Sentences Games, Spelling Games, Printable and Powerpoint Games, Games for iPad & Android Devices.

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Free ESL Fun Games, Interactive Grammar & Vocabulary Games for Classrooms

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Fun Games for ESL Teachers and Students, Powerpoint Games, Games for Kids, Printable Board Games and Poker Card Games, Interactive Games and Game Templates for ESL Lesson Plans, Snakes and Ladders, ESL Hangman Games, Wheel of Fortune, TEFL Games, Grammar Games, Vocabulary Games, Memory Games

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EnglishClub - Learn or Teach English Today

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Free online resources for learning English 🇬🇧🇺🇸 or teaching it. From easy guides to grammar to fun games and quizzes.

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Online Puzzlemaker | Create Your Own Puzzle | Discovery Education Puzzlemaker

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Discovery Education's Puzzlemaker provides teachers, students, and parents, the tools necessary to create crossword, puzzles, word search puzzles, mazes and more online!

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BBC Learning English - BBC Learning English - Homepage

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II Vocabulary focus. Match the words to their definitions. Use three words in your sentences.

III Look through the article. Five sentences have been removed. Read the article and choose from the sentences (A-J) the one which fits each gap (1-7). There are sentences that you do not need to use.

Habits can be slow to form. But when they do, they can become entrenched. 1) ______ . It is now ten months since many British employees have made a regular commute into the office. New routines have taken root and those will be much harder to break. Some of these new habits are bad, and they may stem as much from managers as from workers.

A survey of more than 13,000 knowledge workers (defined as those who mostly work at a computer) across eight countries found that, on average in 2020, employees were working 455 hours a year more than their contracted requirement, or around two hours a day. That overtime had almost doubled relative to 2019. And much of the excess may not have been necessary; workers complained about the amount of time they spent in meetings and video-calls, or in responding to messages.

Perhaps this forced communication is the result of manager anxiety. Fearful that remote workers will be tempted to slack, they have closely monitored their teams. . They may have trapped themselves in a cycle of useless activity. Many managers complain of "Zoom fatigue", as they drag themselves from one video-call to another, often keeping other participants waiting as they try to wrap up the previous meeting. However, if they get rid of the needless meetings, productivity should improve. Perhaps managers will make it their new year's resolution to ask the question, "Is this meeting really necessary?"

. Cut that time in half and think of how much more might be achieved. And that will be just as true when people return to the office as it is when they work from their kitchen table. The pandemic could provide a wake-up call on meeting futility.

The best habit developed during the pandemic has been flexibility. . And with it, the curse of "presenteeism"-the idea that, unless you are constantly visible, you are not working. Self-isolating workers have shown they will happily get on with their work, even when not under the eye of their boss.

A survey of personnel chiefs by a research firm found that 65% planned to allow employees flexibility on their working arrangements, even after vaccines have been distributed. They predicted that around half the workforce would want to return to the office, for at least part of the time. Permitting this flexibility makes perfect sense. When lockdowns end, many workers may relish the chance to escape from their homes and see their colleagues in the flesh. . And if they decide to work at home on Fridays, they will no longer feel as guilty as they might have done before the pandemic. The office can be a refuge, not a prison.

Employers will also take advantage of the new flexibility. . Handling a combination of remote workers and freelancers will require managers to acquire new habits. The key will be to develop "empathic leadership" that understands the varied working conditions of team members. This might involve sending small gifts; at the start of the lockdown, some employers sent slippers to their team so they could feel comfy (mentally as well as physically) working from home. .

J. Or managers may have felt the need to look busy, prompting them to call more meetings than before.

Fill in the gaps with the prepositions from the list. Look through the text and check your answers.
up; up; from; on; under; of; of; on; for; from; in
10. Self-isolating workers can get on with their work, even when not ____the eye of their boss.

11. The pandemic could be a wake-up call ____meeting futility.
V Comprehension check. Mark the sentences as True (T) or False (F). Correct the false statements.
1 Habits form slowly and are difficult to change.

2. Office workers in Britain have developed new habits since lockdown began.

3. Knowledge workers are people who work in education.

4. Studies show that employees tend to work less than they used to.

5. There is a requirement for employees to work two hours more than their contracted working hours.

6. The overtime is necessary in times of lockdown; it allows to have more productive meetings and video-calls.

7. Some managers feared that employees working remotely would be less motivated, enthusiastic or hard-working than in the office.

8. Many managers chose to closely monitor their teams and have more meetings than before.

9. "Zoom fatigue" became a new problem that many managers faced.

10. Effective time management allowed managers to quickly switch between online meetings without having to keep participants waiting.

11. Managers may spend 23 hours a month in meetings.

12. The pandemic allowed employees to avoid daily commute and be more flexible.

13. Flexibility is a welcome change for most office workers.

14. There is a belief that unless employees are not visible, they are not working.

15. Most self-isolating workers need the attention of the boss to get on with their work.

16. Even after vaccines have been distributed, some executives plan to allow employees flexibility.

17. When lockdowns end, many workers may hate the idea of leaving their homes and meeting their colleagues.

18. After the pandemic employees would not feel guilty if they decide to work at home.

19. In future firms will likely rely more on freelancers and contractors than on full-time employees.

20. "Enigmatic leadership" is an approach that understands the varied working conditions of team members.

