English UK International Languages and Education UK Fair
本文作者： 21ST
The English UK International Languages and Education UK Fair will take place, August 30 to September 1, in Brighton, UK. This English fair brings together all the expertise and services needed by education and language travel professionals, all under one roof. It provides opportunities to meet representatives from higher and further education institutions in the UK that offer undergraduate and postgraduate courses. There will also be independent schools offering prep, senior and sixth form courses from the UK. The conference sessions help keep you up to date with the latest market trends. Exhibitors include examination boards, publishers, guardianship services, communication and computer software companies, travel and transport services, and many more. English UK is an association of accredited English language centres in Britain. It was formed in 2004 out of two associations, ARELS and BASELT. ARELS was founded in 1960 as an association of private language centres, with about 220 members. BASELT was established in 1983 as an association of 100 universities and further education college language centres. All English UK members are accredited by the British Council under the English in Britain Accreditation Scheme. English UK runs this in partnership with the British Council. For more details on the event, go to: http://www.englishuk.com/fair/. 21jx12.txt 新闻点击 21ST AROUND 89 per cent of employees worldwide who speak English as a second language feel they are more likely to be promoted if they can communicate well in English. This comes from a survey by leading online English learning provider GlobalEnglish. Over 4,000 employees from 36 global corporations, in 83 countries, were quizzed about business communication for the 18-month study. SINGAPORE's Prime Minister Lee Hsien Loong has launched an islandwide campaign that uses Hip-Hop and rap music to stop the spread of "Singlish". That's the mixture of English and local dialects. The PM said the mixing of languages was a major issue, and that it could make Singaporeans difficult to understand. Lee urged teachers to use "pop songs, hip-hop and rap as a means of teaching good English". 21jx12.txt This language is just kapai 吸收大量土著语词汇 新西兰英语呈现独特文化魅力 NEW ZEALAND HERALD NEW Zealand’s language is just “kapai” (Maori for good), says John Macalister, a linguist and applied language expert at Victoria University in Wellington. He believes that the frequent use of Maori words in everyday conversation is likely to surprise some people, the New Zealand Herald reported, on May 16. Many of these words describe indigenous flora and fauna or are place names. Macalister believes the use of descriptive words — for example, “kapai” (good), “koha” (gift), “whanau” (a family group), and “tangi” (Maori funeral practice) — is becoming more common. “Some of the more descriptive words are hybrid forms, like ‘waka-jumper’ (member of Parliament who deserts his or her political party during a parliamentary term).” Macalister said that identifying a word was one thing, but that giving the word’s exact meaning was difficult and could possibly lead to disagreements. For example, “pakeha” (a New Zealander of European origin) has a diverse range of interpretations. For some, it’s an offensive term. Meanwhile, “te reo” (the Maori language) is used more frequently by Maoris. But, it varies, depending on people’s circumstances. Young New Zealanders of all cultures are more likely to use and understand more. Younger speakers show some of the really inventive use of the language, things like “maka-chilly” (very cold), “mahi” (work), and “mea” (stuff). “I see this as very positive. This is about being proud of who were are, of being New Zealanders. It gives the language greater vitality. This is unique to New Zealand and helps us to establish our identity,” Macalister said. “When you are overseas and you meet a Kiwi (New Zealander), you can throw in these words and know they will be understood. It establishes a solidarity,” he said. However, he knows that not everyone will be impressed by his findings. And, he hopes his research will not generate the kind of hate mail that similar research has caused. “Some people will disagree. Their criticism says more about them and their attitude towards the Maori and bicultural New Zealand than my research.” His book, the Dictionary of Maori Words in New Zealand English, goes on sale this week. The dictionary identifies more than 1,000 Maori words in common use — or about six out of every 1,000. Naida Glavish is an expert on “te reo”. Her former employer, Telecom, had demanded that she not greet telephone customers with “kia ora” (hello, indicating agreement with a speaker). She refused to do what she was told. That prompted public debate. Glavish believes this dictionary shows that New Zealanders are becoming more inclusive: “It shows awesome growth. It shows ‘Aotearoa’s (Maori name for New Zealand, or the North Island of New Zealand) biculturalism is getting recognised. We have come a long way since 1984.” But Glavish urged speakers not to become complacent. “It’s good but we still have a long way to go.” And it is not just in New Zealand that some words are recognised. Macalister has identified a number of words now recognisable in other parts of the world, such as “mana” (a sense of identity, pride and spiritual strength), “tapu” (something that is sacred), “haka” (generic name for Maori dance) and “hangi” (method of cooking in a pit oven). The adoption of Maori by the non-Maori has flourished over the past 30 years. This is driven, Macalister believes, by the growth of “kohanga reo”, that’s the large number of Maori living in cities. It’s also driven by the recognition of Maori as an official language, and the increase in the number of high-profile Maori, including more Maori MPs (Members of Parliament). 21jx12.txt Role-play is a natural, memorable way to learn 角色扮演模拟真实语境 教师三重指导作用缺一不可 WWW.TEACHINGENGLISH.ORG.UK USING role-play in the classroom adds variety, a change of pace and an opportunity for a lot of language production. It is also a lot of fun. It can be a regular part of an English class and not a “one-off” event. If the teacher believes the activity will work and makes the necessary effort to provide support, it can be very successful. However, if the teacher isn’t convinced of the validity of role-play, the activity will fall flat on its face just as that teacher expected it to. Joanna Budden, who works for the British Council in Spain, gives several reasons for using role-play in the classroom. She also offers some tips on getting the most out of role- play. First of all, role-play is any speaking activity where you put yourself in someone else’s shoes, or you stay in your own shoes but put yourself in an imaginary situation. Role-play can be a way to practise functional language in a great number of scenarios. Some possibilities are: “At the restaurant” “Checking in at an airport” or “Looking for lost property”. It is widely agreed that learning takes place when an activity is engaging and memorable. So why should role-play be used? It has the following: It’s fun and motivating; quiet students get the chance to express themselves in a more forthright way; and the world of the classroom is broadened to include the outside world. So, it offers a much wider range of language opportunities. In addition to these, some students may, at some point, travel to an English speaking country. In role-play, they are given a chance to rehearse their English in a good environment. Students can benefit from practicing real-life situations. The mistakes they make don’t cause any problems. Here are some tips on successful classroom role-play: First, prepare for success. Role-play is possible at elementary levels, providing the students have been thoroughly prepared. Try to think through the language the students will need. Make sure this language has been presented. Students may need the extra support of having the language on a blackboard. At higher levels, the students will not need so much support in the language, but they will need time to “get into” the role. Second, the teacher should play three roles: Be a facilitator ? students may need new language to be “fed” in by the teacher. If rehearsal time is needed, the feeding in of new language should take place at this stage. The teacher is also a spectator ? the teacher watches the role-play and offers comments and advice at the end of the performance. And, the teacher can be a participant ? sometimes it’s appropriate to get involved and take part by playing some role yourself. Finally, feed-in the language. As students practise the role-play, they might find they are stuck for words and phrases. In the practice stage, the teacher has a chance to “feed-in” the appropriate language. This may mean that the teacher acts as a sort of “walking dictionary”, monitoring the class and offering assistance whenever necessary. If you are not happy in doing this and you feel that there should be more freedom in the process of finding new language, you could have a “time-out” after the practice stage. Allow students to use dictionaries to look up what they need. Feeding-in the language that students need is basic. By doing so, they will learn new vocabulary and structure in a natural and memorable environment. It is a chance to use real and natural language. |  |
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