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Phrasal verb: keep up with - Day 7 with JenniferESL

Phrasal verb: keep up with - Day 7 with JenniferESL

Phrasal verb: stay up - Day 8 with JenniferESL

Phrasal verb: turn down - Day 9 with JenniferESL

Phrasal verb: talk out of - Day 10 with JenniferESL

Phrasal verb: ask around - Day 11 with JenniferESL

Phrasal verb: come down to - Day 12 with JenniferESL

Phrasal verb: miss out on - Day 13 with JenniferESL

Phrasal verb: stick around - Day 14 with JenniferESL

Phrasal verb: go over - Day 15 with JenniferESL

Phrasal verb: see through - Day 16 with JenniferESL

Phrasal verb: work on - Day 17 with JenniferESL

Phrasal verb: doze off - Day 18 with JenniferESL

Phrasal verb: take up on - Day 19 with JenniferESL

Phrasal verb: shy away from - Day 20 with JenniferESL

Course Highlights , About the Course, Language of Instruction: English

Course Highlights
Live 60-minute class on Tuesday, February 24 at 1:00 PM (Boston time)Class recording shared after February 24, 2015Listening practice to understand the contextPronunciation practice to master the stress patternsWriting practice to gain familiarity with formal vs. informal English
About the Course

Language of Instruction: English
<iframe width="560" height="315" src="https://www.youtube.com/embed/kHeCR_FlK8s" frameborder="0" allowfullscreen></iframe>

Course Description

In this live 60-minute session, participants will gain listening, pronunciation, and writing practice. You will also have the chance to ask questions through the text chat. Interact with me and your peers.

There will be pre-class discussion and a post-class test. A recording of the session will be made available to all enrolled students.

This is an intermediate-advanced class. There will be no captions. You must have completed the playlist for the 20-day Phrasal Verb Challenge on YouTube.

Let's extend your studies and deepen your understanding of those 20 phrasal verbs!

Course Highlights , About the Course, Language of Instruction: English

Course Highlights Live 60-minute class on Tuesday, February 24 at 1:00 PM (Boston time)Class recording shared after February 24, 2015Listeni...

