ELT by M Amin Gental


Phrases from Shakespeare, Part 1 — April 23, 2014

Phrases from Shakespeare, Part 1

About Words - Cambridge Dictionaries Online blog

by Kate Woodford
English speakers often repeat lines and expressions from the plays of William Shakespeare, knowing that they are quoting (= saying words by) the famous English writer, (1564 – 1616). However, they also use phrases as part of ordinary ‘everyday’ English without even knowing that they appeared in Shakespeare’s plays. Some of these phrases Shakespeare himself coined (= invented). Others, which were already in use when he was writing, became popular after he included them in his plays.

The phrase a fool’s paradise is used in modern English to mean ‘a situation in which someone is happy because they think they are in a good situation although in fact, the situation is bad’. (A ‘fool’ is a stupid person and ‘paradise’ is a very happy place).This phrase appears in Shakespeare’s famous play Romeo and Juliet.  The character of Nurse talks to Romeo in order to find…

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New Theme: Fictive — April 18, 2014

New Theme: Fictive

The WordPress.com Blog

Today I’m happy to present a new free theme for your blogging enjoyment: Fictive.


Fictive is about your style, your look, and your story. With plenty of ways to customize, it’s a great option for a travel blog or personal website.

Make it unique with a custom header image, a Gravatar, and links to your favorite social networks. Use post formats to dress up your posts, add a custom menu and widgets, or let your content take center stage with a simple fixed-position header.

Read more about Fictive on the Theme Showcase, or activate it on your blog by going to Appearance → Themes.

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#qskills – How can I help my students understand words in a reading passage? — April 17, 2014

#qskills – How can I help my students understand words in a reading passage?

Oxford University Press

Today’s question for the Q: Skills for Success authors: How can I help my students understand words in a reading passage?

Scott Roy Douglas responds.

We are no longer taking questions. Thank you to everyone who contacted us!

Look out for more responses by the Q authors in the coming weeks, or check out the answers that we’ve posted already in our Questions for Q authors playlist.

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My students say the absolute minimum — April 15, 2014

My students say the absolute minimum

Oxford University Press

Solutions Speaking ChallengeZarina Subhan, an experienced teacher and teacher trainer, tackles the second of our Solutions Speaking Challenges: “My students say the absolute minimum”.

I find myself in the classroom in an unfamiliar position. It’s not the fact that I’ve given up teaching that makes this a new experience for me. It is the fact that I’m a student again. I’m learning Spanish and am sitting behind the desk, no longer the decision-maker who tells the learners what to do, but the student awaiting instructions and wondering if I understood them.

I’m rediscovering how uncertain, vulnerable and anxious it can feel to be a language student. Most of the reading, writing, listening, speaking and (most importantly) thinking in the target language (TL) happens in the classroom. I know I am there to improve my language; my motivation as an adult learner is high, yet I have to admit I could speak…

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Teach less to help young students learn more — April 14, 2014

Teach less to help young students learn more

Oxford University Press

School girls playing repetitive gameBarbara Hoskins Sakamoto, co-author of  Let’s Go , outlines the benefits of only teaching young learners one new thing at a time by recycling, reinforcing, and building on new language.

How can you get your students to learn more English? Teach less! It sounds counter-intuitive, but it’s true.

Teachers are often pressured to teach more – more vocabulary, more grammar, more content – to satisfy parents and administrators. Moving through a coursebook quickly becomes the measure of success. However, the classes in which I see students making the greatest progress are those in which teachers introduce relatively little new language and actively recycle previously learned language, spending the majority of class time reusing both new and familiar language in new contexts.

The measure of a successful lesson isn’t how much you teach; it’s how much students can do with the language they’ve learned.

There are certainly times when you…

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