kasmanurn:uuid:aedd0bc7-5246-690e-be42-094c20c449fd2008-11-05T05:44:21-05:00kasmanga moodurn:uuid:a351c273-eecb-d53a-69de-927b2fe51aae2008-11-05T05:44:21-05:0015 places to start getting publishedurn:uuid:c9fb50e4-8fc3-2e6d-86e1-e1d7804b84c62008-10-17T16:08:50-04:00
1. Articles here!
TEFL.net accepts submission of articles on almost every subject related to teaching English, including from beginning and non-native teachers who feel like they have some ideas or experiences to share, even if they are ideas they heard from elsewhere that they want to pass on (copyright laws allowing, of course). See How to Submit Content for details. The editor rarely rejects relevant articles outright, and he and/ or I can help you if you need some help getting it written up in a publishable way. There are no restrictions on length or format.
2. Ideas here!
As well as the TEFL.net Articles page, there is also a page for more practical ideas- Idea Thinktank.
3. Onestopenglish lesson share
I published my very first thing by submitting a lesson plan (Man and Wife speaking game) to the website of Macmillan, a big UK-based publishers. I won a stack of books, had my ego boosted and got the idea that writing was something I could and should do more of. I also went on to suggest writing a whole bunch of FCE lesson plans for them, and that became my first paid writing job and eventually led on to publishing a book with Macmillan Latin America. Despite being set up as a competition, I found that all of my entries to the Lesson share “won”, and I imagine they don’t often reject people’s lesson plans as long as they are written well.
4. Other Onestopenglish sections
Although most Onestop content is commissioned to professional writers, they do have other competitions (some temporary and some longer lasting) anyone can enter.
5. Other sites
The other publishers don’t have such an obvious way of submitting content to their websites (as far as I am aware) and can be difficult to contact, and some of the more academic websites have very strict criteria on the kind of subjects they accept and how it should be written. Most other websites, however, are desperate for more content- especially the completely independent ones. You can find a selection of these by googling something like TEFL + “submit article” or by looking at the sites I have published stuff with (see my full list of publications for details). Again, if the site editor has a problem with what you have written they will usually edit it or give you some advice on how to rewrite it rather than rejecting it outright. Please note that site editors often have another full-time job and so can take rather a long time to reply. Note also that submitting the same thing to more than one site is not a good idea as copied content will hurt their Google rankings and turn readers off.
6. TEFL.net reviews
As writing articles can be quite demanding in terms of thinking of good ideas and writing them up without having one obvious format to follow, many people find that a good place to start is book reviews. In my role as TEFL.net Reviews Editor I arrange for publishers to send brand new books out to our volunteer reviewers and then give them whatever help they need writing it up. Usually that is just a little minor editing, but some people do need specific advice or models to follow. Although we occasionally have university professors and published authors reviewing for us, the vast majority of our reviewers have never published before. For details on how to get involved see the TEFL.net Reviewers’ Guide.
7. Other online reviews
A few other sites have regular book reviews and it is possible to get involved in a similar way to volunteering to review for us at TEFL.net Book Reviews. Try a suitable online search to find sites, e.g. “TEFL book reviews” or “English teaching” + materials + review and then look for a button that says “review for us” or similar.
8. Magazine reviews
Reviewing books is also a good way of getting published on paper for the first time. I have published many reviews in English Teaching Professional and (mainly) Modern English Teacher magazines, the two main practical TEFL magazines from the UK. Although they are stricter on length and format than websites tend to be, you do not need to write in academic English or provide sources etc unless you want to. Reviews on paper are still (for whatever reason) more likely to be taken seriously than online ones, and my reviews in magazines have led to being offered my two brief chances at fame- a chance to submit a proposal for a major textbook for a big publisher (not accepted, but a step in the right direction) and a lead article that got my name on the cover of a magazine for the first time and a tiny mention in the latest edition of The Practice of English Language Teaching. Make sure you read their instructions on how to review for them carefully and contact the right person (usually a specific Reviews Editor).
9. Other easy magazine stuff
TEFL magazines often have several other sections that, compared to articles, take less effort to write for and have less of a backlog of content and so tend to get published easier and quicker. These include letter pages, brief teaching idea forums, sections for photocopiable materials, and competitions. As with all magazine content, make sure you read several editions of the magazine before submitting so that you can get a feel for the subjects they cover, the formality of the language used, the background of the readers etc. Also make sure that you know exactly which section you are submitting content for, that the format is right and that you are submitting in the right way (e.g. to the right postal or email address).
10. Magazine articles
Although writing a whole article for a magazine is usually a step up from the ideas suggested above (it took me years to pluck up the courage and get together the ideas), as long as you write something similar to the other articles in the magazine you will find that the editors are surprisingly open to new content from unknown writers, even if you sometimes have to wait so long that you think you’ve been rejected before the positive feedback comes back! Ways of making sure you get published and fairly quickly include copying the other articles quite closely in topic, length and style, being very clear about what section of the magazine you are writing for, and sending your article in the right format to the right person. Depending on how busy they are, the editors might also be able to offer you information on what section or topic they are particularly looking for articles on and more information about the kinds of people who will be reading it. They also might sometimes be able to tell you if an idea for an article is something worth writing up for them.
11. Local teaching association newsletters
A less intimidating and time consuming way of getting a first article published on paper is through the newsletters or magazines of local teaching associations such as TESOL or IATEFL. As well as articles, they might also accept teaching ideas, lesson plans, letters, book reviews and even humorous pieces or anecdotes. Depending on the association and even the whims of the editor, though, you may actually find that they are fussier about content than some of the internationally available practical TEFL magazines. If everyone else who publishes in that local magazine works in a university and/ or has an MA and you don’t, it might be better to look elsewhere for a place to first get published.
12. Forums
Although TEFL forums such as the TEFL.net Teacher Forums are usually used for asking for and giving advice, some people use them for submitting games and other teaching ideas, lesson plans and even articles. The advantages are that you can get instantly published and get instant feedback and that you don’t have to worry too much about polishing up a first draft before submitting it. The main disadvantages are that some of the feedback can be very negative and that it will rarely be read once it disappears off the page of most recent topics.
13. Your own blog
Perhaps one step up from contributing to someone else’s forum is starting your own blog to publish your teaching ideas, musings on teaching matters, lesson plans etc. You can see my attempt at www.tefl.net/alexcase and TEFL.net’s sister site offers an easy way to set up English teaching and learning sites at English Club ESL blogs. The advantages are similar to submitting ideas to a forum but with more chance of building up something you can be proud of and include on your CV. The disadvantage can be the amount of effort that it can take to actually get people to come onto your blog and read what you have written. With both blogs and forums, it is probably best to use them as a way of thinking through your ideas and getting them down for the first time before you go on to polishing them up and publishing them somewhere with a proper editor.
14. Other people’s blogs
Most TEFL blogs will be willing to accept guest posts, or at least article length comments on what they have written. Two blogs that are often asking for guest authors are EFL Geek and my own blog TEFLtastic (www.tefl.net/alexcase).
15. EL Gazette
The ELT trade magazine/ newspaper EL Gazette is always looking for writers of news stories, especially ones that take a little digging to produce. This is a good place to start if your instincts are more journalist than teacher trainer. I couldn’t find details on how to submit ideas online, so I must have seen it in the print edition.
]]>15 ways of simplifying your classroom languageurn:uuid:0fc38c8e-1cc7-d31d-14be-37a7484d8f732008-10-17T16:05:10-04:00
1. Write it down
For example, write down an explanation or two for each piece of vocabulary you think they might ask about and check it for simplicity using criteria like those explained in the points below. You could ask a manager, more experienced teacher or teacher who has more experience with that specific level or nationality to check if your explanations are easy enough, or even ask the same question on a teaching forum. Other things you might want to write down include instructions for activities, grammar explanations and concept check questions.
2. Use an Elementary learners’ dictionary
Especially if you are going to write down what explanations you are going to use, an English English dictionary of the right level can be a great tool. To make sure that you don’t rely on it too much and make its use part of a training regime to simplify your own language, it is generally best to write your own explanation down first and then check in a dictionary or two if anything about how they explained it is better than your attempt.
3. Copy a grammar explanation from a low level book
As with using a learners’ dictionary, it is usually best to work on your own explanation first and then check against book versions. Check that any simpler explanations don’t miss out the meanings or exceptions that the rest of the lesson includes.
