|submitted by /u/SaraAnastasia
from Velkommen | Languagelearning https://ift.tt/2ZazKd7
via Learn Online English Speaking
|submitted by /u/SaraAnastasia
Hi, I'm not an English native speaker and i was wondering how to say in English/ American English slang on Rich Spoiled Kids/Teenagers.
I've found some words like "White Truffle", what do you this about it?
In Polish language we use "Banowe Dzieci" which means "Banana Kids", and what words do You use to describe that kind of kids? Write a word and your language :D
How much time do you spend studying a languange per day? and, what has been your routine?
So to start off I just wanna say that I know that Rosetta Stone isn’t a replacement for classes, 100%. But as a starting tool is it worth it?
I learnt my second language by just being immersed in it all of a sudden at the age of 9 and just picked up on it out of necessity. Would Rosetta Stone get those same gears turning again? And is it worth the investement?
We’re at the start of a new term. With many students starting courses in September, now’s the perfect opportunity to help your students establish their learning goals for the year.
Early goal setting is essential as it helps with motivation, focus and a sense of direction. Defining those goals, however, can be overwhelming.
Use this goal-setting checklist to make sure your students are on the path to success.
SMART is an acronym that you can use with your students to help guide goal setting. It stands for Specific, Measurable, Achievable, Relevant and Timely.
To make a goal specific you must focus your attention on what you want to achieve. Instead of saying ‘I want to improve my English’, a more specific goal might be ‘I want to be able to pass a retail job interview in English’. Your student will still be learning English, but their goal is more focused.
Note – the Global Scale of English (GSE) Teacher Toolkit is a great tool to help you set specific learning goals, especially when it comes to jobs. It allows you to look for specific language objectives for different professions, meaning you can tailor your classes to your students’ career interests and consolidate the knowledge of students already working in those fields.
Read more in our post: Preparing learners for the world of work using the GSE Teacher Toolkit.
For work and education-related goals, your student may also need to prove their level of English, which leads to new goals like: ‘I want to pass an exam such as the Pearson Test of English (PTE) General to prove my skills in English.’
To help your students set specific goals, get them to ask questions such as – ‘What do I want to accomplish?’ ‘Why do I want to accomplish it?’ and ‘When do I want to achieve it by?’
Goals need to be measurable, so you and your students can see when progress is being made. To make a goal measurable, guide students with questions such as ‘How much/many do I need to do?’ ‘How do I know when I’ve reached my goal?’
This indicator should be something visible or tangible. It could be moving up a level, getting the exam grades they need to get into university, or reading a certain amount of chapters of an English book.
A goal must be achievable. This means students must feel challenged but the goal must remain possible. To help consider if a goal is possible, look at if the student has the right resources available to them. For example, if they want to improve their listening skills at home, do they know which websites to visit and do they have a plan of action?
If passing an exam is their goal, do they have the correct preparation material to give them the best chance? If they don’t have the right resources, how can they access them?
Other questions they should ask are: ‘‘Have others in the same position done this before?’ ‘Can I realistically do it in the time frame I have?’ and ‘Am I able to commit?’
The goal should be personal and relevant to the student: if it matters to them they will be more likely to accomplish it.
Encourage students to ask questions such as, ‘Am I interested in this topic?’ and ‘Is this the right time for me to achieve my goal?’ And have them consider why it’s important to them.
Improving situational communication skills, for example, might be relevant for a student who is about to spend a year abroad in an English speaking country. Or a child that loves stories but struggles with writing, might decide to write a story in English by the end of the first term.
The final consideration when setting a goal should be the deadline. Students should consider ‘When is the start and finish date?’ and ‘When will I need to achieve this goal by?’.
If you think of completion of the chapters of a book or practice papers as your micro-goals, they should eventually result in a finish line such as finishing the book or taking the exam. Providing time restraints is useful because it pushes for action and provides a sense of urgency.
Eventually your student is left with a breakdown of a goal to focus on. To make sure it is clearly defined ask them to review what they have written and write a summarising SMART goal.
Encourage them to record it as part of a bigger language learning plan and tell them to refer back to it regularly. Take a look at these examples of SMART goals to get you and your students thinking.
SMART goal: I will listen to a different English podcast once a week, for six weeks, on my phone. I will listen to a range of topics that interests me, and I will listen on my way to work to build the habit.
SMART goal: I will record one English dialogue between me and a friend once per month on my phone. I aim to have a collection of ten situational dialogues such as going to the doctor, or going to the bank, that I can then refer back to before moving abroad.
SMART goal: I will prepare my class of young learners for the PTE Young Learners exam and will measure their progress with practice papers. I will use textbooks and my own material to help prepare them with the aim of taking the exam in June next year.
When goals are SMART they are much more focused, easily tracked, important to the student and therefore more likely to be accomplished.
