1. Teacher Training
3-13 August 2010
Phonetics
Activity
Chinese whisper: ask student to read a sentence and whisper it to classmates and check it in
the end.
Book
Ship and Sheep, by Ann Baker, Cambridge University Press. Headword Pronunciation Series
Activity Book:
Pronunciation Games by Mark Hancock
This book contains a lot of activities such as:
Pronunciation Journey to practice minimal pairs such as b or p
Elision and Assimilation from the book Test Your English Pronunciation – by Michael Vaughan -
Penguin Books
Poem:
The Chaos (by G. Nolst Trenite, a.k.a. "Charivarius"; 1870 – 1946)
It starts with:
Dearest creature in creation
Studying English pronunciation,
I will teach you in my verse
Sounds like corpse, corps, horse and worse
Emerging Vocabulary and Pattern of Communication
Portmanteau = blend of two or more words
smoke + fog = smog
Channel + tunnel = the Chunnel (linking France and Britain)
male + nanny = manny
information + entertainment = infotainment
stay + vacation = staycation stay at home vacation (also verb staycationing)
mock + documentary = mockumentary
man + bikini = makini
birkini/burkini = Muslim woman swimsuit
brotherly + romance = bormance, means best friends
fan + magazine = fanzine
electronic + magazine = e-zine
mock + cockney = mockney, someone from good background who pretends to speak street language
to look cooler
friend + enemy = frenemy
TGIF = Thanks God It's Friday
PANK = Professional Aunt No Kids
FB = Face Book
OMG = Oh My God

2. blog = web log, online diary
GF = girl friend
fugly = f... ugly
cankles = calf ancles
muffin top
unibrow
bacne = back acne
BF = boy friend
moobs = man boobs
MILF = mother I'd like to f...
IM = instant messaging
BFF = best friend forever
Cha-ching = the sound of cash machine, means prospect for money
Beemer = BMW car
chillaxing = chill-relaxing
brunch = breakfast and lunch
netiquette = Internet etiquette
LOL = laugh out loud
Bill + Hillary = Billary
Ben + Jennifer = Bennifer
Tom + Katie = TomKat
Brad + Angelina = Brangelina
John + Edward = Jedward
Grappling with Grammar
Discussion
1How important is grammar in your current curriculum? Do you feel that it should be more/less
important than it currently is?
2What types of students love/hate doing grammar exercises? Why do you think this is the case?
3What grammar points cause most difficulty for your students? Why do you think this is the case?
4Do you feel that the grammar resources currently available to you adequately address the needs of
your students?
5What methods do you use to help integrate grammar into their active language use?
Grammar Gripes
Some students find it boring/difficult.
It is often forgotten quickly.
Moving from learning the rules to real use seems to be a huge hurdle and a big leap.
Grammar mistakes tend to fossilize.
Direct translation can be dangerous. Students need to thing about time differently.
The Grammar of Vocabulary
Vocabulary and grammar are inextricably linked.
Students and teachers like to tick grammar boxes on a neat list.
But learning a grammar point in isolation is only the beginning.
Different Strategies
Fun/communicative drills.
Communicative tasks.
Games.

3. Self-correction.
Learner Autonomy
Discussions
1What difficulties are you faced with when trying to help students to become independent learners?
Consider this from the student's and teacher's perspective.
2What methods do you use to inspire/encourage/force your students to become independent
learners? Share your ideas with your group.
Autonomy
It means motivating students to take responsibility for their own learning.
It means moving the focus from teaching to learning.
The teacher plays a crucial role in the development of autonomy.
“It is not easy for teachers to change their role from purveyor of information to counsellor and
manager of learning resources.” David Little (1990) Learner Autonomy 1: Definition, Issues and
Problems.
Teachers move from being disseminators of information to managers of autonomous learners.
Autonomous learners …
set their own learning aims.
make choices about learning modes.
plan and organize work.
decide when best to work alone, work collaboratively and seek advice.
learn through experience.
identify and solve problems.
think creatively.
assess their own progress.
enjoy learning more.
Difficulties Faced with Learner Autonomy
Students are uncomfortable with the responsibility.
Teachers are uncomfortable with handing over the responsibility.
It takes teacher time and energy to help students become autonomous.
Instructions must be crystal clear.
Students have freedom and you monitor their freedom (controlled autonomy).
Large groups/mixed abilities/catering for diversity
You are an educator in a much broader sense, not only your subject, but social skills, etc.
Parents and students view autonomy with suspicion: handing over of responsibility to reduce work
load.
Methods to encourage Learner autonomy
Making long-term plans/projects
Using answer keys for self-correction.
Explore with them resources.
In the beginning allocate time to train the students in the way you want them to work.
Error code with underline.
Sample passages that contain errors and ask students to correct them.
Self-assessment.
Students choose their activities.
Make them use the school library.
Make them present their projects in front of the whole class. This brings the best of students, even
weaker students.
Praise.