4. Copy the instructions from the book
Some books have instructions for you to tell the students or photocopy and give to them. If not, you can rewrite the instructions for the teacher to make them comprehensible to the students, and use that as the basis of what you say in class.
5. Take the books into the classroom
If you get stuck in an explanation and can’t move on until they get it, there is no shame in turning to a book such as a dictionary to find an explanation or translation they can understand, as the students will usually think it’s their own fault they don’t understand you rather than a lack of knowledge on your part!
6. Write about it
For example, writing an article about different games for the Present Perfect can be a great way of making sure your instruction language is perfectly clear and concise. Comparing grammar or vocabulary explanations from different books could also make a great article or blog post and be good practice for improving your own explanations, as can critiquing a single book.
7. Workshops
Leading or taking part in workshops on any of the topics mentioned in Write About It above is great practice for simplifying your classroom language. More interesting ways of approaching what can seem a dull topic include teams competing to write the best explanations, “battle of the dictionaries/ grammar books” to find which one is best for 3 topics you pick, the speaking game Taboo (define a word without saying any of the related words written on the card), ranking activities (see below) and roleplays where one teacher pretends to be a student with a particularly limited vocabulary. Another one is taking a simple sentence, adding complicating language to it and seeing if the other people in the group can guess the original version- maybe leading on to analysing what kind of language added complication.
8. Translate
Write out what you want to say in a language you don’t know very well, then translate it back into English without making the language more complicated.
9. Learn a language
Even if you don’t use the language directly as suggested in Translate above, learning to express yourself in a language that you only know a limited vocabulary in is good practice for doing the same in English in the classroom. Activities you can do in L2 that are particularly useful to develop the skill of expressing yourself in simple language include Taboo (see above) and other games where your partner has to guess which word you are defining.
10. Use a word list
Various word lists are available from textbooks, exam boards and researchers including words students should know at each level. When you’ve decided what your explanation will be, check it against such a list and eliminate or change any words that are not included at that level. This is also another way of using a dictionary, either by checking if the word is in a dictionary meant for students of that level at all or by checking it against the symbols many modern dictionaries use to show the core vocabulary. One thing to check for is that the meaning of the word on the word list is the same as the meaning you are using, e.g. avoiding idiomatic uses.
11. Mime
Deciding on how mime could be used to explain vocabulary gives you something you can use to back up your explanation (you might want to miss out the mime the first time you explain with occasional classes that get to rely too much on such clues and don’t listen), and also helps you simplify the language to the level of something that can be mimed.
12. Draw
This is similar to Mime above, in that it makes your explanation clearer by supporting it and also makes you think more deeply about how the explanation itself can be simplified to fit in with the drawing.
13. Rank
Write down all the grammar or vocabulary explanations you can come up with or find for the point you are going to teach and rank them from the simplest to understand to the most difficult. Eliminate the ones that don’t include the specific meaning(s) you want to introduce, and then select the one that is the right level for your students. If you are having problems making yourself understood in that class, maybe choose one that is a level or two lower than the level of their class. This ranking activity works particularly well if you do it with someone else, for example as part of a workshop. You can do the same thing for suitable classroom language for different level classes.
14. Write it up
Writing up a grammar explanation, vocabulary explanation etc. makes it easier for students who have problems with listening comprehension, and also gives them something they can easily look up in their dictionaries or grammar reference books (at the time or later at home).
15. Stop writing things up
For some other teachers, the fact that they can always resort to writing difficult words up on the board so students can use their dictionaries etc is a crutch that needs to be taken away before they can really train themselves to only say things the students already understand. Stopping use of the board might also make the students listen more carefully, and so make explaining to them easier.
]]>15 easy ways to bring change into your classroomurn:uuid:8735bcb3-04c0-bdd4-c2c7-4d88287f6ada2008-10-17T16:02:49-04:00
In the classroom (as in relationships, politics etc etc) radical change is easier to suggest than it is to implement, especially when you need to take into account the opinions of people who might not be as convinced of how (or even if) the class should change as the teacher is. For example, with a class that is used to one way of learning or a particular routine there is bound to be resistance to doing things a different way, even in classes where students have complained about how things are done now. As TEFL and applied linguistics books and articles are at least as guilty of suggesting change without giving ideas on how to bring it about in the real world as sociology books are, here are 15 tips on how to introduce change in ways that are realistic and easy on the teacher, the students and the school structure.
1. Use the same stages, but in a different order
For example, some versions of TBA (the Task-Based Approach) are just like the more traditional Presentation Practice Production (PPP) methodology but with the stages rearranged to become something like Production Presentation (maybe) Practice (maybe Production again). If you can keep the way you teach each stage and the kinds of texts, speaking tasks, grammar presentation stages etc the same for now, the students should easily adjust to what is supposed to be a radical new teaching methodology with hardly any “shock of the new” at all.
2. Add one more stage
For example, PPP can easily be changed into TTT (Test Teach Test) by adding a Test stage and making it kind of TPPP. As with all these tips, try to keep as many things as possible the same while introducing the one new factor you are concentrating on (as long as that doesn’t sabotage the success of the lesson of course).
3. Only change one stage
In this version you keep the same stages in the same order as usual but vary how you approach just one of them. For example, if you are trying to move towards a methodology of students picking up the language naturally through context etc with less grammar explanation, keep a PPP approach but present the language as sentence stems such as “If I were you…” rather than as a grammar point such as “The Second Conditional”, or if you are trying to make them more independent in their learning keep a grammar presentation stage but get them to read the explanation from their books rather than relying on you. Again, if you want to keep all the other stages the same as usual for now you will need to make sure that they still work when one part of the rest of the lesson is changed. Otherwise you might want to make small changes to the other parts of the lesson so the stages still fit together, support each other and naturally progress. In future weeks you can then change more and more stages, or (the more gradual version) change different stages each lesson whilst going back to the original way of doing the other stages you have already experimented with. You can then move on to changing two stages in different combinations, then three etc. As with many of these tips, if possible plan how those small changes will add up to a totally different way of teaching in several weeks’ or months’ time.
4. Leave out one stage
For example, if your long term aim is to move towards less grammar, start by keeping the grammar presentation and practice for a while but getting rid of error correction of grammar mistakes in the speaking task.
5. Move one of the stages to homework
An even softer way of introducing changes by leaving a stage out of your lessons is to move it to homework rather than eliminating it straightaway. Easy possibilities to move include some detailed comprehension questions, presentations of smaller grammar points and exceptions and listening comprehension of minimal pairs.
6. Explain the thinking behind the change
One reason for resistance to change may be not understanding the reasons behind it. If the reasons for changing that you tell them includes responding to their own feedback on your lessons, all the better. Please note, however, that it may not be possible to do this in English, and it may sound better coming from elsewhere e.g. from your boss or the school receptionist. In the most extreme examples, there is also the chance that justifying yourself will be taken as a lack of confidence by the teacher in the changes.
7. Make sure the presentation of the materials is good and/ or familiar
This point may seem trivial, but even experienced teachers and learners judge new textbooks more by their appearance than anything else, however much they deny it. This is partly a negative aesthetic reaction, and partly a feeling that anything that looks cheap must also be bad quality. Many teachers introduce a new methodology using photocopies of slightly smudged worksheets they were given at the workshop where they first heard about that teaching idea, and then are surprised when the reaction of students is not the best. If the methodology is so new that black and white photocopies is all that you have available, at least add some visuals such as clip art.
8. Introduce it more and more often
Do the new type of lesson as a one off, then come back to it a month later, then a couple of weeks after that etc.
9. Make the new bit short
And then make it longer and longer as the lessons go by.
10. Introduce it at a low pressure time
For example, in the lesson after the test.
11. Spend time prepping them for the need for a change
For example, discuss why they did so badly in the test or why they are stuck on the Intermediate plateau.
12. Show them press coverage or other literature on it/ get the experts to back you up
Like getting your boss to tell students about new changes and using materials that have been produced by a major publisher, this is another way of showing the authority behind your decision to introduce changes. Not only does this help cut down on complaints, but if they come into the new-style class with confidence that it will work, then it probably will. Potential problems are that telling them before about changes will make them more nervous and take away the chance of using the other ideas here on how to introduce changes without them noticing. Making a big effort to justify the changes might also make them seem controversial. If this latter could be a problem, you might want to have such literature on the wall where students can read it “if they like” rather than forcing it on them.
