reading comprehension
http://englishforeveryone.org/Topics/Reading%20Comprehension.htm
Saturday 25 August 2012
http://www.telegraph.co.uk/family/8474569/Stay-at-home-kids-a-worldwide-phenomenon.html
stay-at-home kids
from my university book, nexus, downloadable es scribd.com + telegraph
search for video
fer subcricipcio onestopenglish??
stay-at-home kids
from my university book, nexus, downloadable es scribd.com + telegraph
search for video
fer subcricipcio onestopenglish??
PODCASTS
NO TRANSCRIPT
http://www.ivoox.com/listening-exercise-audios-mp3_rf_632151_1.html#
podcast englishfor21st
esl podcast
listen to english
better at english
a cup of english
the english we speak´
upper intermediat (javier aguera)...!!!!! FCE listening
curso de inglés en 34 lecciones
ingles total elemental
VIDEOS
NO TRANSCRIPT
engvid.com
ESLJENNY.COM? (YOUTUBE)
elmenuinglés tb te videos
NO TRANSCRIPT
http://www.ivoox.com/listening-exercise-audios-mp3_rf_632151_1.html#
podcast englishfor21st
esl podcast
listen to english
better at english
a cup of english
the english we speak´
upper intermediat (javier aguera)...!!!!! FCE listening
curso de inglés en 34 lecciones
ingles total elemental
VIDEOS
NO TRANSCRIPT
engvid.com
ESLJENNY.COM? (YOUTUBE)
elmenuinglés tb te videos
I was telling a student something i ve put into words just recently.
The sense of achievement students get when they build a sentence in English in a normal communication situation, just chatting with me for example. Word by word, little by little, slow, conscious production.
That's what we don't really want in a way, we want fluency over accuracy, we want them to connect things but i find it hard for them to learn in chunks.
Also the fact that they sometimes stop and seek reassurance or feedback after saying two words, as if waiting for you to approve this before they continue. What they say may be correct or not, depending how they continue the sentence... they don't get that
third is the fact that they sometimes think that we need xyz depending on the tense we use.
that applies to time references/adverbs/time adverb phrases but not to prepositions, ...
The sense of achievement students get when they build a sentence in English in a normal communication situation, just chatting with me for example. Word by word, little by little, slow, conscious production.
That's what we don't really want in a way, we want fluency over accuracy, we want them to connect things but i find it hard for them to learn in chunks.
Also the fact that they sometimes stop and seek reassurance or feedback after saying two words, as if waiting for you to approve this before they continue. What they say may be correct or not, depending how they continue the sentence... they don't get that
third is the fact that they sometimes think that we need xyz depending on the tense we use.
that applies to time references/adverbs/time adverb phrases but not to prepositions, ...
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