4. Make students aware of their own difficulties.
Give compulsory and optional tasks.
It can be non-specific: any article from a newspaper and 3 lines summarizing it.
Let students create test materials.
Give options with graded tasks: easy, medium, difficult.
Have a session in the beginning about learner self-awareness and the different learning styles.
Autonomous Learning
Definition
Autonomous learning is self-managed learning.
It means that the learner has much of the responsibility of planning and organizing their learning, for
doing it, for assessing its value to him or herself and even for suggesting the mark the work
produced should get.
Sometimes the term is used for learning with only a small amount of teacher support. A university
document, for example, defined autonomous learning as “learning requiring no more than 12 hour
lecturer contact” in a course.
Gains for the learner:
Ability to respond to change.
Transferable skills.
Allows for different learning styles – learners can use their own judgement about how best to learn.
Self-direction is motivating and leads to higher order thinking.
The excitement and pleasure of independent learning will carry over to the subject itself.
Mirrors 'natural learning' in the rest of life.
Losses for the learner:
The educational system might not be designed for independent learning.
Carl Rogers said that only 1/3 or ¼ of students are self-directing; the rest do just what they are
supposed to do.
Too little (as well as too much) direction can cause frustrations for the learner.
Students can lack the necessary knowledge in the subject matter to make a beginning.
Students might have very specific expectations about the degree of direction that should be
provided by the teacher.
Challenges for the educator:
It is a challenge to provide the correct amount of guidance without providing too much direction.
Direction is needed to identify areas of difficulty but too much direction detracts from their sense
of ownership of the learning project.
Listening Exercises Using Video Clips
Factors to consider when choosing a clip:
Appropriateness
Appealing topic/unusual topic
Quality of the clip. Background noise/music could impede understanding by beginning students,
but good exercise though
Clarity of objective
Length
Level of language/task. You may require less advanced students to make intelligent guesses. You

5. can use clips above the level and get achievable objectives.
Before Viewing:
Use simple factual questions about the topic.
Use additional open questions to stimulate discussions.
Predicting
After explaining what the clip is about, ask students to write a list of what things they expect to see
in the clip.
First viewing
Students swap their lists with a partner and tick the things that appear in the clip. The student with
the most ticks is the winner.
Second viewing
Ask about facts, names, components, etc.
Ask about opinions, why
Writing
http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59493&docid=14681
5
Problems in writing (why writing is so difficult):
It is often a solitary task, often given as homework and therefore unsupported.
Students find composition titles boring.
They often feel failure when they have their writing returned to them in red ink.
It's not communicative.
It's not fun.
Writing compositions is usually linked to tests which is perceived as stressful.
Writing is a difficult skill even in a person's mother tongue.
You need time, preparation, patience and concentration.
You integrate different skills: grammar, vocabulary, etc.
Creativity often not encouraged by the education system
Translation from L1
Students may be too ambitious with their writing standards
Writing can be prohibitively intimidating.
Lack of clear instructions
Association with exams
Lack of instant feedback.
Poor knowledge of basics (coherence, cohesion)
Writing tasks are not well thought-out to be stimulating
Bad feedback leaves a dent in the confidence
Problems with grammar and vocabulary
Students need to find the inspiration
Needs planning and organization of ideas
There is a pressure for perfection when it comes to written texts.
Skills needed for writing

