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 <description>Front - latest featured content</description>
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 <title>Read Write Think Cartoons</title>
 <link>http://www.teachingenglish.org.uk/try/links/read-write-think-cartoons</link>
 <description> &lt;p&gt;
If your students have access to computers in school then they can create a simple cartoon strip in class. Students can add speech bubbles and text &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/try/links/read-write-think-cartoons&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/try/links/read-write-think-cartoons#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/general-content/try/links">Links</category>
 <category domain="http://www.teachingenglish.org.uk/category/links/young-learners-8-13">Young learners 8 - 13</category>
 <pubDate>Thu, 15 May 2008 14:49:54 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">1932 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>Speaking strings</title>
 <link>http://www.teachingenglish.org.uk/try/tips/speaking-strings</link>
 <description> This tip is for a game which is really useful for getting shy students to speak. It can also be a fun way to practice extended speaking for exams, and requires very little preparation indeed.
&lt;p&gt;
 &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/try/tips/speaking-strings&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/try/tips/speaking-strings#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/encourage-speaking">encourage speaking</category>
 <category domain="http://www.teachingenglish.org.uk/category/1-general-content/try/tips">Tips</category>
 <pubDate>Thu, 15 May 2008 13:49:36 +0100</pubDate>
 <dc:creator>mel h</dc:creator>
 <guid isPermaLink="false">3035 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Guided writing</title>
 <link>http://www.teachingenglish.org.uk/think/knowledge-wiki/guided-writing</link>
 <description> &lt;p&gt;
Guided writing involves a teacher working with a group of learners on a writing task. The aims of the task are based on what they have previously been learning about the writing process.  &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/think/knowledge-wiki/guided-writing&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/think/knowledge-wiki/guided-writing#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/guided-writing">guided writing</category>
 <category domain="http://www.teachingenglish.org.uk/category/general-content/think/knowledge-wiki">Knowledge wiki</category>
 <category domain="http://www.teachingenglish.org.uk/category/glossary/guided-writing">Guided writing</category>
 <pubDate>Thu, 15 May 2008 13:34:23 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">2857 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Evaluating speaking - Part 2</title>
 <link>http://www.teachingenglish.org.uk/think/articles/evaluating-speaking-part-2</link>
 <description> &lt;p&gt;
This article is in three parts. The &lt;a href=&quot;/think/articles/evaluating-speaking&quot;&gt;first part&lt;/a&gt; has already looked at what a speaker needs to be able to do to use spoken English as an effective form of communication.  &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/think/articles/evaluating-speaking-part-2&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/think/articles/evaluating-speaking-part-2#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/evaluating-speaking">evaluating speaking</category>
 <category domain="http://www.teachingenglish.org.uk/category/1-general-content/think/articles">Articles</category>
 <category domain="http://www.teachingenglish.org.uk/category/teaching-area/speaking">speaking</category>
 <pubDate>Thu, 15 May 2008 13:26:45 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">2979 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Learning styles</title>
 <link>http://www.teachingenglish.org.uk/talk/polls/learning-styles</link>
 <description>* I vary my teaching styles and the types of lesson I do
* I set individual students work to suit their learning preference
* I just follow the course book
* I don&amp;#039;t have time to cater to this
* What are different learning styles?
</description>
 <comments>http://www.teachingenglish.org.uk/talk/polls/learning-styles#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/learning-styles">learning styles</category>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/poll">Poll</category>
 <pubDate>Fri, 09 May 2008 09:51:49 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">3001 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>Numbers</title>
 <link>http://www.teachingenglish.org.uk/try/resources/children/numbers</link>
 <description> &lt;p&gt;
On the LearnEnglish Kids website you will find materials for practising numbers with all levels of young learners. Activities range from simple matching and spelling exercises to stories and worksheets to practise really big numbers. &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/try/resources/children/numbers&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/try/resources/children/numbers#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/numbers">numbers</category>
 <category domain="http://www.teachingenglish.org.uk/category/general-content/try/resources">Resources</category>
 <category domain="http://www.teachingenglish.org.uk/category/resources-category/teaching-children">Teaching children</category>
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 <pubDate>Fri, 09 May 2008 09:25:30 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">3000 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Revision chocolate bars</title>
 <link>http://www.teachingenglish.org.uk/try/activities/revision-chocolate-bars</link>
 <description> &lt;p&gt;
&lt;br /&gt;
This is a version of the popular game Battleships. In this version, instead of blowing up battleships, teams have to find hidden &#039;chocolate bars&#039;. I usually do this on the whiteboard. &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/try/activities/revision-chocolate-bars&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/try/activities/revision-chocolate-bars#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/1-general-content/try/activities">Activities</category>
 <category domain="http://www.teachingenglish.org.uk/category/activity-category/revision">revision</category>
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 <pubDate>Fri, 09 May 2008 08:57:07 +0100</pubDate>
 <dc:creator>Nicola Crowley</dc:creator>
