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| Welcome to this year's first TeachingEnglish newsletter. If you had a holiday over the New Year period we hope it was a good one. We start the 2011 with a bumper crop of things for you to try, think about and comment on. There's a new version of the phonemic chart that you can use to help your students with pronunciation and there's a new video tip that looks at ways of helping your students with stress timing.
In our regular blogs section there's a contribution from one of our former Guest Teachers, Dario Banegas, who looks at ideas about theory and practice in language teaching. There are also some tasks from Nik Peachey who has posted some ideas to help to teaching with technology.
Happy New Year,
Duncan and Rob TeachingEnglish Team | British Council | BBC
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 | If you've not worked in CLIL before, this article will give you a point to start from, in terms of both learners and materials. TeachingEnglish is currently growing its CLIL resources, and you can find more articles and activities on this page: www.teachingenglish.org.uk/clil. Read more
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 | How do you teach English pronunciation? One area often problematic for learners is stress timing. Watch Rachael below, using chants and rounds to help her learners. Do you have any ideas to add? Leave a comment below! Read more
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 | This is the new British Council phonemic chart. Help your students hear the sounds of English by clicking on the symbols below. Click on the top right hand corner of each symbol to hear sample words including the sounds. Read more
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 | | 5 tasks to teach yourself to teach with technology |
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 | With the holiday season coming for many of us, we can actually find some time to concentrate on developing our own skills, so that's what I have been doing. I decided to write this series of tasks to help teachers upgrade their own skills and develop the kinds of literacies and resources that I believe are becoming essential for teachers and students all round the world. Read more
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 | When you're planning your lessons how much time do you spend thinking about how you're going to group students for the activities in your plan? Do you think about whether you've got a balance between pairs, groups, whole class and individual work? Read more
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