6. Knowledge of correct register (formal, informal)
Needs good range of sentence structures.
Needs linking, imagination, planning and drafting.
Knowledge of basic building blocks.
Knowing how to use a dictionary.
Proof-reading you own writing (self correction)
Knowledge of punctuation (Pardon impossible, to be executed. Pardon, impossible to be executed.)
Good planning skills.
Spelling.
Ability to express ideas.
Creativity.
Grammar and vocabulary.
Handout to focus on style / register
Once upon a time… [fairytale]
I regret to inform you… [rejection formal letter]
All my love, Boris xxxx [email to friend]
In conclusion, it must be stated that… [an essay]
She grabbed the gun and pointed it a Dillon. [a detective story]
The windows are large and look down onto a flower-filled garden . [real estate description]
All this can be yours for only $999, if you call this number… [advertisement]
Add two tablespoons of sugar and stir… [recipe]
I look forward to your prompt reply… [application]
Here in the studio we have the lovely Dido. Hi Dido… [radio show]
Activities that foster real written communication (alternative to essay writing) whether formal
or informal
Personal information
personal ad (dating)
staff profile
autobiography (on back of a book)
immigration card (at airport)
application form
registration form (on website)
Family
post-it note
birth announcement
wedding invitation
family tree
Daily activity
diary/blog/tweet
travel journal
Home
house swap
selling a house
roster (jobs in the house)
Town and country
Giving directions
brochures

7. holiday ad
Travel and tourism
post card
flight/hotel reservation
Describing people
describe celebrities
describe yourself in a chat room
suspect report (witness to a crime)
cover letter (on CV)
missing person
Describing things
lost object
selling on e-bay
standard ad
instruction manual
Relationships
advice pages
role play in soap opera
Health and fitness
Tips on how to stay healthy
Fitness club regulations
Education
Course description
job ad
job application
CV
Taking munites
Money
Credit card application
Leisure time
What's on
club home page
Science and technology
patent application
posting a problem on a forum
FAQs (this one fits anywhere and helps to teach question making)
Environment
campaign
leaflets
poster for organic market
Ideas to Encourage Writing
Convert informal text into formal one (the weather is crab, he is a failure, etc.)
Discourage the use of non-motive words (nice, good) and encourage the use of motive words
(splendid, marvellous)
Pass through the text for collaborative writing. The first person start with say Once upon a time …,
the second person complete the sentence or add another sentence. The third person reads previous
sentences and adds his. Can be made of small groups of five and goes on to one page.
Writing a story in a chosen tense and using peer-correction.
Emails making arrangement to meet (when it is impossible)

8. The Proust Questionnaire
Dictation. Say a list of statements and ask them to write down the ones that are true about them.
Dicto-gloss (key words). Read a story, ask them to write the key words and in group restructure the
whole story.
Running dictation. 3 stories on a table, each group sends one person to read one sentence, go back
and write it, then the next one. And the group that finishes first wins.
Writing a story based on a song / add a verse to the song
Cartoon writing. Take a cartoon, erase the script and ask them to write their own with dialog or
narrative style (one day the frog went to the park).
Mad Libs. You have a text. All the adjectives, for example, are replaced by a star, and students are
asked to choose the appropriate adjective from the list below.
Develop a complete story behind one picture.
Think of 3 celebrities, 3 problem they, 3 solutions that you offer
Imaginary trip. You have £500 and you need to plan a holiday, including flight, hotel, etc.
Write a reward ad for a missing person:
________________________
| |
| Rewards |
| _______ |
| | | |
| |______| |
| |
| Description: ~ ~ ~ |
| ~~~~~~~~ |
|_______________________|
Speaking
These activities are very flexible – they can be adapted to different levels, they can be used to
practise various grammar points or sets of vocabulary and they can last as long (or short) as you
like.
It is important to “explain and train” well – the instructions should be clear and you should
demonstrate first.
It should be clear to the student whether the focus of the activity is fluency or accuracy.
1Just a Minute (pairs or groups)
2Very quick and simple. The students get to pick a topic from the set of cards (see examples) and
have to speak for a fixed period of time on that topic.
3Time Trial (pairs or groups)
The student writes down any 5 words on a card. They pass their card to their partner or another
group member. You give the student a topic and they have to speak about that topic, using each of
the words on the card.
4Chain Challenge (groups or whole class)
5Very flexible for controlled practice of grammar points. The first student says a sentence
incorporating the grammar point. The second student must invent their own sentence and repeat that
of the first student and so on. Great fun and a good way to practise different verb forms.
6Taboos (groups)