13. Get the most popular, respected and/ or qualified teacher to introduce it first
You can then use student feedback from that class, either collected by the teacher and passed on by you or passed on informally between classes, to persuade your own students of what a good class they have waiting for them.
14. Tell them it’s just an experiment
And that you can go back to the original style if you have to. Again, there is the danger of seeming to doubt your own decision to make changes.
15. Get the students to propose it
Some manipulation may be needed, but what kind of a teacher can’t manipulate their students just a little when they really need to?? Perhaps the easiest and least sneaky way of doing this is to have a lesson on their beliefs about and experience of language learning and what that could mean for alternative ways of studying. There is a danger that their attitudes will be completely against what you want to do and that those attitudes will harden by being expressed and shared with other students. If you think this could be the case with your class or even just a section of it, you might want to approach this topic more subtly (i.e. more sneakily).
]]>15 ways to correct spoken errorsurn:uuid:d01ffc9d-17cb-316a-c605-d51736646c3f2008-10-17T15:53:35-04:00
1. Collect the errors for later
You can then correct them later in the same class (with a game like a grammar auction or just eliciting corrections from the class) or in a future class (for example writing error dictation pairwork worksheets or using the same techniques as can be used in the same class). Make sure you give positive reinforcement as well, e.g. “Someone said this sentence, and that is really good”
2. Facial expression
For example, raise an eyebrow, tilt your head to one side or give a slight frown. Most people will do this naturally, but there is a slight chance a teacher’s expression will be too critical or too subtle for your students to pick up on, and you can (amusingly) practice facial expressions in a teaching workshop by participants communicating certain typical classroom messages (“move over there to work with this person”, “work in pairs” etc.) using just their heads and faces, including feedback on spoken errors in that list.
3. Body language
The problems with using body language to show errors could also be that it is taken as very serious criticism or that it is too vague. Possibilities include using your hands (rolling a hand from side to side to mean “so-so attempt”; making a circle by moving your index finger to mean “one more time”; or a cross with fingers, open palms or even forearms to show a very clear “no” or “wrong”- probably only suitable for a team game etc where the responsibility is shared), head (tilted to one side to mean “I’m not sure that sounds correct”), or shoulders (hunched to reinforce “I don’t understand what you are saying”). Again, practising this in a teaching workshop can be useful, as can eliciting other body language teachers could have used after an observation.
4. Point at the correct language
If you have something on the correct form easily accessible on the whiteboard, in the textbook or on a poster, just pointing at it can be a subtle but clear way of prompting students to use the correct language. What you point at could be the name of the tense or word form they are supposed to be using, a verb forms table or the actual correct verb form, a grammatical explanation, or another grammatical hint such as “future”, “prediction” or “polite”.
5. Repeat what they said
This can mean repeating the whole sentence, one section of it including the wrong part, the sentence up to the wrong part, the sentence with the wrong part missed out (with maybe a humming noise to show the gap that should be filled) or just the wrong part. You can illustrate that you are showing them an error and give some hint as to which bit is wrong by using a questioning tone (for everything you say or just for the wrong part). This method is overused by some teachers and can sound patronising if used too often or with the wrong tone of voice, so try to mix up the different versions of it described here and to alternate with methods described in the other tips.
6. Just say the right version
The students can then repeat the correct version or tell you what the difference between the two sentences was and why their version was wrong. Because the students don’t do much of the work in this way of being corrected, it might not be as good a way of remembering the correction as methods where you give more subtle clues. Its advantages are that it is quick and suits cultures, classes and students that think of elicitation as shirking by the teacher. It can also be more face-saving than asking them for self-correction, as trying to correct themselves risks making even more mistakes. The “right version” could mean the whole sentence or just the correction of the part that was wrong. In the latter case, you can then ask them to put it into the sentence in the right place and repeat the whole thing.
7. Tell them how many mistakes
This method is only really suitable for controlled speaking practice, but can be a very simple way of giving feedback in that situation. Examples include “Most of the comparatives were right, but you made two mistakes” and “Three words are in the wrong position in the sentence/ are mixed up”. Make sure you only use this method when students can remember what you are referring to without too much prompting.
8. Use grammatical terminology to identify the mistake
For example, “(You used) the wrong tense”, “Not the Present Perfect”, “You need an adverb, not an adjective” or “Can change that into the passive/ indirect speech?” This method is perhaps overused, and you need to be sure that the grammatical terminology isn’t just going to confuse them more.
9. Give the rule
For example, “ ‘Since’ usually takes the Present Perfect” or “One syllable adjectives make the comparative with –er, not more + adjective” This works best if they already know the rule, and you at least need to make sure that they will quickly understand what you are saying, for example by only using grammatical terminology you have used with them several times before.
10. Give a number of points
This is probably best saved for part of a game, especially one where students work together, but you can give each response a number of points out of 10. The same or other teams can then make another attempt at saying the same thing to see if they can get more points. If you don’t want students to focus on accuracy too much, tell them that the points will also give them credit for good pronunciation, fluency, politeness, persuasiveness and/ or originality of ideas.
11. Just tell them they are wrong (but nicely)
Positive ways of being negative include “nearly there”, “getting closer”, “just one mistake”, “much better”, “good idea, but…”,”I understand what you mean but…”, “you have made a mistake that almost everyone does/ that’s a very common mistake”, “we haven’t studied this yet, but…” and “much better pronunciation, but…” With lower level and new classes, you might have to balance the need to be nice with the need to be clear and not confuse them with feedback language that they don’t understand, perhaps by sticking to one or two phrases to give feedback for the first couple of months. It can also be useful to give them translations of this and other classroom language you will use, for example on a worksheet or a poster.
12. Tell them what part they should change
For example, “You need to change the introduction to your presentation” or “Try replacing the third word with something else”
13. Ask partners to spot errors
This is a fairly well-known way of giving feedback in speaking tasks, but it can be a minefield if the person giving feedback has no confidence in their ability to do so or in how well the feedback (i.e. criticism) will be taken, and even more so if the person receiving the feedback will in fact react badly. This method is easier to do and easier to take when they have been told specifically which language to use while speaking and so to look out for when listening, usually meaning controlled speaking practice tasks. The feedback can be made even simpler to give and collect and more neutral with some careful planning, e.g. asking them count how many times their partner uses the target form as well as or instead of looking for when it used incorrectly.
14. Try again!
Sometimes, students don’t need much help at all but just a chance to do it again. This is likely to be true if you have trained them well in spotting their own errors, if there was some other kind of mental load such as a puzzle to solve that was distracting them from the language, or if they have had a chance to hear someone else doing the same speaking task in the class or on a recording.
15. Remind them when you studied that point
For example, “Nearly right, but you’ve forgotten the grammar that we studied last week” or “You’ve made the same mistake as everyone made in the last test”.
And finally, a tip that isn’t included in the count of fifteen points as it is the opposite of what the article is supposed to be about:
16. Don’t
Sometimes students won’t benefit from any feedback on spoken errors. I could write another whole article on how to choose when to correct and when not to, and I may well do so…
]]>15 ways of dealing with students who pause before urn:uuid:0fe306b1-58a7-6b11-38b8-caba18e21d9d2008-10-17T15:48:35-04:00
1. Shadow reading
In this well-known activity students try to read aloud along with a recorded dialogue, keeping the same speed and rhythm as the people speaking on the CD. You can then try turning down the volume to zero while they are speaking and turn it back up towards the end of the dialogue to see if the students are still speaking in time with the recording. Shy students (who are often but not always the same as students who pause a lot before speaking) will feel happier if they can start doing this activity with the rest of the class drowning their voice out, as a kind of choral drilling. As with many of the activities suggested here, shadow reading is obviously very different from asking them to interact in real time in a conversation in unexpected situations, but the experience of speaking at natural speed should boost their confidence and give them an idea what they are aiming at. As is also true with every suggestion here, the challenge is then to move towards real communication while retaining as much of that speed as possible. In this case, the further stages could include doing the dialogue as a shadow reading with the left half of the class as person A and the right side as person B, then doing the same shadow reading but with students paired person A/ person B with the people next to them. They can then read out the same dialogue in pairs at as natural speed as possible without the tape- maybe with a time limit, but anyway shy students tend to want to finish before other groups so that they can’t be heard by everyone waiting. They can then roleplay the same situation but without looking at the dialogue and/ or read out the dialogue but replacing some of the information and language, for example with their own real names and personal details. They should then be ready to do variations on the roleplay until they are eventually reacting in totally unexpected situations, hopefully retaining some of that natural fluency.
