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Once in a while I read something and I find myself thinking, "Now, why didn't I think of that?". Well, Richard Gresswell had such an idea. He started a blog, called it ELTBITES, and challenged us:
"Describe an activity that requires no more than the teacher, Read More...
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This is a good an excuse as any to listen to a good song, and, at the same time, be reminded of the suffering the great nation had to endure earlier this year. Why not use this video as a springboard for a class discussion on natural disasters, for example? Read More...
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The rule is quite clear...or is it? We generally use 'there is' or 'there are' to talk about the existence (or not) of something, and the general rule is that we use 'are' with plural subjects. There is a girl from Greenland in our class.Can you believe Read More...
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Practice or Practise? Both sound the same: /ˈpræktɪs/, but one is a noun and the other is a verb. The Americans don't make it better by spelling both the same way: practice.
The way I remember it is very simple. Noun comes before Verb in our alphabet, Read More...
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First of all, I'd like to point out that in British pronunciation, both/ˈaɪðə(r)/ and /ˈiːðə(r)/ are acceptable. The US tend to use the latter version.
Either usually means 'one or the other':
Either you choose me, or her. You can't have both! The reason Read More...
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There are two forms of 'used to'.
When we talk about past habits and states, especially when they are no longer true, used to is followed by a verb in the infinitive form and always refers to the past.
When we want to convey the meaning of 'accustomed Read More...
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I was surprised, to say the least, to see this on Twitter yesterday. I immediately responded with this tweet. The apostrophe 's to denote possession is also known as 'Saxon genitive', which originated from Anglo-Saxon, also known as Old English. The fact Read More...
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I recently responded to a blog challenge by a video recording of myself - you can see it by clicking here. Most EFL teachers are probably aware of the activity where students are asked to say some things about themselves, and the others are to guess if Read More...
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I've always loved this song (written by Jagger/Richards, and released on the Stones' Let It Bleed album towards the end of 1969), and, as you probably already know, I'm very fond of Playing for Change, too. They are good enough reasons for me to link Read More...
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A few weeks ago, I suggested some ideas for a lesson based on a close-up image - if you've missed it, I suggest you read that first. Click here to read it.I snapped this shot today, and I thought I'd share some more ideas with you all. Between this and Read More...
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Expressing purpose using 'for' and 'to' poses significant problems for some learners, so I will try to make it slightly clearer. When you've finished reading the explanation, do the quiz at the bottom by clicking on the image.A common error is to use Read More...
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When do you use 'one', and when do you use 'a'? Are they interchangeable?
I get asked this quite often, unsurprisingly, so I'll try to explain it in words here.
'A' is used before numbers and measurements to mean 'one' and is more common in an informal Read More...
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In We Are The Champions, I wrote about several ideas you could do with songs in the classroom, so if you'd missed it, you ought to take a look now.
Warm-up
Play the video, freeze it when Paul McCartney can be seen. Ask if anyone knows him, what they know: Read More...
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This is a short exercise to put a telephone dialogue in the right sequence, appropriate for elementary level. Read More...
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Teacher trainer John Kay expounds on his tips on teaching speaking on this set of videos for the British Council. They aren't new, but even if you think you know it all, have a listen - it may refresh some of the stagnant cells! It did mine! ;-)
I first Read More...
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