9. 7Great for revising vocabulary. Put the students into groups. Give them cards with different
keywords at the top. They must choose 3 words (or more, depending on the level) that cannot be
mentioned when describing the keywords. Then they swap cards with another group. The students
take turns to try and explain the keyword to the other members of their own group within a time
limit.
8Role plays (pairs or groups)
9A classic! They can take the form of job interviews, information inquiries, making decisions,
suggestions, giving advice, etc. They work well because students feel more relaxed when “playing”
someone else. I find that with lower levels it is important to make them very structured and to pre-
teach the vocabulary. If possible, have the students to sit back to back when doing telephone role
plays.
10Surveys (groups)
11This helps the whole class to interact and provides good controlled practice. If possible surveys
can also be done outside class time and with other classes. It is important to check the questions that
the students write before they conduct the survey.
Example interview
Interviewer Respondent
Yes | It depends | No
Do you enjoy reading newspapers?
Do you enjoy studying English?
Do you find it easy to learn a new language?
Do you find it easy to get up in the morning?
Do you like …
Do you find it difficult …
Do you hate …
Do you think it is important …
Do you intend ….
Are you interested in …
First conditional speaking practice
Imagine that you and your partner are flatmates. You need to divide up the house chores.
Household chores I can't stand dong Household chores I don't mind doing
….................................... …...................................
….................................... …...................................
….................................... …...................................
Now you need to negotiate with your partner. You want to avoid doing as many of the tasks in the
left column as possible.
Example: “I'll wash the dishes if you do the ironing.”
Example of Surveys
Title of survey: ______________________
Name of researcher:___________________
Date: _______________ Location: ____________
Questions Response
Q1
Q2
…
Speaking topics (cards) for basic level
My favourite TV programme My favourite book

10. A fantastic present The best holiday I've ever had
My apartment/house My home-town
A festival in my country My bet friend
My family My favourite website
What I did last weekend My most important possessions
Things you can do on a sunny day Things you can do on a rainy day
The weather in my country Things I like about Ireland
Things I don't like about Ireland A famous dish from my country
How to stay healthy A famous person in my country
The capital of my country My plans for the future
Someone important in my life A tourist attraction in my country
My daily routine Things I'm good at
My favourite teacher in school A job I would like to do
Important events in my life My university
Speaking topics (cards) for Intermediate level
Shopping online Fortune tellers – real or rubbish?
Something I'm proud of An interesting person I know
The leader of my country A film I didn't enjoy
My vices An indispensable gadget
Fighting crime Is money the root of all evil?
The main industries in my country Hell is other people
Tourist attraction in my area How I recharge my batteries
Fun on a tight budget Household chores I hate doing
The most important places in my country Private vs. public transport
Prizes/awards I've won My definition of success
Popular sports in my country How we can protect the environment
Fashion My idea of heaven is ...
Speaking topics (cards) for Advanced level
Are you a spender or a saver? Finding love online
Plastic surgery – OK or no way? Last meal on Death Row
What keeps me awake at night Cat person or dog person?
My life in 5 years time A traditional story from my country
The greatest invention ever My favourite time of the year
Childhood games My idea of the perfect holiday
My celebrity crush Popular TV shows in my country
The importance of education Are you a telly addict?
My dream house Things my country is famous for
Running your own business – path to success or Celebrity adoption – is it just a publicity stunt?
too much stress?
Corruption in my country Relationship age gaps – how much older is too
much older?
Culture shock Go on – spoil yourself
Mobile manners Volunteer work
What's in a name? An era I would like to have lived in
Are you a couch potato? Illegal downloading – OK or no way?
Hooked online The best present I've ever received

11. Milestones in my life Romance is ….
An embarrassing moment Superstitions in my country
Five things I would take to desert island An important event in my country's history
Speaking cards
Being your own boss Gender Roles
What are the positive and negative aspects of What fields are dominated by either men or
being your own boss? women? Why do you think this is?
What sort of qualities would you need? Men wearing make-up, women in the boxing ring
Would you every want to run your own business? – OK or no way?
Why/why not? What's your opinion of househusbands?
Beauty is only skin deep Super Size Me
Would you prefer to be gorgeous or gifted? Is obesity a growing problem in your country?
If money is no object, would you ever consider If so, what are the underlying causes?
plastic surgery? (Why/why not?) Should junk food be banned in all schools?
Do you think there are any disadvantages to being (Why/why not?)
a very attractive person?
Finding love online The Good Old Days
Do you think it is possible to find love online? In what way is life today better than it was 100
Do you know anyone who has? years ago?
Why have dating websites become so popular? In what way is it worse?
What are the potential pitfalls of meeting If you were transported back in time to 1910,
someone this way? what one thing would you miss the most? Why?
Tweet Tweet Fun on a tight budget
What's your opinion of Twitter? What are the What things can you enjoy doing when you're
positive and negative aspects of it? short of money?
Do you tweet or do you follow anyone's tweets? If money is no object, how would you spend a fun
What other social networking sites are popular in weekend?
your country?
The Secret of Success Dinner Party Guests
What is your definition of success? (personal life, Who would be your ideal dinner guests?
wealth or happiness?) Choose any four people you like – celebrities,
Describe a person you know who you consider to friends, historical figures …
be very successful. Give reasons for your choices.
What achievements are you most proud of?
Law and Order Tying the knot
Are there any areas of law in your country which What do you think people gain from getting
you think should be relaxed/tightened up? married and what do they lose?
Have you every broken the law? Describe a typical wedding in your country
Are there any laws which are not really enforced? (location, traditions, party, etc.)
Describe an important letter/email you Describe a photograph you have taken which
received is important to you
You should say: You should say:

