Here's what you don't want to see in an English course book. Pictures of huge car phones. Overalls. Crazy old-fashioned hair styles. Basically, anything that. Free English Course Books. Downloadable books containing hundreds of exercises for ESL/ESOL/EFL teachers and students. 5 Best English Course books to learn English. Improve your English today with these 5 course books and start learning English today!.
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25 Results Browse, shop and download Adult General English teaching and learning Cambridge English Empower An upper-level multi-skills course. The Magic Book is a 6-level American English course for primary school children. Each level consists of Student's Book with integrated Activity Book, Teacher's. Use the filters below to find the range of ELT courses that match your needs. If you're . Activities for the Primary Classroom Digital Methodology Book Pack .
For example, when reading a passage about a park in China which activates spikes when somebody sits on a bench for too long, the teacher actually acts out going to the park, being tired, sitting down on a bench, falling asleep, being woken up by spikes, screaming with pain, jumping up and running away.
The students act out a text from the course-book as the teacher reads it aloud as dramatically as possible. For example, before reading aloud a Korean folk tale about a hard-working but poor farmer and his lazy, greedy and rich brother, the teacher divides the class into two halves and tells one half to act out what the hard-working brother does and the other half to act out what the lazy brother does.
The teacher writes and performs a bizarre story using the words of a course-book drill. The students in groups then write and perform another bizarre story using the same words. This way the students hear and pronounce the target sounds many times in ways more engaging and memorable than repeating them without context in a drill.
For example, the teacher performs the story below which makes use of these words from a drill.
For example, in a dialogue in which A is a salesman in a shoe shop and B is the customer, A is told that he is the ex-husband of B and has not seen her since the divorce. The students find ways in which wrong answers could become right.
Other creative adaptations I have made to course-books include: The students drawing their interpretation of a text rather than answering questions about it. The students interviewing characters from a text.
The students developing a text by, for example, continuing it, re-writing it from a different perspective or in a different culture or location, responding to it with a letter or e-mail. The teacher turning a closed activity into a competition by getting each group to develop an extra question to challenge their peers with. I am recommending your school to everyone and I hope to return there and stay with you for more time.
Candy Morales, 49, from Canary Islands, Lab technician I just wanted to thank you for the wonderful three weeks we spent in your school.
We had so much fun with you and you gave us such a good feeling day by day. These three weeks were the best time in my life. And a special thanks to my teachers. They did a really good job and because of them we didn't feel like in a boring school but in an exciting group where we had fun and also learnt a lot. Last but not least, a big compliment to my hostfamily. They were lovely and cheerful so that I never felt homesick.
They took care of us and did their best to make us happy. I miss you so much. And I have a big request: Please stay the way you are! I hope that many other people will also have their best time in life in Ireland, in Wexford and in your school. Thanks for this great experience! Tom, 19, Austrian At Slaney I started to speak English without thinking first in Spanish, I got to know about different cultures and what is most important, I met beautiful people.
People who visited my home when I was back in the Basque Country, people who I visited and spend some days with in their homes, people who I am still in contact with.
For all of this and because I know that the next time we see each other again will be as if we had never said goodbye and I want to say Thank You to the Slaney Family. David, 38, Spanish Hey lads!
How are you? We want to say thank you vor the three beautiful and fantastic weeks in Wexford.
It was a great experience and we will never forget it. It was a pleasure for us to stay with you. The three weeks changed us definetely, we learnt a lot about the Irish way of life and we are going to live our lifes the Irish way.
Wish you the best and hope that we will meet again. Cheers, slainte and best regards from Austria. Thanks for all!! Georg and Lucas, 22, Austrians I miss you. You made me feel so good. I would like to come back some day. The atmosphere in the school is genuine, brilliant and the surroundings beautiful. The best thing is that you feel relaxed and don't have any pressure to learn English. I think, this is really important if you want to to do your best, mainly for people shy like me.
The organisation is very accurate too and the skills and quality of teachers are fantastic. Jose Ignacio, 35, Spanish, Manager Thanks a lot for a successful and interesting week. Being a language teacher myself I am very critical with language schools and I am completely satisfied!
Keep on working like that! I will recommend your school. Rita, 52, German, teacher We would like to thank all of you for everything! It is hard to believe that we have to leave Ireland today.
We had such a great time and are very sad that we have to leave. It was a pleasure for us to spend five weeks together with you. We learned so much, our English has improved a lot and we enjoyed the activities with you.
The time in class and also our work-experience were really good experiences. It was not only a school of teaching English, it was like a big family!! We wish you all the best and hope that you's stay as you are because you are such a great team.
A million thanks to everyone of you! We would love to come back next year. Alissa, 21 and Tanja, 19, both from Germany I just want to let you know how much I enjoyed my stay in Wexford. Maybe they are lacking a little variety in their classes or perhaps you or they just want a break or a change from routine. A topic-based syllabus What might sound like fun for the students can seem a bit daunting for the teacher. By taking away the course book we are taking away our safety net, our tried and tested syllabus written by someone who apparently knew what they were doing!
Using a topic-based syllabus as a framework, however, provides a natural stimulus for language learning in a realistic context.
By starting with a topic of interest and then discussing or explaining an issue or opinion, students will find out what they want to say and whether they can say it or not. This then, provides further objectives, whether they be grammatical, lexical or pronunciation based, on which to build the course. Structuring the course What might at first sight seem like quite an unstructured course can in fact be deceptively well organised.
Here are five steps to follow to ensure that both students and teacher feel that the course is properly designed: Needs analysis The key to beginning a successful topic-based course is to clearly establish the students' interests and motivations. As part of your lesson get the students to talk about themselves and each other and find out what they enjoy, what they don't like, whether they know what's going on in the news at the moment and so on. Keep a note of what comes up as the list of potential topics can be long and every student will be different.
Ultimately, those topics which will be successful are those which spark off an agreement or disagreement with someone else in the class as well as those the students seem well-informed about.
The students will take over the conversation and lead it where they want it to go. Whether or not you get a long list from students, you can always use course books "behind the scenes" to help you.
Take a look at the contents page of a course book for topic ideas and suggest them to students or take one of the student's ideas and back it up with more material from the book. Students will never know their ideas originally came from a book!