2. Sing along
You’d be surprised how many students who are shy about speaking are less shy about singing, including one quiet student who sang along to a Suzanne Vega song we did in class while everyone else was just silently checking their answers to the gapfill! It is difficult to predict in advance which classes and students will respond well to being invited to sing, and it is more challenging to have clear stages between starting with a song and ending up with real communication. Rewriting the lyrics and doing roleplays based on the situation of the people mentioned in the song are possible activities.
3. Speeches, performances, presentations and poetry recitals
If students are reading straight from the paper in front of them, they can use that situation to get used to speaking out in front of people in English and are unlikely to need to pause and so will have their confidence boosted. To move it towards the skills they will need in real communication, get them to mark the pauses and stressed words on the script they are going to read from and have a question and answer session at the end. You could also have a stage where they tell someone else about one of the presentations they listened to or, with presentations, move towards them speaking from notes rather than a script.
4. Check cultural influences
How long you can pause while thinking and if there should be a substantial gap between the other person finishing their turn and you starting yours can be culturally determined, with the two most famous nationalities where silence is tolerated or encouraged being Japanese and Finnish. If your students pause for cultural reasons and are unlikely to ever use English with nationalities like Italians and Spanish who have an opposite view of silence, and their silence doesn’t interfere with the others’ students ability to get through the content of the lesson, imposing a British or American concept of how long a pause is acceptable might not actually be appropriate. This is true even if their silence causes you subconscious culturally-determined irritation! If you do decide that cutting down on silence is a priority, knowing any cultural influences involved can help you justify the classroom time you spend on it and increase student motivation to work on it by helping explain how it could be a problem for them. It can also help students feel less negative about their own tendency to pause if they accept that it is something that is not unique to them and something that can be changed more than an individual personality trait.
5. Check pauses in L1
Another piece of analysis that is well worth doing is finding out if they speak the same way in L1 and English or whether the long pauses just occur in L2. If they also pause a long time in L1 (and so it is related to culture or personality) but you feel they will need to be more spontaneous in interacting in English in their future life, you will need to think about making them a more outgoing person with drama and confidence building warmers etc. If it only occurs in English, there might be a root cause like too much translation going on in their heads, an overemphasis on accuracy or not having anything to say about the unfamiliar topics that they don’t come across in their normal lives. Having a theory on what the cause is should help you come up with a strategy to deal with it.
6. Be realistic about what they can do
Common causes of pauses include being put into unexpected or unfamiliar situations in class during roleplays etc, or being asked to talk about a topic in English that you have rarely or never spoken about in your own language. If you look at the “can do” statements in the list of ALTE/ Council of Europe levels, these are things that only quite high level students are meant to be able to do in English and so might not be a priority for your students. If these factors are what they need to get up to next level, e.g. for a difficult exam like CAE, CPE or IELTS 6.0 or above, then at least analysing which of these things are difficult for them and whether it is a lack of language or other knowledge and experience that is stopping them should be a good start in working out how you can tackle it.
7. Take a step down in level when doing speaking
You can also aim this “being realistic” more towards specific classes or students by giving them speaking tasks you know they are capable of, even if these speaking activities are a different level to the reading, listening and language input of the rest of the lesson. An easy way of planning this is to take the speaking part of the lesson from a lower level book that deals with the same topic and/ or language point. They may eventually need to cope with more typical speaking activities at that level in order to cope with the test or be ready to move up to the next level, but by gradually moving onto these or alternating them with easier things you can boost students’ confidence, get them in the habit of speaking more fluently and/ or be able to concentrate specifically on cutting down on pauses. There is also the possibility of giving different speaking tasks to different students, either openly or by having Student A and Student B tasks and making sure the right people get the right ones.
8. Reduce the intellectual challenge
As well reducing the language level of speaking tasks, try to take away other interfering factors such as being asked for opinions about difficult subjects, having to work out what is going on or solve a puzzle, or difficult or unfamiliar instructions for roleplays or games. Again, you might still want to introduce these factors into the class when you feel students are ready.
9. Planning time
Giving students time to think about what they are going to say and maybe even make notes before they have to speak is perhaps the best way of cutting down on pauses. This could be as simple of telling their partners when they are ready to take their turn in a speaking board game or as involved as planning a presentation for homework. While they will eventually need to be able to respond without thinking time, this planning time is similar to many real life situations such as rehearsing in your head what you are going to say before making a telephone call or only sticking your hand up in a classroom debate when you are sure what you have to say. A way of combining practice of reacting spontaneously and speaking when you have had time to plan is to do the roleplay etc with no planning time and perhaps an unexpected factor, give some input and feedback, and then do the same speaking activity again. This approach is similar to Test Teach Test or the Task-Based Approach.
10. Make it more important for them
For example, get them taking a test such as FCE where 50/ 50 interactions with another student is important to score well, or exams like BULATS and IELTS where presentations have to be given within a set time. Another good way of convincing them that it is a priority is to show or tell them about how people could end up speaking over them or get irritated if they pause all the time.
11. Give them opinions
If students genuinely don’t have any opinion on what you are asking them to speak about, this is much more difficult to cope with than just concentrating too much on accuracy. As you are usually working more on their pronunciation etc than their ability to say something interesting, you can solve this by telling what opinion they should express. You can do this by giving them a roleplay card where the opinion is written (e.g. “You think the bypass is a bad idea”), a roleplay card where they are given vaguer information about what their opinion should be (e.g. “You are an environmentalist”), or being told to take the same or opposite point of view to their partner or the text they have read or listened to. Please note that if they will be asked to explain why they have that opinion, you might have to give them some help with that too.
12. Pausing/ thinking language
If most questions are met by complete silence, getting them to at least say “Well”, “Let me see”, “Interesting question”, “I’ve never thought about that before” or just “Hmmm” can help fill the uncomfortable silence and even prompt them to say something because at least their mouths are already moving.
13. Give them sentence stems/ fixed social phrases / starting the conversation tactics
In the same way as pausing language, telling to start straight away with “My opinion is…”, “I don’t agree with you because…”, “I’ve don’t think we’ve met”, “You must be Mr Jones” or “Thanks for coming everyone” straight off the page is much less likely to be followed by complete silence than just being told to “start speaking”. They can then use these same phrases for the same purpose in real communication later.
14. Timing/ time limits
This has to be used sensitively as any more pressure can make some students freeze up even more. Methods looking at time include telling them how long they paused and setting a target for improvement next time they do the task, next week or the end of the term; having a time limit for the first word but allowing hums and hahs; doing timed speaking tasks where only the ending is set but pausing too much will cut down on the amount of language they can produce; and getting students to take away an estimate of the amount of silence during any timed activities such as the well-known “Talk about the topic in this square” speaking board games.
15. Ways of sending it back to their partner
If students know that they can send the conversation back someone else’s way after just a sentence or two by saying “What do you think?” etc, this takes the pressure off and means the amount of language they are trying to plan in their heads before speaking is reduced. It also cuts down on the silence when they have actually finished their turn but others are giving them space to speak again because they are used to them needing lots of thinking time.
]]>bumiurn:uuid:bdd34a89-bcf6-2b78-4f42-066aa93b260c2008-10-17T15:12:49-04:00kawan!
bumi kita makin panas, saatnya kita peduli dengan bumi kita.
saatnya kita memberika kontribusi yang nyata untuk melestarikan kembali bumi kita.
do the best to our lovely earth.
]]>Tenses Testurn:uuid:46154d4f-2121-0d79-789d-90e908c9258a2008-10-17T14:16:49-04:00
Click on the letter next to the correct answer
7. She told him that if he _____ his promise, she _____ speak to him again.
a) break - would never
b) break - will never
c) broke - will never
d) broke - would never
8. You _____ a six-month contract when you are offered a permanent position elsewhere. What will you do?
a) have just started
b) had started
c) were starting
d) started
12. He _____ on the bank fishing when he _____ a man's hat floating down the river.
a) has sat - had seen
b) was sitting - saw
c) sat - was seeing
d) was sitting - has seen
13. July 10th is my wedding anniversary. Next month, my husband and I will _____ for twenty years.
a) marry
b) have married
c) be married
d) have been married
20. By then I _____ my driving test, I hope.
a) pass
b) will have passed
c) will be passed
d) have passed
]]>18 tensesurn:uuid:6ae23726-0716-4423-cc04-3f16645178ff2008-10-17T14:06:55-04:001. Simple Present A: He speaks.