12. Who the letter was from What the picture shows
What it was about When and why you took it
Why it was important Where you kept it
and explain how you felt about it and explain what is special about it
Describe a well-known person you like or Talk about an activity which you enjoy doing
admire in your spare time.
You should say: You should say:
Who this person is What kind of activity it is
What this person has done Where you usually do it
Why this person is well known What equipment you need to do it
and explain why you admire this person and explain why you enjoy it so much
Describe one of your friends Describe a film you have enjoyed
You should say: You should say:
How you met What it was about
How long you have know each other When and why you saw it
How you spend time together What special features it had
and explain why you like this person and explain what you especially liked about it
Describe a river, lake or sea which you like Describe a tourist attraction you have visited
You should say: You should say:
What the river, lake or sea is called what the attraction was
Where it is when you visited it
What the land near it is like what you saw and did there
and explain why you like this river, lake or sea. and explain what you thought of it
Describe a place where you studied Describe your favourite style of dress
You should say: You should say:
when you studied there what kind of clothes you like to wear
what subject you studied what fabrics and colours you prefer
why you chose the place what (or who) influences you in your choice of
and explain how you benefited from this clothes
and explain whether clothes are important you or
not
Describe way in which you save energy Describe a film you saw which made an
impression on you
You should say:
what you do You should say:
how it helps what film and what type of film it is
how long you have done this for when you saw it
and explain why it is important to do these things what your favourite part of the film is
and explain why it made an impression on you
Describe a city in which you have lived Describe a party you particularly remember
You should say: You should say
where it is why the party was held
how it has changed who attended
how you hope it will change in the future what happened
and explain what made it memorable
Describe a festival that is important in you Describe a famous building you have visited

13. country
You should say:
You should say: where it is
when the festival occurs what it's like
what you did during it why it's famous
what you like or dislike about it and explain whether you would recommend other
and explain why this festival is important people to visit it
Describe a big public event that you have Describe something that you have which is
attended important to you
You should say: You should say:
what it was when and where you got it
when was it held, and why how long you have had it
what happened how you would feel if you lost it or it was stolen
and describe how you felt about being there and explain why it is important
Describe a tourist attraction you would like to Describe a useful website you have visited
visit
You should say:
You should say: what the website was
what the attraction is how you found the address for this website
what you can see and do there what the website contained
how you know about it and explain why it was useful to you
and explain why you would particularly like to go
there
Describe your journey to school or work Describe an interesting historic place
You should say: You should say:
what forms of transport are involved what it is
the importance of time where it is located
whether it is enjoyable or not what you can see there now
and explain how you would make your journey and explain why this place is interesting
more pleasant if you could
Describe a language you would like to learn in Describe an interest or hobby that you enjoy
future
You should say:
You should say: how you became interested in it
which languages interest you how long you have been doing it
how easy you think it would be to learn why you enjoy it
where you would like to study it and explain what benefits you get from this
and explain why you would like to learn it interest or hobby
Describe a place to eat Describe the job or career you have or hope to
have
You should say:
where it is and what it is like You should say:
what kind of food it serves what the job is
when was the last time you went there what it involves
and explain why it is special for you why you chose it
and explain why it is rewarding
Describe a film, theatre or V performer you Describe a country or state that you lived in or
admire visited