, practise their words to their definitions to make cards disappear) and VI Vocabulary focus. Follow the link below S tudy the words and word combinations using , check your understanding spelling. Check your knowledge in the matching vocabulary game (match s ng in correct words. ave the planet from asteroids by typi
VII OVER TO YOU. Discuss the questions with other students:

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II Vocabulary focus. Match the words to their definitions. Use three words in your sentences. III Look through the article. Five sentences have been removed. Read the article and choose from the sentences (A-J) the one which fits each gap (1-7). There are sentences that you do not need to use.

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Practical Discovery of English Pronunciation

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Free Online Flashcard Maker | Adobe Spark

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Welcome to 7ESL: your all-in-one English language resource! Whether you're a student, a professional, or simply someone who loves to explore language, this website has everything you need to become a master of the English language. From grammar rules to vocabulary lists and pronunciation tips, we've got you covered.

All English Lessons

Learning English can be done in a huge variety of ways, from listening to native speakers and immersing yourself in day-to-day conversations all the way through to written exercises. We have a wide range of useful information and learning material designed to help you get to grips with the language and gain a much better understanding of it. It is for this reason that our editors have put together a selection of what they deem to be some of the very best learning English articles that you will find.

By taking the time to read through these articles and soak up the information presented to you, you will be sure to find that learning English soon becomes much easier. These articles are designed to explain ideas and tips in an easy-to-understand manner that is easy to digest. If our editors have suggested them, we believe them to be ideal.

English Grammar

English is renowned for having some seriously complicated grammar rules and it can be overwhelming trying to master every single one. It is important to take things step by step and focus on one grammar rule at a time, read up on it, practise it and then practise some more. This is the best way to be able to memorise and understand all the grammar rules that you will need to become a fluent speaker of the English language.

Grammar is simply the structure of the language and every language in the world has a grammar system. There are many points to consider within grammar such as syntax, phonetics and semantics, all of which sound extremely confusing. But once you have a handle on things, these will all seem much more easy to understand.

We have an excellent range of articles specifically designed in an easy to understand format which will assist you in learning all the grammar skills that you will need on your English learning journey. Choose one which interests you and go with it, then you can begin including your new found skills in your English conversations.

It is really important to remember that you cannot successfully learn a language without having a good knowledge of the grammar. It is one thing to learn common phrases and repeat these, and this will get you so far but if you want a much deeper understanding of the language then learning the grammar is an absolute must.

English Vocabulary

Learning English vocabulary is the basis of your journey to becoming a fluent speaker of the English language. When learning your native language, you begin building up a vocabulary at an early age and this develops over time, until you come to a point where to are fully coherent in the language. The same applies when learning English, you will begin with a basic vocabulary and over time, learn new words and phrases to add into your vocabulary in order to get to a more fluent speaking ability.

There are hundreds of thousands of words within the English language and it may seem like somewhat of a daunting task to remember them all and create your new English vocabulary. But it can be much more simple than it first appears. There are common phrases and words which are used every day in English conversations and there are more complicated words and phrases which may not used as often, all of these make up the vocabulary of the speaker.

Use these pages and articles to develop a greater English vocabulary and take the time to focus on the words and phrases that you feel are the most important and are going to be the most beneficial to your learning experience. On top of this, you need to consider what words and phrases you feel that you are going to need first and this will help you prioritise your vocabulary as well.

Visual Dictionary

Many people pick up a language by reading lines and lines of text but if you are one of the many people who struggle to learn this way then there is an alternative. By using visual vocabulary, you are able to pick up an understanding of the target language, in this case, English, through the use of images alongside the required vocabulary.

By looking at a picture, the brain can more easily absorb the information been given and it has been proven that information is easier to remember when shown in a visual format. Learning a language can be overwhelming but by linking an image to the vocabulary that it represents, you are much more likely to recall the information quickly, which is essential when learning a language due to having to have a reasonable response time in a conversation.

If you think that you would benefit more from visual learning then this is definitely the place for you. Browse through some of the images here and use them to broaden your English vocabulary and get well on your way to becoming much more fluent.

English Words

In the English language there are literally hundreds of thousands of words, this may seem like a lot and you would be right in thinking so because compared to other languages, English has more words than any other. With Russian coming in at second place and having 20,000 less words than English. So you have your work cut out for you. That being said, English words tend to fall into certain categories and this can make learning them so much more simple.

Depending on what you are trying to say, will highly depend on which type of word you need to use. There are many different word types such as adjectives, nouns, verbs, adverbs, pronouns, conjunctions and so forth. Again this may seem like a daunting task to learn all of the various types but once you establish which words fall into which category, your English learning will excel to a whole new level.

Not only will learning English words help you in becoming much more fluent and natural sounding when using the language but on top of this, it is essential to be aware of English words and their types in order to be able to form a sentence.