N: He does not speak.
Q: Does he speak? action in the present taking place once, never or several times
facts
actions taking place one after another
action set by a timetable or schedule
always, every …, never, normally, often, seldom, sometimes, usually
if sentences type I (If I talk, …)
2. Present Progressive A: He is speaking.
N: He is not speaking.
Q: Is he speaking? action taking place in the moment of speaking
action taking place only for a limited period of time
action arranged for the future
at the moment, just, just now, Listen!, Look!, now, right now
3. Simple Past
A: He spoke.
N: He did not speak.
Q: Did he speak? action in the past taking place once, never or several times
actions taking place one after another
action taking place in the middle of another action
yesterday, 2 minutes ago, in 1990, the other day, last Friday
if sentence type II (If I talked, …)
4. Past Progressive A: He was speaking.
N: He was not speaking.
Q: Was he speaking? action going on at a certain time in the past
actions taking place at the same time
action in the past that is interrupted by another action
when, while, as long as
5. Present Perfect Simple A: He has spoken.
N: He has not spoken.
Q: Has he spoken? putting emphasis on the result
action that is still going on
action that stopped recently
finished action that has an influence on the present
action that has taken place once, never or several times before the moment of speaking
already, ever, just, never, not yet, so far, till now, up to now
6. Present Perfect Progressive A: He has been speaking.
N: He has not been speaking.
Q: Has he been speaking? putting emphasis on the course or duration (not the result)
action that recently stopped or is still going on
finished action that influenced the present
all day, for 4 years, since 1993, how long?, the whole week
7. Past Perfect Simple A: He had spoken.
N: He had not spoken.
Q: Had he spoken? action taking place before a certain time in the past
sometimes interchangeable with past perfect progressive
putting emphasis only on the fact (not the duration)
already, just, never, not yet, once, until that day
if sentence type III (If I had talked, …)
8. Past Perfect Progressive A: He had been speaking.
N: He had not been speaking.
Q: Had he been speaking? action taking place before a certain time in the past
sometimes interchangeable with past perfect simple
putting emphasis on the duration or course of an action
for, since, the whole day, all day
9. Future I Simple A: He will speak.
N: He will not speak.
Q: Will he speak? action in the future that cannot be influenced
spontaneous decision
assumption with regard to the future
in a year, next …, tomorrow
If-Satz Typ I (If you ask her, she will help you.)
assumption: I think, probably, we might …, perhaps
10. Future I Simple
(going to)
A: He is going to speak.
N: He is not going to speak.
Q: Is he going to speak? decision made for the future
conclusion with regard to the future
in one year, next week, tomorrow
11. Future I Progressive A: He will be speaking.
N: He will not be speaking.
Q: Will he be speaking? action that is going on at a certain time in the future
action that is sure to happen in the near future
in one year, next week, tomorrow
12. Future II Simple . A: He will have spoken.
N: He will not have spoken.
Q: Will he have spoken? action that will be finished at a certain time in the future
by Monday, in a week
13. Future II Progressive A: He will have been speaking.
N: He will not have been speaking.
Q: Will he have been speaking? action taking place before a certain time in the future
putting emphasis on the course of an action
for …, the last couple of hours, all day long
14. Conditional I Simple A: He would speak.
N: He would not speak.
Q: Would he speak? action that might take place
if sentences type II
(If I were you, I would go home.)
16. Conditional I Progressive A: He would be speaking.
N: He would not be speaking.
Q: Would he be speaking? action that might take place
putting emphasis on the course / duration of the action
17. Conditional II Simple A: He would have spoken.
N: He would not have spoken.
Q: Would he have spoken? action that might have taken place in the past
if sentences type III
(If I had seen that, I would have helped.)
18. Conditional II Progressive A: He would have been speaking.
N: He would not have been speaking.
Q: Would he have been speaking? action that might have taken place in the past
puts emphasis on the course / duration of the action
]]>Adjective urn:uuid:ae270c1e-1d79-7625-f212-bc422be102102008-10-17T13:34:02-04:00
In English, it is common to use more than one adjective before a noun - for example, "He's a silly young fool," or "she's a smart, energetic woman." When you use more than one adjective, you have to put them in the right order, according to type. This page will explain the different types of adjectives and the correct order for them.
Opinion An opinion adjective explains what you think about something (other people may not agree with you). Examples:
silly, beautiful, horrible, difficult
Size A size adjective, of course, tells you how big or small something is. Examples:
large, tiny, enormous, little
Age An age adjective tells you how young or old something or someone is. Examples:
ancient, new, young, old
Shape A shape adjective describes the shape of something. Examples:
square, round, flat, rectangular
Colour A colour adjective, of course, describes the colour of something. Examples:
blue, pink, reddish, grey
Origin An origin adjective describes where something comes from. Examples:
French, lunar, American, eastern, Greek
Material A material adjective describes what something is made from. Examples:
wooden, metal, cotton, paper
Purpose A purpose adjective describes what something is used for. These adjectives often end with "-ing". Examples:
sleeping (as in "sleeping bag"), roasting (as in "roasting tin")
Some examples of adjective order
Opinion Size Age Shape Colour Origin Material Purpose
a silly young English man
a huge round metal bowl
a small red sleeping bag
8. Which is the correct order?
a cotton dirty old tie
a dirty cotton old tie
an old cotton dirty tie
a dirty old cotton tie
]]>Adjective Clauseurn:uuid:dfd11138-b89a-57ba-e1c5-ab9f1b347d4a2008-10-17T13:30:15-04:00
Adjective clauses are also called relative clauses. They come after nouns and modify them. In other words, they tell the listener or reader more about the person or thing that the noun refer to. The pronouns that often begin adjective clauses are called relative pronouns ( that, which, who, whom, whose, where) For example:
A person who sweeps the floor on buildings is known as janitor.
A person who sails is a sailor.
The man who sold the red house is a friend of mine.
2. Reducing Adjective Clauses to Adjective Phrases
If the subject relative pronoun is followed by the verb be in any tense, both the relative pronoun and the verb be can be omitted. For example:
The realtor who is selling the house is Ann.--> The realtor who is selling the house is Ann.
The garment that is worn by priests is usually white.-> The garment that is worn by priests is usually white.
3. Relative pronouns as objects
The object relative pronouns for people are who, whom, that. Whom is more formal than who. The object relative pronouns for things are which, that. For example:
The candidate who more votes gets become the president.
The first time that I voted was in 1982.
You may omit the relative pronoun in restricted adjective clauses. For example:
The first time I voted was in 1982.
4. Restricted/Nonrestricted Relative Clauses
The two main types of adjective clauses--restrictive and nonrestrictive-- have distinct meanings and uses.
A restrictive adjective clause gives information that helps to uniquely identify the noun that it describes. For example:
My sister who attends KU is very shy. (I have two sisters. one attends KU , the other doesn't)
A Nonrestrictive adjective clause, on the other hand, adds extra information about the noun it modifies. This information is not necessary to identify the noun. For example:
Mary, who attends KU, is very shy.
Summary
Noun in main Clause Relative Clause Rest of main Clause
The man who called is an old friend of mine.
The woman whom I met lives near my house
The letter that Mary received was very important.
The book which we discussed was a best-seller.
The writer whose book we discussed will visit with us next week. ]]>irregular verburn:uuid:c39c59f1-9e2a-c92c-ec1a-412a6f837ecf2008-10-17T13:25:35-04:00
Infinitive Simple Past Past Participle
arise arose arisen
awake awakened / awoke awakened / awoken
B
backslide backslid backslidden / backslid
be was, were been
bear bore born / borne
beat beat beaten / beat
become became become
begin began begun
bend bent bent
bet bet / betted [?] bet / betted [?]
bid (farewell) bid / bade bidden
bid (offer amount) bid bid
bind bound bound
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
breed bred bred
bring brought brought
broadcast broadcast / broadcasted broadcast / broadcasted
browbeat browbeat browbeaten / browbeat
build built built
burn burned / burnt [?] burned / burnt [?]
burst burst burst
bust busted / bust busted / bust
buy bought bought
C
cast cast cast
catch caught caught
choose chose chosen
cling clung clung
clothe clothed / clad [?] clothed / clad [?]
come came come
cost cost cost
creep crept crept
crossbreed crossbred crossbred
cut cut cut
D
daydream daydreamed / daydreamt [?] daydreamed / daydreamt [?]
deal dealt dealt
dig dug dug
disprove disproved disproved / disproven
dive (jump head-first) dove / dived dived
dive (scuba diving) dived / dove dived
do did done
draw drew drawn
dream dreamed / dreamt [?] dreamed / dreamt [?]
drink drank drunk
drive drove driven
dwell dwelt / dwelled [?] dwelt / dwelled [?]
