Do you often tell jokes when you speak English? Very few students even try to do it. There are two reasons for this. One is that they have trouble remembering jokes and stories. The second reason is that they don"t tell the jokes in a natural, funny way. Let me show you how you can tell jokes and make people laugh in English
English is the most widely used language in the history of our planet. One in every 7 humans can speak it. More than half of the world"s books and
3 quarters of international mail is in English. Of all the languages,it has the largest vocabulary - perhaps as many as 2 MILLION words. Nonetheless,
let"s face it - English is a crazy language. There is no egg in eggplant nor ham in hamburger; neither apple nor pine in pineapple. English muffins
weren"t invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren"t sweet, are meat
In the field of foreign language teaching, one aspect that occasionally emerges as a topic of discussion is the relationship between knowledge of a foreign language, and knowledge of the culture from which that language "originated". From my (admittedly limited) experience with foreign language education, it would appear that the question of "culture" is often relegated to the end of a language teaching plan. It seems as if it is always something of a bonus if the teacher manages to find time to introduce a bit of the culture of the foreign language into the classroom - some music perhaps, or a traditional dance, in the final lesson of the course.
The idea of raising bilingual children is both appealing and possible for more and more families these days, and growing up with more than one language certainly has its advantages in today"s global village. Yet bilingualism really isn"t something that simply happens. Raising kids to be successful in more than one language requires some careful planning and learning about bilingual language development
What would you
EFL/ESL students commonly treat "How are you?" as a literal inquiry about their health and there is a tendency to give an overly "honest", but inappropriate, reply. That is to say the fundamental intent to convey general sociability, rather than specific meaning, is lost. Moreover, EFL/ESL student soften do not know how to initiate a first topic immediately after "Howare you?" as evidenced by the uncomfortable silences that commonly occur after "How are you?" A number of factors can be seen to contribute to this delay, affective factors, such as shyness and fear of failure, linguistic factors, such as limited knowledge of relevant vocabulary and/or grammar, and lastly, a lack of experience. Indeed it is this very lack of experience that can limit exposure and with it access to the various conventions commonly employed when responding to "How are you
Teachers often complain about discipline, about lack of attention, about the use of L2 in the classroom and many other problems, many of which amount to a breakdown in communication between teacher and students or between students themselves. It is well known that speech is only one part of communication, yet teachers often forget about or underestimate the importance of non-verbal communication in their own and their students" performance. One aspect of non-verbal communication is the use of the eyes to convey messages. The eyes are a powerful tool for both the teacher and the learner, yet much classroom time is spent with eyes firmly fixed on the book, the board, the floor, the window, or roaming randomly around the teaching and learning environment
Alphabet
Q: What letter of the alphabet is an insect A : B.( bee
Q: What letter is a part of the head A: I. (eye
Q: What letter is a drink A: T. (tea
Q: What letter is a body of water A: C. (sea
Q: What letter is a pronoun like "you A: The letter " I
Q: What letter is a vegetable A: P. (pea
Q: What letter is an exclamation A: O. (oh