14. You should say: You should say:
what they look like what its main features are (e.g. cities, landscape)
what they do what the climate is like
where and when you saw them what it has to offer visitors
and explain why you admire this person and explain how you feel about the country or
state
Describe a celebration you remember Describe a place you enjoyed living
You should say: You should say:
what event was being celebrated which area it is in
the form the celebration took how many people live with you
where the celebration took place what it is like
who was there and explain why you like or dislike living there
why it was enjoyable
and explain it is memorable for you
Describe a book you enjoyed reading Describe a recent news story
You should say: You should say:
what the book was when the event took place
what it was about where the event took place
when you read it what happened exactly
and explain why you enjoyed it and explain why the news story was memorable
or important
Describe a family other than your own that
you know well
You should say:
how you know this family
who the members of the family are
what they do and what they're interested in
and explain how you feel about the family
More Speaking Activities
TV program: news reader, advertisement, sports, weather, etc.
Recorded speaking activity for assessment/self assessment (using Audacity). Teenagers like
technology a lot and they like to use it.
Swear box: if you swear/speak non-English put 50c in the box.
“Choose Your Own Adventure” book series
Grilling your partner
Write statements about yourself, some are true, some are false, and let your partner guess.
“Conversation Gambits” book.
Business Card and introduce yourself.
The Balloon Activity: Choose a profession and ride a balloon with some students. You have to
throw away two persons with the least important profession. You need to argue and defend your
profession.
Vocabulary Activities
My favourite fun vocabulary games:
Association Game

15. This can be noisy but it's great fun.
“Associate, don't hesitate.
Stay with the beat, and don't repeat!”
Don't say that word
Collocation rap
Word hunt
Headline hunt
Classroom Management
Train the students in your method. Don't assume that they know what you mean. Explain to your
students whether your focus is on fluency or accuracy.
Don't tell students the answer directly. You can tell them how many answers they have wrong.
References
Professor David Crystal, one of the great linguists of the time, two of his books are
How Language Works
The Fight for English
Printed Resources
Cutting Edge (Series)
Upper intermediate, Teacher's resource book
The Extra Series:
Speaking Extra
Reading Extra
Writing Extra
Listening Extra
Inside Out resource pack

16. Writing in Paragraphs
Idiom Organizer / Phrasal Verb Organizer
Real Listening and Speaking
Real Writing
Just Reading and Writing
Email English / Telephone English
The English File (series)
A Way with Words
Taboos and Issues
Time Saver (series)
Online Resources
Using Moodle:
Moodle is a Course Management System (CMS), also known as a Learning Management System
(LMS) or a Virtual Learning Environment (VLE). It is a Free web application that educators can use
to create effective online learning sites.
Phonetic transcription
http://ipa.typeit.org/
BBC: Keep your English up to date
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1728_uptodate/
Ten of the best websites for teachers/students
(1) BBC World Service – Learning English
news stories, popular culture, authentic reading, listening material, updated daily, downloadable
activities, covering grammar, vocabulary, and pronunciation. There is a section for keeping your
own vocabulary up-to-date
http://www.bbc.co.uk/worldservice/learningenglish/
(2) British Council Learning English Central
Lesson plans, reading, writing, listening and speaking activities under THEMES, updated weekly,
downloadable podcasts of authentic listening materials, section for kids and secondary school
students
http://learnenglish.britishcouncil.org/en
(3) Teaching English
In the TRY section, teachers have access to downloadable lesson plans, ideas for projects, grammar
and vocabulary quizzes, etc. In the THINK section there are hints and tips for teaching English, and

17. in the TALK section, teachers can post problem on forums.
www.teachingenglish.org.uk
(4) Instant Ideas
Subscription site. Complete lesson plans with exercises. Updated weekly. Audiovisual material on
DVD
http://instant-ideas.com/
(5) English Club – English Grammar
Helps students to use POS correctly. Also quizzes and exercises. Documentaries with subtitles in the
ESL-VIDEOS section
http://www.englishclub.com/grammar/
(6) Lesson Writer
Allows teachers to create customized lesson plans based on texts and readings on the internet.
Teachers copy and paste a piece of text into Lesson Writer and the program analyses the text for
teachable items including grammar, usage, pronunciation and vocabulary. Teachers customise lesson
plans, save and print. Great fun.
www.lessonwriter.com
(7) English around the World
from grammar to literature to history to recently coined words. regional slang, dialects, and unusual
English usage around the world. Hilarious examples of imperfect English.
www.anglik.net
(8) World English
Grammar activities, grammar rules, vocabulary activities, puzzles and quizzes, a discussion forum
on improving reading and writing skills. Lots of classic stories to copy and paste for home-made
lessons.
http://www.world-english.org/
(9) One Stop English
Subscription site. Good site for teachers to get lesson ideas as well as lots of ready-made lessons,
activities, exercises, etc. Updated weekly.
www.onestopenglish.com
(10) You Tube Clips
New site (2008) which posts youtube clips and ideas how to use them in the classroom to teach
grammar, vocabulary, etc. Updated weekly.
www.teflclips.com
10 of the Best of the Rest
(1) The paper boy
Links to a database of English newspapers from all around the world. Can be useful as a classroom
resource to compare how different publications in the same/different countries report the same news
item. Also useful source of authentic articles for teachers to use in Lesson Writer.
www.thepaperboy.com.au
(2) Britlit