E
eat ate eaten
F
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
find found found
fit (tailor, change size) fitted / fit [?] fitted / fit [?]
fit (be right size) fit / fitted [?] fit / fitted [?]
flee fled fled
fling flung flung
fly flew flown
forbid forbade forbidden
forecast forecast forecast
forego (also forgo) forewent foregone
foresee foresaw foreseen
foretell foretold foretold
forget forgot forgotten / forgot [?]
forgive forgave forgiven
forsake forsook forsaken
freeze froze frozen
frostbite frostbit frostbitten
G
get got gotten / got [?]
give gave given
go went gone
grind ground ground
grow grew grown
H
hand-feed hand-fed hand-fed
handwrite handwrote handwritten
hang hung hung
have had had
hear heard heard
hew hewed hewn / hewed
hide hid hidden
hit hit hit
hold held held
hurt hurt hurt
I
inbreed inbred inbred
inlay inlaid inlaid
input input / inputted input / inputted
interbreed interbred interbred
interweave interwove / interweaved interwoven / interweaved
interwind interwound interwound
J
jerry-build jerry-built jerry-built
K
keep kept kept
kneel knelt / kneeled knelt / kneeled
knit knitted / knit knitted / knit
know knew known
L
lay laid laid
lead led led
lean leaned / leant [?] leaned / leant [?]
leap leaped / leapt [?] leaped / leapt [?]
learn learned / learnt [?] learned / learnt [?]
leave left left
lend lent lent
let let let
lie lay lain
lie (not tell truth) REGULAR lied lied
light lit / lighted lit / lighted
lip-read lip-read lip-read
lose lost lost
M
make made made
mean meant meant
meet met met
miscast miscast miscast
misdeal misdealt misdealt
misdo misdid misdone
mishear misheard misheard
mislay mislaid mislaid
mislead misled misled
mislearn mislearned / mislearnt [?] mislearned / mislearnt [?]
misread misread misread
misset misset misset
misspeak misspoke misspoken
misspell misspelled / misspelt [?] misspelled / misspelt [?]
misspend misspent misspent
mistake mistook mistaken
misteach mistaught mistaught
misunderstand misunderstood misunderstood
miswrite miswrote miswritten
mow mowed mowed / mown
N
No irregular verbs beginning with "N."
O
offset offset offset
outbid outbid outbid
outbreed outbred outbred
outdo outdid outdone
outdraw outdrew outdrawn
outdrink outdrank outdrunk
outdrive outdrove outdriven
outfight outfought outfought
outfly outflew outflown
outgrow outgrew outgrown
outleap outleaped / outleapt [?] outleaped / outleapt [?]
outlie (not tell truth) REGULAR outlied outlied
outride outrode outridden
outrun outran outrun
outsell outsold outsold
outshine outshined / outshone [?] outshined / outshone [?]
outshoot outshot outshot
outsing outsang outsung
outsit outsat outsat
outsleep outslept outslept
outsmell outsmelled / outsmelt [?] outsmelled / outsmelt [?]
outspeak outspoke outspoken
outspeed outsped outsped
outspend outspent outspent
outswear outswore outsworn
outswim outswam outswum
outthink outthought outthought
outthrow outthrew outthrown
outwrite outwrote outwritten
overbid overbid overbid
overbreed overbred overbred
overbuild overbuilt overbuilt
overbuy overbought overbought
overcome overcame overcome
overdo overdid overdone
overdraw overdrew overdrawn
overdrink overdrank overdrunk
overeat overate overeaten
overfeed overfed overfed
overhang overhung overhung
overhear overheard overheard
overlay overlaid overlaid
overpay overpaid overpaid
override overrode overridden
overrun overran overrun
oversee oversaw overseen
oversell oversold oversold
oversew oversewed oversewn / oversewed
overshoot overshot overshot
oversleep overslept overslept
overspeak overspoke overspoken
overspend overspent overspent
overspill overspilled / overspilt [?] overspilled / overspilt [?]
overtake overtook overtaken
overthink overthought overthought
overthrow overthrew overthrown
overwind overwound overwound
overwrite overwrote overwritten
P
partake partook partaken
pay paid paid
plead pleaded / pled pleaded / pled
prebuild prebuilt prebuilt
predo predid predone
premake premade premade
prepay prepaid prepaid
presell presold presold
preset preset preset
preshrink preshrank preshrunk
proofread proofread proofread
prove proved proven / proved
put put put
Q
quick-freeze quick-froze quick-frozen
quit quit / quitted [?] quit / quitted [?]
R
read read (sounds like "red") read (sounds like "red")
reawake reawoke reawaken
rebid rebid rebid
rebind rebound rebound
rebroadcast rebroadcast / rebroadcasted rebroadcast / rebroadcasted
rebuild rebuilt rebuilt
recast recast recast
recut recut recut
redeal redealt redealt
redo redid redone
redraw redrew redrawn
refit (replace parts) refit / refitted [?] refit / refitted [?]
refit (retailor) refitted / refit [?] refitted / refit [?]
regrind reground reground
regrow regrew regrown
rehang rehung rehung
rehear reheard reheard
reknit reknitted / reknit reknitted / reknit
relay (for example tiles) relaid relaid
relay (pass along) REGULAR relayed relayed
relearn relearned / relearnt [?] relearned / relearnt [?]
relight relit / relighted relit / relighted
remake remade remade
repay repaid repaid
reread reread reread
rerun reran rerun
resell resold resold
resend resent resent
reset reset reset
resew resewed resewn / resewed
retake retook retaken
reteach retaught retaught
retear retore retorn
retell retold retold
rethink rethought rethought
retread retread retread
retrofit retrofitted / retrofit [?] retrofitted / retrofit [?]
rewake rewoke / rewaked rewaken / rewaked
rewear rewore reworn
reweave rewove / reweaved rewoven / reweaved
rewed rewed / rewedded rewed / rewedded
rewet rewet / rewetted [?] rewet / rewetted [?]
rewin rewon rewon
rewind rewound rewound
rewrite rewrote rewritten
rid rid rid
ride rode ridden
ring rang rung
rise rose risen
roughcast roughcast roughcast
run ran run
S
sand-cast sand-cast sand-cast
saw sawed sawed / sawn
say said said
see saw seen
seek sought sought
sell sold sold
send sent sent
set set set
sew sewed sewn / sewed
shake shook shaken
shave shaved shaved / shaven
shear sheared sheared / shorn
shed shed shed
shine shined / shone [?] shined / shone [?]
shit shit / shat / shitted shit/ shat / shitted
shoot shot shot
show showed shown / showed
shrink shrank / shrunk shrunk
shut shut shut
sight-read sight-read sight-read
sing sang sung
sink sank / sunk sunk
sit sat sat
slay (kill) slew / slayed slain / slayed
slay (amuse) REGULAR slayed slayed
sleep slept slept
slide slid slid
sling slung slung
slink slinked / slunk slinked / slunk
slit slit slit
smell smelled / smelt [?] smelled / smelt [?]
sneak sneaked / snuck sneaked / snuck
sow sowed sown / sowed
speak spoke spoken
speed sped / speeded sped / speeded
spell spelled / spelt [?] spelled / spelt [?]
spend spent spent
spill spilled / spilt [?] spilled / spilt [?]
spin spun spun
spit spit / spat spit / spat
split split split
spoil spoiled / spoilt [?] spoiled / spoilt [?]
spoon-feed spoon-fed spoon-fed
spread spread spread
spring sprang / sprung sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
stink stunk / stank stunk
strew strewed strewn / strewed
stride strode stridden
strike (delete) struck stricken
strike (hit) struck struck / stricken
string strung strung
strive strove / strived striven / strived
sublet sublet sublet
sunburn sunburned / sunburnt [?] sunburned / sunburnt [?]
swear swore sworn
sweat sweat / sweated sweat / sweated
sweep swept swept
swell swelled swollen / swelled
swim swam swum
swing swung swung
T
take took taken
teach taught taught
tear tore torn
telecast telecast telecast
tell told told
test-drive test-drove test-driven
test-fly test-flew test-flown
think thought thought
throw threw thrown
thrust thrust thrust
tread trod trodden / trod
typecast typecast typecast
typeset typeset typeset
typewrite typewrote typewritten
U
unbend unbent unbent
unbind unbound unbound
unclothe unclothed / unclad [?] unclothed / unclad [?]
underbid underbid underbid
undercut undercut undercut
underfeed underfed underfed
undergo underwent undergone
underlie underlay underlain
undersell undersold undersold
underspend underspent underspent
understand understood understood
undertake undertook undertaken
underwrite underwrote underwritten
undo undid undone
unfreeze unfroze unfrozen
unhang unhung unhung
unhide unhid unhidden
unknit unknitted / unknit unknitted / unknit
unlearn unlearned / unlearnt [?] unlearned / unlearnt [?]
unsew unsewed unsewn / unsewed
unsling unslung unslung
unspin unspun unspun
unstick unstuck unstuck
unstring unstrung unstrung
unweave unwove / unweaved unwoven / unweaved
unwind unwound unwound
uphold upheld upheld
upset upset upset
V
No commonly used irregular verbs beginning with "V."
