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Write a word on the board, and ask a first student to say something that that word reminds him/her of; then the next student says something related to the first student's word, and so on.

Here is an activity that I designed and used with my beginner level university prep school students. Before listening to the song, we talked about personalities, boarded some adjectives, and suggeted some opposites of these adjectives. Then I gave out the handouts and we went over the words together and talked about the new vocabulary together. I explained the students that they are going to listen the song, and try to fill in the blanks using the words on the right. It is important to tell the students that these words are not the opposites or antonyms of the adjectives given in the song, but there are just contradictions or some kind of relationship between them. The students also choose from the multile choice options or guess what the singer is going to say before listening to the song. Before listening to the song, I asked the students to work in pairs or small group and try to fill in blanks. As a discussion, the students were told to justify their choices. There are also some useful spoken English expressions and collocations in the song such as 'giving a high five, flicking a cigarette' which you might focus on after listening to the song. As a post-listening activity, the students can be asked to write their own versions of the song, describing their own personalities.

Averil Coxhead developed and evaluated The Academic Word List (AWL) for her MA thesis. This list is a very useful resource for English for Academic Purposes teachers and learners.

ED is an offline Japanese Dictionary. FAQ: - The new design, the new icon, the fix for the tags bug, the improved search results, the edict data update, the fix for FC on ICS, the removal of permissions and the hand writing recognition based kanji search mentioned in the posts were all due for the next release, but the development is currently on hold. - The server that hosts the dictionaries also hosts projects of higher priority, so I might take off them from time to time. Please retry and be patient. - Some users reported the their data got corrupted, please try to delete the jed folder on your sd card and reinstall the app from scratch. - This application works offline once the dictionary files are downloaded, BUT does send analytics data (Google Analytics) if wifi is available! - User data ( especially tags!!! ) gets deleted when updated! - Only use the current version; data files of older versions gets deleted! - Feel free to contact me or comment if something does no work, but please provide as much information as you can (device, version number, etc). Current features: - Works offline - Search and view results as you type! - Multiple dictionaries ( English-Japanese, French-Japanese, Spanish-Japanese ) - Search in readings (romaji), meanings (english) and japanese (kanji, hiragana and katakana) - Search results can contain words, expressions, kanji (both onyomi and kunyomi) and inflected form for adjectives and verbs. - Filters results based on content type (meaning, reading, character type, parts of speech, common words, common kanji) - Radicals lookup - tags (vocabulary list) with possibility to search and export to Google Docs and Anki. - Animated Stroke Order Diagrams for kanji - Copy-Paste for most of the field and a notepad to gather information - Move to SD card (above 2.2) Acknowledgements: - Electronic Dictionaries Research Groups - KanjiVG - Tatoeba - KanjiCafe

For students who have not had any exposure to homophones, they can be frustrating and confusing. For students who have studied the sound alike word pairs, they can be a source of linguistic challenge and entertainment. Either way, your ESL class will benefit from some experience with these unique word buddies in English! The next time you talk about homophones with your ESL class, keep the following tips in mind.

" This is the fourth compilation of worksheets and activities from the popular English Banana.com website. The aim this time is to engage learners from about Level 1 (Intermediate) upwards in active English lessons. This extensive new collection provides a varied and interesting set of resources for practising a range of English language skills, from grammar to reading, and vocabulary building to developing research skills. It's divided into subject areas and there is a comprehensive answer section, which also gives notes for how to use the material. We have included two special sections in this book. The first is a collection of classroom games that have been tried and tested and really work. Some may be familiar while others are totally original. In publishing descriptions of these games and activities we are not in any way laying claim to having invented them. Our only aim is to disseminate ideas that work well at a range of levels and always seem to get a great response from learners. The second special section is for reference and lists rhyming words, using the vowels and diphthongs from the International Phonetic Alphabet (IPA). These pages provide support for learners as they come to identify spelling patterns and match together words with the sounds of English. However you use the book, we hope that you'll enjoy learning English and come to a deeper understanding and appreciation of this fabulous language - which can be so entirely frustrating at times and so difficult to learn! If you enjoy this book why not get online and log onto our website for more original and fun activities for learning English. Best of all, everything on the website is absolutely free! So for access to free printable worksheets, as well as fun online games and quizzes, get your mouse moving in our direction today - click on www.englishbanana.com."