Live Group Class on Phrasal Verbs - Enroll today on WizIQ

U.S. System of Education - English Language Notes 2

Teacher Silence: The Holy Grail of Student Centered Learning

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Student centered learning is all the rage these days, and we agree whole-heartedly. Silent elicitation is an amazingly (free!) useful technique for reducing “Teacher Talk Time” as well as keeping students at the center of the learning process. It’s most often used for foreign language instruction, but can be generalized to work with almost any type of lessons or classroom instructions.</div>
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Essentially, elicitation is the process of getting your students to say it instead of you. “It” can be anything, a vocab word, the answer to a question from another student, the next step in a project, anything at all. The smoothest elicitors don’t even have to ask, they simply look at their class or gesture towards a student who then knows to volunteer the information. The difficulty of elicitation for the teacher depends largely on the difficulty of the question, but almost anything can be elicited if at least one person knows even part of the answer.</div>
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Sometimes, you may have to “feed” the answer to the class, but once should be enough. From then on whenever the word, fact, or step is needed, you simply wait for another student to remember what you’ve said. Here are some examples:</div>
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You hope to teach a new English word to a group of non-native speakers. The word is paper. Most of your students have at least had one or two English classes before, and you know that most classes use basic classroom words (including stationary) at one point or another, so, you just hold up a piece of paper and wait with a questioning look.</div>
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If it’s your first time eliciting, you may have to gesture largely, or even ask aloud. If your students are used to it, simply presenting the object and waiting will be enough: You’ve trained them to take responsibility over presenting new words to the class.</div>
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A student offers the word, but with incorrect pronunciation. You gesture or ask for more. Another student gives it perfectly. “Good job” or thumbs up, and you ask her to say it again. You then move between her and the whole class, and then to other individual students using her as the correct example if there’s ever a mistake.</div>
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You never say the word “paper,” but they say it many times.</div>
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<img alt="Silencio" class="alignright" height="300" src="http://farm3.staticflickr.com/2508/4173909258_68b64acc61.jpg" style="border: none rgb(225, 225, 225); box-sizing: border-box; display: block; float: right; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; height: auto; line-height: inherit; margin: 4px 0px 0px 10px; max-width: 100%; padding: 0px; position: relative; vertical-align: baseline;" width="199" /></div>
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You’re presenting an obscure, difficult, or completely new English word to the same class: Drawer. Maybe some have heard it before, but no one is confident enough to answer when you gesture questioningly. You then try to give them the first phoneme (sound) “Dr”.</div>
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No takers.</div>
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You go for the whole first syllable, slowly, “Drrrraaaaw”.</div>
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Absolute silence.</div>
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You give in, and provide them with the word, allowing the class to repeat it. You have them repeat it all together, then motion to individual students to repeat it. If a student freezes or messes up,  you go back to the whole class, then back to the student until they get it right. Masters of student centered learning who’ve taught the same class a few times can do this without saying a word other than “drawer.” Students will have learned to take cues entirely from gestures and you can motion the class through self-learning like a maestro conducting an orchestra.</div>
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If a student you’ve gestured to ever says the word incorrectly, you never correct them personally. You gesture to another student who you believe knows it, eliciting the word from them, and then returning to the student who made the mistake. If you can’t find a student to get it quite right, go back to the whole class, or, as a last resort, model it one more time.</div>
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Throughout the class, you encourage students to provide the word again and again, always enlisting other students to make corrections, and remain silent as they practice the word dozens of times.</div>
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You give instructions to a class and want to ensure that they understand before proceeding. Rather than simply stating the instructions again, you ask the students to provide the steps one after another. You also elicit whether students are correct from other students (thus doubling the number of students you check for understanding).</div>
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Just as before, if a student is ever wrong, you get the correct answer from another student, returning to the original for confirmation before moving on.</div>
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Even grammar points or complex facts can be elicited, although it takes a bit more talking:</div>
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You present the class with a picture of a man dressed as a prisoner. You then show a picture of a jail.</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Teacher</em>: Does he live here?</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Students</em>: Yes</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Teacher</em>: When?</div>
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From those five words it’s possible to get experienced classes to produce “He lives there now” (present progressive) with gestures, or:</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Teacher</em>: How can I tell that to a friend, “He….”</div>
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<img alt="Silence is sexy" class="alignleft" height="350" src="http://farm1.staticflickr.com/17/21686590_24bc41af60.jpg" style="border: none rgb(225, 225, 225); box-sizing: border-box; display: block; float: left; font-family: inherit; font-size: inherit; font-stretch: inherit; font-style: inherit; font-variant: inherit; font-weight: inherit; height: auto; line-height: inherit; margin: 4px 10px 0px 0px; max-width: 100%; padding: 0px; position: relative; vertical-align: baseline;" width="263" /></div>
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Then, show a picture of a Mansion, if you’ve developed a gesture for past tense, use it, if not:</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Teacher:</em> This is his old house. Does he live here now?</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Students: </em>No.</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Teacher: </em>But he did, right?</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Student: </em>Yes</div>
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<em style="border: 0px rgb(225, 225, 225); box-sizing: border-box; font-family: inherit; font-size: inherit; font-stretch: inherit; font-variant: inherit; font-weight: inherit; line-height: inherit; margin: 0px; padding: 0px; vertical-align: baseline;">Teacher:</em> How can I tell that to a friend, “He _____ __ live here?”</div>
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Gesturing for the two words, “used to.”</div>
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Then, you never talk again. You move through the rest of the lesson showing new pictures and having students make new sentences. “He eats bread now.” “He used to eat roast duck.” “He drinks water now.” “He used to drink wine.” Each time a new picture is presented, you put it under the mansion or the jail as appropriate.</div>
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Why is elicitation and student centered learning so great? In the above examples, you’re at least doubling the amount of times students not only hear the words, but practice saying them. You’re also doubling the amount of students you get to check for understanding. By saying nothing,  you become twice the teacher.</div>
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Teacher Silence: The Holy Grail of Student Centered Learning

Student centered learning is all the rage these days, and we agree whole-heartedly. Silent elicitation is an amazingly (free!) useful tech...