To view our extended dictionary including rare and antiquated forms, Click Here.
W
wake woke / waked woken / waked
waylay waylaid waylaid
wear wore worn
weave wove / weaved woven / weaved
wed wed / wedded wed / wedded
weep wept wept
wet wet / wetted [?] wet / wetted [?]
whet REGULAR whetted whetted
win won won
wind wound wound
withdraw withdrew withdrawn
withhold withheld withheld
withstand withstood withstood
wring wrung wrung
write wrote written
X
No irregular verbs beginning with "X."
Y
No irregular verbs beginning with "Y."
Z
No irregular verbs beginning with "Z." ]]>Idiom "C"urn:uuid:034f42f3-e81f-4572-ec74-20dd8926e7d72008-10-10T14:20:16-04:00
Click on any idiom for more information, including example sentences, notes and quizzes.
Idioms
a chip off the old block
Someone can be described as a chip off the old block if they are very similar in character to one of their parents, usually their father.
a couch potato
You can say someone's a couch potato if they're very lazy and they spend a lot of time sitting around watching TV and eating junk food.
call a spade a spade
If you call a spade a spade, you tell the truth in a straightforward and direct way, even if the truth is not pleasant.
call it a day Informal
If you call it a day, you stop doing something that's usually related to work.
can of worms Informal
If you say a situation or an issue is a can of worms, you think that getting involved in it could lead to problems.
can't see the forest for the trees
If you can't see the forest for the trees, you can't see the whole situation clearly because you're looking too closely at small details, or because you're too closely involved.
can't see the wood for the trees
If you can't see the wood for the trees, you can't see the whole situation clearly because you're looking too closely at small details, or because you're too closely involved.
carte blanche Formal
If you give someone carte blanche, you give them freedom to do whatever they want in a situation.
caught red-handed
If someone is caught red-handed, they are caught in the act of doing something wrong such as cheating or stealing.
change your tune
If you change your tune, you change your opinion about something or your attitude towards someone.
chew the fat | chew the rag
If you chew the fat, or chew the rag, you have a long, friendly chat with someone.
chickens come home to roost
If chickens are coming home to roost, someone is suffering the unpleasant consequences of their bad actions in the past.
clean as a whistle
If something is as clean as a whistle, it's extremely clean, or for a person it can mean they have a perfect record and have never done anything illegal.
come a cropper Informal
If you come a cropper, you fall over, or you make a mistake which has serious consequences for you.
come clean
If you come clean about something, you let people know about it after keeping it a secret.
come in handy Informal
You can say something might come in handy if you think it might be useful.
come to a head
You can say a situation or a problem comes to a head if it reaches a crisis point and dealing with it can no longer be avoided.
come to grips with | get to grips with
If you come to grips with something, or get to grips with something, you deal with the problems or challenges it poses.
come to your senses
If you come to your senses, you see things clearly and begin to act sensibly after a period of confusion and unwise behaviour.
come up trumps
If you come up trumps, you succeed in something that you may not have been expected to succeed in.
cook the books | cook the accounts
If someone cooks the books, or cooks the accounts, they keep inaccurate accounts for a business, usually in order to pay less tax.
cost the earth | charge the earth
If something costs the earth, or they charge the earth for it, it's very expensive.
couldn't care less Informal
You can say "I couldn't care less" when you don't care about something, or it doesn't matter to you.
cover your tracks
If you cover your tracks, you make sure no-one can find evidence of what you've done.
cross that bridge when we come to it
You can say "we'll cross that bridge when we come to it" if someone mentions a problem that might occur in the future, but you want them to think about what's happening now instead.
cut to the chase Informal
If you tell someone to cut to the chase, you want them to get straight to the main point of what they are saying.
the cream of the crop
If something or someone is in the cream of the crop, they are among the best of a class of things or people.]]>Idioms "B"urn:uuid:3aefce52-284e-c13e-92bf-f4afee1082422008-10-10T14:18:19-04:00
Click on any idiom for more information, including example sentences, notes and quizzes.
Idioms
(your) bread and butter
Your bread and butter is your livelihood or the source of your income.
a bad hair day Informal
If you're having a bad hair day, everything seems to be going wrong for you.
a bag of tricks
Someone's bag of tricks is their collection of techniques or methods for getting a job done or for achieving a goal.
a ballpark figure | a ballpark estimate
If you give a ballpark figure or a ballpark estimate, you give a number which you think is fairly close to the actual one.
a blessing in disguise
You can say something is a blessing in disguise if it appears to be bad at first, but it results in something very good in the end.
back to square one
If you have to go back to square one, you have to stop and start again, usually because something isn't working as well as expected.
back to the drawing board
You can say "back to the drawing board" when a plan or a design has failed, and you decide to begin all over again.
backed into a corner
If you're backed into a corner, you're in a difficult situation that will be hard to get out of.
bark up the wrong tree Informal
If you're barking up the wrong tree, you're looking for something in the wrong place or going about something in the wrong way.
bear the brunt
If you bear the brunt of something, you suffer the worst of its impact or its effects.
beat around the bush | beat about the bush
If you beat around the bush, or beat about the bush, you don't say something directly, usually because you don't want to upset the person you're talking to.
beat the rap Informal
If someone beats the rap, they avoid being found guilty of a crime.
behind someone's back
If you do something behind someone's back, you do it without letting them know about it.
behind the eight ball Informal
If you're behind the eight ball, you're in a difficult or dangerous position.
behind the times
If someone is behind the times, they are old-fashioned and their ideas are out of date.
beside the point
You can say something is beside the point if it has nothing to do with what's being talked about or with the reason something is being done.
beyond a shadow of a doubt
Something is true "beyond a shadow of a doubt" if there is no possibility at all that it isn't true.
bite your tongue | hold your tongue
If you bite your tongue, or hold your tongue, you force yourself not to say something you really want to to say.
blow your own horn | blow your own trumpet
If you blow your own horn, or blow your own trumpet, you proudly boast about your own talents and successes.
break the ice
If you break the ice you say or do something to create a more relaxed atmosphere when meeting people for the first time.
break your heart
If someone breaks your heart, they cause you a lot of emotional pain by ending a romantic relationship, or by deeply hurting you in some other way.
burn your bridges | burn your boats
You have burned your bridges, or burned your boats, if you were in a situation and you then left it after doing something that made it impossible to go back there.
by the book
If you do something by the book, you do it strictly according to the rules or the official procedures.
by word of mouth
If something becomes well-known by word of mouth, it becomes well-known because people are telling each other about it, and not because of advertising or other marketing tools.
dig your heels in
If you dig your heels in, you stubbornly resist something or refuse to change.
drag your feet | drag your heels
If you drag your feet, or drag your heels, you do something slowly because you don't really want to do it.
the back of beyond | the back of the beyond
You can say a place is in the back of beyond, or the back of the beyond, if it's very far from towns or cities.
the ball's in your court
If someone you're negotiating with says "the ball's in your court", they think it's your turn to make a move or make an offer.]]>idiom Aurn:uuid:7be0886c-9f08-ddb6-f77b-0f02043efd742008-10-10T14:16:30-04:00
Click on any idiom for more information, including example sentences, notes and quizzes.