The structure of a sentence is made up from various different types of words and understanding this structure will assist you in being able to form a sentence more easily and choose the correct English words.

It is not advisable to pick up an English dictionary, start at the beginning and learn words from A to Z as this will not be beneficial in becoming fluent. Learning the different word classes and what they are used for is the best way to learn as well as helping you to get to grips with English grammar.

Words with Letters

Words with letters refer to words constructed from the alphabet of the Latin language. These are called "word-building" exercises, which involve arranging and rearranging letters in various combinations until they form meaningful and correctly spelled words. Players receive a collection of letters, which they must use to construct words.

Word-building exercises aim to create as many words as possible within the allotted time. The exercise is great for developing spelling, grammar, vocabulary building, sentence construction, and critical thinking skills.

They are an essential part of language and communication. Knowing how to spell and use words correctly helps us communicate more clearly and effectively and makes us more confident in our written expression. Word-building exercises also help improve attention span, memory, problem-solving skills, and focus. These exercises may be a great way for children and adults alike to have fun while sharpening their language skills.

Word Games

They are games that involve manipulating or identifying words, letters, or both. They often involve unscrambling words from a given set of letters or constructing words from different combinations of letters. Common word games include Scrabble, Boggle, Wordle, Text Twist, and Words with Friends.

Slang Words

In the English language there are many informal conversations that you will hear which feature slang terms. For native speakers these come as second nature and they often do not even realise that they are using a slang term. Wouldn't it be amazing if you could get to the point in English speaking where you felt this way too? There is a way that this can be done and that is by taking the time to look at various English slang terms.

In short, a slang term is a word or phrase which is used in a colloquial sense, usually during an informal conversation, There are a variety of forms of English slang, some of which are used in a mild comedic way, for example the use of the phrase 'get some dough' which is slang for earning money right the way through to the use of obscenities.

Whilst obscenities, more commonly known as swear words are used in slang, it is important to note that these phrases should never be used in a formal situation such as during a transaction at a shop of within the workplace.

Slang is used to make a conversation lighter and less intense but it can also make making a point much more simple and quick. Many people will use slang terms in order to more easily express a feeling or an emotion which is more relateable, for example saying 'I am knackered' which means 'I am tired' can have a much bigger impact.

Whatever the reason for using slang, there is no denying that it features heavily within English and is something that should be focused on during the learning of the language.

Abbreviations

An abbreviation is essentially a shortened version of a word or of a phrase, usually in a written context but in some cases in a verbal context as well. They are used in order to avoid having to continually write out longer words or phrases and can also be used to save time. In some cases abbreviations are used as a way to avoid having many longer words within a text, or in some cases within speech and can be implemented as a way to abide by modern standards. For example, the abbreviation LOL, is used as modern slang. It is not uncommon to hear abbreviations used in modern spoken language such as the term YOLO, which people will say during a conversation.

There is no set pattern to what an abbreviation should look like and in some cases, the individual author may even make up their own. You are unlikely to see a pattern but, with that being said, there are many common abbreviations which are standard within the English language.

Depending on the abbreviation, you might see a word in a shortened way, for example the word rehab is often used as an abbreviation of the word rehabilitation, this is common place and widely understood. However, in some cases, the abbreviation may come in the form of letters, which is also known as an acronym. An example of this might be YMCA, this is an abbreviation of the widely recognised charity the Young Men's Christian Association, although it is rare that anyone ever refers to it by its full name as the abbreviation is standard.

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Your All-in-One English Language Resource

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Welcome to 7ESL: your all-in-one English language resource! Whether you're a student, a professional, or simply someone who loves to explore language, this website has everything you need to become...

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Everything you find here has been specially created by the British Council, the world's English teaching experts.

We provide you with the right tools to help you interact confidently in the real world.

Practise your listening, reading, writing and speaking and learn useful language to use at work or to communicate effectively with friends.

Audio and video to practise your listening and speaking skills.

Model texts for all types of writing tasks.

Work on your reading skills to read more quickly and understand more.

Revise and practise your grammar to improve your language level and increase your confidence.

Clear and simple grammar explanations to help you revise and practise different grammar points.

Online exercises to help you check your understanding of the grammar points.

Use the grammar reference for further practice and more detailed explanations.

Learn new words and improve your language level to be able to communicate in English effectively.

Online exercises to help you learn the meaning, pronunciation and spelling of new words.

Learn new words connected to a wide range of different topics.

Play our word games and have fun as you improve your vocabulary.

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Learn English online using our high-quality resources to quickly improve your English. Take our free level test to help you find your English language level, then find lessons and resources that are just right for you.

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Basil Paterson CELTA has 135 members. A group for all Basil Paterson CELTA trainees and trainers, past and present. Stay in touch, advertise jobs, CPD opportunities and more.

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The ETF is developing a new platform to replace Excellence Gateway, and this will come online at the same time as Excellence Gateway comes offline on 3 November 2023. Most ESOL resources will be transferred. A few items will be retired, but a list will be provided in advance.