When you return back to school, why not consider creating goals for yourself and help your students create their own goals?
I am a Native Dutch speaker, fluent or near fluent english speaker, in the middle of B1-B2 german speaker and a A2 french speaker.
I was thinking the best way to about this was to continue with studying vocab obviously, but also starting to read books at my level, watch movies with subtitles (later to french subs, then without) and speaking in my class? Do you agree?
I've heard from many people that immersing themselves in media provided a noticeable boost in general ability in their target language. However, whenever I watch media in my target language I'm not sure what the general learning process should be like, and I don't feel like I get much out of the experience.
I'm starting to wonder if maybe I am just more receptive to other styles of learning (specifically visual and kinesthetic rather than auditory), because when I visited the country in which my target language is spoken, I learned so much even in just 2-3 weeks by interacting with locals via body language and limited knowledge of vocab and grammar.
So I'd like to ask you: - how did you use media as a way to study? what did you focus on? - for how long? - what materials did you use to create immersion? - in what ways did your ability improve as a result? were there noticeable differences compared to before?
Being able to communicate with different people has always been a major advantage whether in a business setting or as a tourist, but as technology advances I can't help but think: is language learning and knowing more than two languages going to be as beneficial in the future?
In 2019 we have Google Translate, and even though it might give you some silly results every now and then, it is surprisingly powerful and with the development of technology it's going to become more and more fluent. One day it might reach a point where you can't tell whether a post you're reading has been done by someone who speaks the language or someone just using a translation software.
That's not all: companies have started developing earbuds that translate languages you hear in real time.
What do you think? Is language learning still going to be worth it in the future?
Hi I want some friends who i can speaking to them to improve my E Because I’m bad with grammar and speaking So who wants to help me plz!
I’ve completed one year of learning Russian at my high school recently, and I’ve got a pretty good grasp of the language. I can read, write, I know a good bit of vocab, and I have a handle on many of the grammar concepts (most of the types of Cases). I think I’m probably around a lower A2. Before I start my Advanced Russian course this year I want to get a head start so I do well. Currently using Duolingo but it seems a little easy, I’ve completed around 15 skills. I know this isn’t quite the best approach so I’m open to some advice.
Does learning the international phonetical alphabet helps you in any way in the process of learning languages?
I noticed a lot of dictionaries in french and english use it to show the correct pronunciation of certain words, but i.e. if I wanted to learn japanese or swahili, could the IPA help me to get a headstart in basic pronunciation or adapting to the foreign alphabet?
Need help translating fairly accurately some modern and not so modern english/spanish words into one or more of these languages.
Any help will be appreciated! :)
Hi! I have a question for those of you who have taken/are taking private language lessons on Skype.
What is your preferred way for the tutor to start the lesson?
1- When it's time for the lesson to start, they call you.
2- They send you a message first, asking if you're ready, and after you say "yes", they call you.
3- They send you a message telling you that you can call them whenever you're ready. So, you're the one calling the tutor, not them calling you.
The reason I'm asking is because I'm a private French tutor who has mostly been doing #1, but I'm now worrying that it's perhaps a little stressful and startling for some students. So, I'm thinking that either #2 or #3 are better options. What do you personally prefer? Or do you think that it doesn't really matter?
Thanks in advance for your replies!
So, I've been learning German for around 3 years now and can converse in it (mostly). I had never read a book in German before, so I wanted to give it a try. I had tried to read Harry Potter in the past, but that proved too challenging. My friend recommended Emil and the Detectives, so I downloaded a pdf and tried to get to work. However, although I knew I'd be encountering unfamiliar words, I was surprised by how many I didn't know. Eventually I got to the point where even with a translator I just couldn't understand, and to be frank, I actually broke down and started crying (thank anxiety). The worst part is that online it said most of the vocab was A2, so if I wasn't understanding that, I felt that my German must be way, way worse than I thought. I tried again tonight but after struggling through a couple pages I just gave up and now I feel dumb. I know it might be best to just power through and learn on the way, but I may not be able to handle that mentally. What should I do? Am I just bad?
So i’m planning to go to europe next year and I’d love to learn french so i don’t feel like a big idiot when i get there. I’ve read through the resource page but it just kind of gives overviews of each one. I’ve seen pimsleur, assimil, fluenz, and rocket, but I’m not sure which is the best one. i’d really appreciate any guidance you guys could give me.
I get that it's technically possible but most people don't have enough time/motivation to do that (including me).
I've been looking around Reddit and many websites for Sindhi resources (and have looked for many posts requesting resources), but I have not found anything substantial. I am looking for something free (website, app, etc.) that I can use and be able to share with others who are also interested with the language.
Could anyone provide me with some links for the audio for the lessons please? I want to try and complete the book by the end of the year.