Idioms
above board
If something is above board, it's been done in a legal and honest way.
above the law
If someone is above the law, they are not subject to the laws of a society.
Achilles' heel
An Achilles' heel is a weakness that could result in failure.
across the board
If something is across the board, it relates to all without exception.
add fuel to the fire
If you add fuel to the fire, you do something to make a bad situation even worse.
add insult to injury
Someone adds insult to injury if they say or do something to upset you a second time, after you've already been upset somehow.
against all odds | against all the odds
If you do something against all odds, or against all the odds, you do it even though there were many problems and it didn't seem possible to do.
agree to differ | agree to disagree
If two people agree to differ, or agree to disagree, they accept that they have different opinions about something and stop trying to change each other's opinion.
ahead of the game
You are ahead of the game if you have an advantage over your competitors in any activity in which you try to do better than others, such as in business, academia, sports, etc.
all hell broke loose Informal
You can say "all hell broke loose" if a situation suddenly became violent or chaotic.
all the rage Informal
If something is all the rage, it's very popular or it's in fashion at the moment.
an acid test
An acid test is something that shows the true worth or value of something or someone.
an act of God Formal
Something like an earthquake or a tornado can be called an act of God.
an ax to grind (1)
If you have an ax to grind with someone, you have a problem with them, or a complaint against them, which you'd like to discuss.
an axe to grind (2)
If you have an axe to grind, you have a strong opinion about something and you express this opinion whenever you can.
another string to your bow
If you have another string to your bow, you have another way of making a living.
answer the call of nature
If you answer the call of nature, you go to the toilet.
around the clock
If something occurs around the clock, it goes on all day and all night.
as soon as possible | asap
If you do something as soon as possible (sometimes abbreviated to "asap"), you do it at the first possible opportunity.
asking for trouble
If someone is asking for trouble, they're doing something risky that could lead to a problem.
at a loose end
If you're at a loose end, you have nothing to do.
at cross-purposes
If you're at cross-purposes with someone, you think you're both talking about the same thing but you're actually talking about different things.
at loose ends
If you're at loose ends, you feel restless and unsettled because you don't have anything to do.
at sea | all at sea
If you're at sea, or all at sea, you're confused about something and not sure what to do.
at the drop of a hat
If you do something at the drop of a hat, you do it immediately, without preparation or planning.
at your wits' end
If you're at your wits' end, you're upset and frustrated because you've tried everything you can think of to solve a problem, and nothing has worked.]]>The Question Markurn:uuid:bbc30983-6df3-a3d2-adc6-9e29701671332008-10-10T14:13:39-04:00
The main function of a question mark is to indicate a question or query.
1. Use a question mark at the end of all direct questions:
What is your name?
How much money did you transfer?
Did you send euro or dollars?
2. Use a question mark after a tag question:
You're French, aren't you?
Snow isn't green, is it?
He should go and see a doctor, shouldn't he?
Read on for more examples of how to use question marks
Latest Talking Point
Charity
What is a charity?
A charity is a voluntary organization which is set up in order to do good. Charities aim not only to help and support people but also animals, the environment, etc. In size they range from small, local organizations (which provide support on a local basis and are usually staffed by unpaid volunteers drawn from the immediate area) to large, international organizations who have salaried professionals working for them as well as a global network of volunteers. Such organizations provide support on an international basis and deal with global problems.
What do charities do?
Charities have a variety of roles in the world today covering almost every aspect of human life. They provide food, medicine, bandages, prosthetic limbs, vaccination programmes, neo-natal care, water, irrigation systems, school-teachers, shelters, blankets, shoes, clothing and much, much more. They work hard to raise public awareness of the problems faced by many people in the world today and to raise money to meet the basic requirements of those in need. Many charities also respond promptly in disaster situations, sending emergency supplies to the worst-hit areas with impressive speed.
Other charities work in less dramatic surroundings, quietly looking after the elderly and infirm, supporting the terminally ill and caring for the depressed, suicidal and the mentally ill.
Charities concerned with animals and the environment are actively involved in rescuing and caring for abandoned, abused or over-worked animals, protecting wild animals and their habitats and lobbying the relevant authorities in order to get governmental policies (and national and international laws) changed for the good of the planet and its flora and fauna.
Summary
In the past, charities, voluntary organizations and religious organizations were the main (if not the only) providers of social services in the local, national and global community. However, things began to change with the dawning of the 20th century. Many governments in developed countries began to take on more responsibility for society's problems: the 'Welfare State' had arrived. Governments instigated welfare programmes in which healthcare, education and housing became more and more available to the poorest elements of society. People needed to rely less and less on charitable foundations. Nowadays, countries with highly developed and efficiently-run welfare states have fewer home-grown voluntary organizations because the needs they would meet are already covered by their government's welfare policies.
--
Each month we have a new Talking Point and invite your views and opinions. Just follow the link below to say what you think.
This month's Talking Point is:
"We should help people in our own country before sending aid to other countries. Do YOU agree?"
Numerology is basically a belief in the significance of certain numerical patterns. Numerologists believe that by studying numerical coincidences and transforming words into mathematical sums by ascribing numbers to alphabet letters we can understand our environment, circumstances and even the origins of our universe more deeply.
When did it start?
Numerology has been popular for thousands of years. The Ancient Greeks, including the mathematician Pythagoras, were interested in numerology, believing it to hold the key to some of the mysteries of the universe. Although it was considered a serious branch of science in those times its importance dwindled with the advent of Christianity. Early official religious councils apparently categorized numerology as 'unchristian', along with other traditional forms of 'magical' practices. As a result the impact of previously significant numbers began to wane. Some numbers, however, have retained their importance for many people over the centuries - witness the three sixes which represent the devil or Anti-Christ.
What is it used for?
Just as the study of chemistry has overtaken that of alchemy so modern mathematics has replaced numerology as one of the keys to understanding our origins. It continues to interest respected modern-day mathematicians engaged in studying the universe: the analysis of some of the extremely large numbers involved can apparently lead to the discovery of some intriguing numerical coincidences. The popular pseudo-science has even been used to analyse and predict recent stock market trends.
Numerologists today also use a process called 'digit summing'. With this system alphabet letters are each assigned a number. The letters of the relevent word or phrase can then be 'translated' into a series of numbers which can then be added up. The total is then separated, digit by digit, and each of these digits is added up until a final, single figure is reached. This number can then be interpreted according to an accepted code. In this way numerology is often used for analysing someone's personality or character, based on their name and also, possibly, their date of birth.
Does it work?
Interpretation of the results of numerological calculations can lead to some discussion and the science remains a 'pseudo' one partly because different numbers have different meanings in different parts of the world. In China even numbers are generally considered luckier than odd ones. The number thirteen is considered unlucky in many countries - for example, Britain. In Italy, however, it is seventeen which is considered unlucky. In Japan the number four is traditionally associated with death - a fact which is news to the average European. If the credibility of numerology rests on the validity of the interpretation of certain numbers then perhaps it would be a more believable science if the results it produces were not so open to so many diverse interpretations around the world.
This month's Talking Point is:
"Taking care of number one is not selfish - it is a form of self-respect."
Say what YOU think...]]>bingungurn:uuid:01ab6868-9c3b-0f07-9b6d-19717468fff42008-07-18T12:08:28-04:00
1. aku inging menjadi apa?
2. apakah aku akan benar-benar bisa menikmati hidup saya ketika aku menceburkan diri di bidang ....?
3. dari manakah motivasi belajarku datang itu datang?
4. adakah peluang di masa depan yang menjajukan atau akulah orang yang harus menciptakan peluang?
5. apakan dengan jurusan yang akan saya ambil merupakan proses untuk mewujudkan impian-impian saya?
selamat berjuang ]]>bingungurn:uuid:897e07cd-b4e9-fe7b-999e-db6c58157d8c2008-07-18T12:08:23-04:00
1. aku inging menjadi apa?
2. apakah aku akan benar-benar bisa menikmati hidup saya ketika aku menceburkan diri di bidang ....?
3. dari manakah motivasi belajarku datang itu datang?
4. adakah peluang di masa depan yang menjajukan atau akulah orang yang harus menciptakan peluang?
5. apakan dengan jurusan yang akan saya ambil merupakan proses untuk mewujudkan impian-impian saya?
selamat berjuang ]]>apa yang kamu sangka / pikirkanurn:uuid:485f497b-d0d5-4096-973c-126930be9b7a2008-06-28T10:09:37-04:00
isnt that right?