Furious 7′ International Trailer: You Ride, I Ride

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<script charset="utf-8" data-config="http://config.playwire.com/10648/videos/v2/3359253/zeus.json" data-default-hd="true" data-google-analytics="undefined" data-google-universal="undefined" data-height="400px" data-width="600px" src="http://cdn.playwire.com/bolt/js/zeus/embed.js" type="text/javascript"></script><img alt="fast furious 7 trailer vin diesel paul walker Furious 7 International Trailer: You Ride, I Ride" src="http://cdn.screenrant.com/wp-content/uploads/fast-furious-7-trailer-vin-diesel-paul-walker.jpg" /><br />
Furious 7 a.k.a. Fast and Furious 7 will finally bridge the last three installments in the racing-turned heist franchise – Fast & Furious, Fast Five, and Furious 6 – with the red-headed stepchild that is Fast and the Furious: Tokyo Drift. The post-credits scene for Furious 6 revealed the truth behind Han’s (Sung Kang) death in Tokyo Drift: that it was no racing accident, but a hit executed by the vengeful brother (Jason Statham) of Furious 6 villain Owen Shaw (Luke Evans).

Furious 6 also concluded with Dominic Toretto (Vin Diesel) and the rest of his “family” at last united and back together living in their old home turf: Los Angeles. The new international trailer for Furious 7 (which has been embedded above) follows Dom and Letty (Michelel Rodriguez) revisiting their roots in the L.A. underground (read: illegal) racing scene, before “The Sins of London” – as Dom puts it – shows up at their doorstep (almost literally), ready to wreak havoc on their lives.
Similarly, just as Dom and Letty revisit their past before the trouble starts, Furious 7 looks to briefly revisit the Fast and the Furious series’ origins as a neo-Noir action franchise – before plunging ahead into new genre territory: revenge thriller and globe-trotting covert adventure, going by the trailer footage unveiled thus far. That’s a slight change of pace from the previous two installments, which very much unfolded as heist thrillers – just set in the Fast and the Furious universe of larger than life stunts and spectacle, that is.

James Wan made the jump from directing horror films (Saw, Insidious, The Conjuring) to the world of big-budget tentpoles with Furious 7, which was again scripted by the franchise’s scribe Chris Morgan. For a while, the project had been overshadowed by the death of star Paul Walker – and the subsequent difficulties that presented the production. But now, it seems as though the movie itself is getting more attention – as many Fast and Furious fans anticipate a proper sendoff to Walker on the big screen.

fast furious 7 trailer vin diesel paul walker Furious 7 International Trailer: You Ride, I Ride

Wan and his production team on Furious 7 are, if nothing else, on course to conclude Walker’s run with the franchise on a big and bold note. The vehicle stunts and set pieces might be more ridiculous than even what’s come before (parachuting cars from planes, skyscraper-hopping), but that’s part what makes this property so popular. Meanwhile, the character plot threads and subject matter that’s provided the series with its heart appears to have been kept intact here too.

Returning for Furious 7 are Dwayne Johnson, Tyrese Gibson, Jordana Brewster, Chris ‘Ludacris’ Bridges, Elsa Pataky, and Fast and the Furious: Tokyo Drift star Lucas Black. Meanwhile, Kurt Russell will play a new character who may be setup for a larger role in Fast & Furious 8 (assuming it happens), while Ronda Rousey (The Expendables 3), Djimon Hounsou (Guardians of the Galaxy) and Nathalie Emmanuel (Game of Thrones) will also be joining in the fun here.

Furious 7 opens in U.S. theaters on April 10th, 2015.</div>

Furious 7′ International Trailer: You Ride, I Ride

Furious 7 a.k.a. Fast and Furious 7 will finally bridge the last three installments in the racing-turned heist franchise – Fast & Furi...

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