1. Kids get into groups and are given a stack of pictures into which I have put pictures from each of the above category. I usually put around 15-20 in each stack. When we do nouns.... I will place big signs on the board with "common" "proper" "abstract" "concrete" "plural" and any others we are studying. Their group has to go through their stack and find one to correspond with each topic AND they have to have a justification for each. 2. When I do prepositions, I give each student a situation picture and have them list as many preps. as they can find in each picture. I give a prize for the most found. 3. When we study characterization, I give each student one picture from the "people" envelope and have them write a brief character sketch based on what they perceive. 4. When I do verbs, I will give each row ONE picture. I tell the students in the first seat of each row to take out one piece of paper. When I say "GO", the first person looks at his picture and comes up with one action verb. Then very quickly writes it down and passes it back. The next person has to write down another action verb and pass it back to the next. It just keeps going. The person in the back runs the picture up to the front person. I usually start another picture back as soon as the first person passes it to the next. In about 4-5 minutes, I stop and the row with the most and the most accurate verb list gets a prize or pig points. 5. When we do short stories, I give each person an envelope in which I have put 2-3 people (characters), 1 place picture (setting) and 1 picture from the situational. After we have discussed the "elements",they begin to write their own short story based on what they have in front of them. 6. When I teach a vocabulary word that is a little more difficult, I always go to my stack to find one that illustrates it. For example, I found a perfect picture of a clear blue lake with not one ripple to show them "placid". They never forgot that word. 7.

Victor turned on his computer. White letters appeared near the bottom of the black screen: "Resuming Windows." Victor wondered how long it was going to take this time. Five minutes later, the light blue screen appeared: "To begin, click your user name." He clicked on his name. Then he filled a pot with water to make some fresh coffee. He returned to his computer. The desktop icons had still not appeared. Victor went into his bedroom, took the sheet off the bed and the pillowcases off the pillows, and threw them all into the clothes basket on the floor. He vacuumed his bedroom, and then returned to his computer. A few minutes later, the desktop appeared, with about 40 icons on it. He liked how colorful they were. He clicked on his Word icon. Then he went into the bathroom and shaved. He came back out to the dining room, made himself a cup of coffee, and sat down. Word opened, a full half hour after Victor had turned his computer on. Victor typed his first name into the document. For about ten seconds, the screen was totally blank. Then "Victor" slowly appeared, one ... letter ... after ... another.

Life for most people with mental or physical disabilities is vastly improved over what it was twenty or thirty years ago. The Americans with Disabilities Act and other federal and state laws assure that people with disabilities have the same basic rights as people without disabilities. Some things have been slower to change; namely, attitudes and perceptions about people with disabilities. Ignorance and discrimination can be serious impediments to achieving integration, productivity, and independence for people with disabilities. The use of outdated language and words to describe people with disabilities contributes greatly to perpetuating old stereotypes. No longer should we view people with disabilities as helpless or tragic victims. Awareness is the first step toward correcting this injustice. If public opinion about people with disabilities is to be brought up to date, the public needs to hear and learn to use appropriate language. It is especially important for the media, elected officials, public speakers, and others in leadership positions to portray people with disabilities sensitively and realistically. This is a guide to using descriptive words and language when talking to or about people with disabilities.

My contribution to the present linguistic dilemma is to start proposing words that would be better to depict this type of unacceptable person. If you want to stay in the Kemetic language, "Set" or "Isfet" would be more appropriate. They conjure notions of chaos or disorder. English words include: Fraud Faker Clown Fronter Sexist Jerk Ass

This exercise will help you to write reports using formal language.

Length: and arithmetics. Arts is a tool (of the mind).

The following are the novels studied in the literature component in English Language:  1. The Curse by Lee Su Ann 2. Step by Wicked Step by Ann Fine. 3. Catch Us If You Can by Catherine McPhail Based on one novel above, write about the following. Provide evidence from the text to support your answer. Your response should be: - Not less than 50 words - In continuous writing (not in note form)

"Every parent wants to have polite, respectful children with good manners. Fortunately nature is on our side. Children learn by copying what we do and love to do everything 'just like mommy and daddy do', as it makes them feel they are being 'big'."

This test belongs to the English test Incorrect word TOEFL - Lesson 01, which consists of 20 multiple - choice questions in 25 minutes. Each question has 4 suggesting answers, you need to choose the most correct one.

"As the cyclical and seemingly never ending debate about education rages on, the topic - somewhat ironically, often poses more questions than it provides answers. But what is the value of mainstream schooling? Why is it that some of the most high profile and successful figures within the Western world openly admit to never having completed any form of higher learning? Paying homage to Jefferson Bethke's "Why I Hate Religion but Love Jesus", a piece that received 22 million views in the space of a week, I address a number of these issues in my offering "Why I Hate School, but Love Education". With scores of school leavers wanting to further their education with no guarantee of their dream job at the end of it, we should ask ourselves whether qualifications still hold the same value now as they did in previous years? Does success in the school system correlate to success in life? Or is the school system simply geared towards fact retention and regurgitation? What is true education? @sulibreaks universityofsulibreaks.tumblr.com Director: @KevinNgongo www.youtube.com/kevinngongo Graphics: www.mikegallardodesigns.com Music: Sunshine: Surface Of The Sun - John Murphy - Adagio in D Minor"

"The Magazine's recent article about the Britishisation of American English prompted readers to respond with examples of their own - here are 30 British words and phrases that you've noticed being used in the US and Canada."