18. Great lesson plans and activities from a selection of poetry and prose from contemporary British
writers and poets.
www.britlitworld.com
(3) Poetry
Excellent source of poetry from all eras, complete with biographies.
www.poetryconnection.net
(4) Games and Songs
A mine of songs, worksheets and ideas for using songs.
www.esl-lounge.com
(5) Bored
Lots of activities to while away the time. Good source of jokes, puns, palindromes, oxymorons and
clichés. Also film and music clips, crosswords, and other brain teasers.
www.bored.com
(6) Using films to teach grammar
Movie clips with exercises to to help learners practice grammar points
http://moviesegmentstoassessgrammargoals.blogspot.com/
(7) The Audio Archive
Listen to English speakers from Australia, New Zealand, Canada, England, India, Ireland and USA
reading the same texts, highlighting different accents.
www.alt-usage-english.org/audio_archive.shtml
(8) Ship or sheep
A useful site that follows the format of the Ship or Sheep book which aims to give practice with
minimal pairs. Scroll over minimal pairs to hear the difference.
http://www.shiporsheep.com/
(9) About.com
Loads of stuff here for both students and teachers. Regularly updated.
http://esl.about.com/
(10) The Routes of English
Interesting sections on how English is changing, the future of different English accents, how spoken
English spread around the world, and the origin of some English words (including the 10,000 or so
that we use from French)
http://www.bbc.co.uk/radio4/routesofenglish/
10 More Sites Also Worth a Look
(1) Fonetiks
More practice listening to the difference between words that contain minimal pairs.
http://www.fonetiks.org/
(2) Giggle Poetry
Great site for kids, teenagers and the young at heart in general.

19. http://www.gigglepoetry.com/
(3) The English Page
Good website for students to use at home to revise grammar and vocabulary areas. Also has free
downloadable pronunciation material.
http://www.englishpage.com/
(4) Writing wikis for wikipedia
Shows teachers and students how to write and edit contributions for the online encyclopedia.
http://www.writingwiki.org/index.php?title=Main_Page
http://collegewriting.org/
(5) Better-English – Grammar Exercises
Business English site. Wide range of grammar exercises.
http://www.better-english.com/grammar/
http://www.better-english.com/
http://www.englishgrammarsecrets.com/
(6) Language.com – Grammar Quizzes
Short quizzes to test different areas of basic grammar. Good for use to introduce new grammar
areas.
http://www.1-language.com/eslquizzes/index.htm
(7) Grammarman Comic
Grammarman is a superhero cartoon strip with games, worksheets, webquests all based around the
character.
http://www.grammarmancomic.com/
(8) Short films
Subtitled short films in English for people with hearing problems rather than EFL students, but
some students might find them interesting.
http://news.bbc.co.uk/2/hi/programmes/click_online/4421335.stm
(9) Classic Movie Site
Info and reviews of classic films
http://classicfilm.about.com/
(10) Conversation topics
Simple website for conversation questions organized by topic.
http://iteslj.org/questions/
Have a look at these 10 websites
(1)http://www.mypopstudio.com/
(2)http://www.teachitworld.com/
(3)www.eslcafe.com
(4)www.newseum.org
(5)www.dvolver.com
(6)www.teachertube.com
(7)www.puzlemaker.com

20. (8)www.cambridgeonline.com
(9)www.usingenglish.com
(10)www.english-online.org.uk
Some for teacher development
(1) English Teaching Professional
Website of the ETP journal. Great lesson ideas, plans, hints and tips as well as reviews of
coursebooks, reference books and websites for teaching English.
http://www.etprofessional.com/
(2) Modern English Teacher
Website of the popular Modern English Teacher journal dealing with all aspects of teaching and
useful websites.
http://www.onlinemet.com/
(3) Training Teachers
Lots of articles and advice for new and more experienced teachers.
http://www.tttjournal.co.uk/
Using Technology in the Classroom
(1)www.teacherlearning.com
(2)www.ict4lt.org
(3)www.languages-ict.org.uk
(1) Effortless English Club
Learn the secrets of speaking English fluently.
http://effortlessenglishclub.com/
Group Recommendations:
cwrynn@eircom.net,erginhazal@gmail.com, dolores.galla@gmail.com, pe8j-hrgc@asahi-net.or.jp
(akiyo), rainbow923m@yahoo.co.jp(midori), bellacat1981@yahoo.co.jp(ikuko), mponti@xtec.cat
(marta) estermagri@gmail.com, rebecasempere@hotmail.com ,joannapasta@yahoo.com , so-
audrey@hotmail.com (Susanna), attia_mohammed@hotmail.com, mireiaxorto@gmail.com
www.englishtown.com for sts
http://www.englisch-hilfen.de grammar and vocabulary
http://web2.uvcs.uvic.ca/elc/studyzone/index.htm for reading passages
http://www.sheppardsoftware.com/Geography.htm for world geography games in English
http://www.nhk.or.jp/nhkworld/english/radio/program/index.html for listening
http://puzzlemaker.discoveryeducation.com/ for making word searches, crosswords, etc
http://www.eiken.or.jp/eikentimes/joke/index.html (in Japanese)
http://www.xtec.cat (in Catalan)
http://www.esldiscussions.com/ for speaking
http://www.macmillanenglish.com/insideout/html/New_insideout_elessons.htm for mixed resources
http://www.teachitworld.com/index.asp?home=1 for mixed resources

21. http://www.esl-lab.com/index.htm for listening
http://www.english-grammar-lessons.com/should/menu.php for grammar
http://www.manythings.org/vocabulary/lists/b/ for mixed resources
http://australianetwork.com/englishbites/ for English video clips
http://vocabahead.com/VocabularyVideos/tabid/59/VideoId/579/Default.aspx
http://www.vocabahead.com/StudyRoom/tabid/61/Default.aspx for vocab
http://www.isabelperez.com/ for mixed resources (in English and Spanish)
http://www.elllo.org for listening
www.4shared.com for file sharing
esl.about.com for teaching ideas
Interesting vocabulary/usage
false economy
non-emotive words = plain words like good, bad, nice
within the bounds of reason
to slur your words (because of alcohol drinking)
synaptic patterns = mental patterns that affect action
WLTM = would like to meet (dating)
GSOH = good sense of humour (dating)
n/s = non-smoker (dating)
AOB = any other business (on the agenda)
water cooler conversations = small talks
lucher/luch = old man who likes looking at women
post-it = a note placed on the fridge
to tweet = to post a tweet on twitter
roster = jobs in the house
Irish expressions
cop on:
She has no cop on. (common sense)
Would you ever cop on? (grow up)
jaded = tired of the world
to banjax = to injure, destroy
Paddy = Irishman
rakes of = a lot of
ye (said yee) = you (plural)
Irish pronunciation:
de tick eejit. = the thick idiot
What's dat ting? = What's that thing?
turty tree and a turd (33 1/3) = thirty three and a third
noice one = nice one
Oirish = Irish
What's the craic? = What's the news.
She's a great craic. = She's a great fun.
Verb to be with present participle for habitual actions
He does be working every day.

22. They do be talking on their mobiles a lot.
I do be tired on Monday evenings.
Perfect tenses
I'm just after hitting him with the car.
She's just after losing five stone in five weeks.
Irish rhymes:
Molly Malone: the tart with the cart.
The Spire: the stiletto in the ghetto
two ladies: the hags with the bags
Patrick Kavanagh: The crank on the bank
James Joyce: the prick with the stick
The clock in River Liffey: the time in the slime
Dublin = Baile Atha Cliath (said: bali oha kliah) means “Town of the Ford of the Hurdles”
Irish street names
Carrick = rock Carrickfergns
Bally = town Ballymun
Ath = ford Athelone
Drum = hill Drumcondra
Dun/Rath = fort Dundrum
Kil = church Kilkenny
Clon = field Clonskeagh
Bun = bottom of hill Bunclody
Saint Bridget: female saint in Ireland
Stereotypes within Ireland:
The Skangers: (said skanyers) working-class people living in the north side, may wear pyjamas to
the shops, also known as “scobies” or “howayas”
The D4 Heads: Rich people living in the south side, wear designer clothes, follow rugby, goes to
UCD then works for Daddy.
The Cluchies: Come from the countryside, follow Gaelic sports, only eat potatoes.