 <guid isPermaLink="false">2977 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Distance learning</title>
 <link>http://www.teachingenglish.org.uk/talk/questions/distance-learning</link>
 <description> &lt;p&gt;
What are the essential differences between the teaching of English in 
the classroom (in the face-to-face mode) and teaching English 
by distance? How can we make teaching of English through distance learning effective? &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/talk/questions/distance-learning&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/talk/questions/distance-learning#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/distance-learning">distance learning</category>
 <category domain="http://www.teachingenglish.org.uk/category/general-content/talk/questions-answers">Questions &amp;amp; answers</category>
 <category domain="http://www.teachingenglish.org.uk/category/questions/methodology-approaches">methodology and approaches</category>
 <pubDate>Wed, 07 May 2008 11:29:01 +0100</pubDate>
 <dc:creator>Rob Lewis</dc:creator>
 <guid isPermaLink="false">2990 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Francesca Beard: Chinese Whispers</title>
 <link>http://www.teachingenglish.org.uk/try/resources/britlit/francesca-beard-chinese-whispers</link>
 <description> This project is something out of the ordinary for BritLit as it supports a major piece of performance poetry. The materials here have been designed to support a series of workshops and performances of ‘Chinese Whispers&#039; by Francesca Beard, one of the UK&#039;s leading performance poets. &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/try/resources/britlit/francesca-beard-chinese-whispers&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/try/resources/britlit/francesca-beard-chinese-whispers#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/francesca-beard">Francesca Beard</category>
 <category domain="http://www.teachingenglish.org.uk/category/tags/performance-poetry">performance poetry</category>
 <category domain="http://www.teachingenglish.org.uk/category/general-content/try/resources">Resources</category>
 <category domain="http://www.teachingenglish.org.uk/category/britlit-category/meet-author-kits">Authors</category>
 <category domain="http://www.teachingenglish.org.uk/category/resources-category/britlit">BritLit</category>
 <enclosure url="http://www.teachingenglish.org.uk/files/teacheng/chinese_whispers_teachers_notes.pdf" length="1120899" type="application/pdf" />
 <pubDate>Tue, 15 Apr 2008 09:09:50 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">2756 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>Pet mania</title>
 <link>http://www.teachingenglish.org.uk/try/lesson-plans/pet-mania</link>
 <description> &lt;p&gt;
&lt;strong&gt;Level - &lt;/strong&gt;Mixed  
&lt;/p&gt;
&lt;p&gt;
This lesson is about pets and focuses on the recent British trend of having a small dog as a fashion accessory. &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/try/lesson-plans/pet-mania&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/try/lesson-plans/pet-mania#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/1-general-content/try/lesson-plans">Lesson plans</category>
 <enclosure url="http://www.teachingenglish.org.uk/files/teacheng/pet_plan.pdf" length="74174" type="application/pdf" />
 <pubDate>Tue, 01 Apr 2008 17:08:48 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">243 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Sound and spelling</title>
 <link>http://www.teachingenglish.org.uk/try/resources/quizzes/sound-spelling</link>
 <description> &lt;p&gt;
Download the attached quiz, print it off and use it in your class.
&lt;/p&gt;
 </description>
 <comments>http://www.teachingenglish.org.uk/try/resources/quizzes/sound-spelling#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/tags/word-stress">word stress</category>
 <category domain="http://www.teachingenglish.org.uk/category/general-content/try/resources">Resources</category>
 <category domain="http://www.teachingenglish.org.uk/category/quizzes/pronunciation">pronunciation</category>
 <category domain="http://www.teachingenglish.org.uk/category/resources-category/quizzes">Quizzes</category>
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 <pubDate>Tue, 01 Apr 2008 14:34:29 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">154 at http://www.teachingenglish.org.uk</guid>
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<item>
 <title>Phonemic chart</title>
 <link>http://www.teachingenglish.org.uk/try/resources/pronunciation/phonemic-chart</link>
 <description> &lt;p&gt;
Help your students hear the sounds of English by clicking on the symbols of this updated pronunciation chart - you can now install it on your own PC or Mac computer &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/try/resources/pronunciation/phonemic-chart&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/try/resources/pronunciation/phonemic-chart#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/general-content/try/resources">Resources</category>
 <category domain="http://www.teachingenglish.org.uk/category/resources-category/pronunciation">Pronunciation</category>
 <enclosure url="http://www.teachingenglish.org.uk/files/teacheng/pron_chart_vector.hqx" length="3271311" type="application/octet-stream" />
 <pubDate>Tue, 01 Apr 2008 09:54:54 +0100</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">987 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>3  Pronunciation - individual sounds</title>
 <link>http://www.teachingenglish.org.uk/transform/teachers/training/training-videos/3-pronunciation-individual-sounds</link>
 <description> &lt;p&gt;
&lt;b&gt;Teaching students to form sounds&lt;/b&gt;. Which sounds are difficult for your students and how can you help them improve their pronunciation? &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/transform/teachers/training/training-videos/3-pronunciation-individual-sounds&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/transform/teachers/training/training-videos/3-pronunciation-individual-sounds#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/content-type/training-videos">Training videos</category>
 <category domain="http://www.teachingenglish.org.uk/category/training-videos-category/teaching-speaking">teaching speaking</category>
 <pubDate>Thu, 21 Feb 2008 08:28:08 +0000</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">306 at http://www.teachingenglish.org.uk</guid>
</item>
<item>
 <title>Innovations in teaching 3</title>
 <link>http://www.teachingenglish.org.uk/think/podcasts/innovations-teaching-3</link>
 <description> &lt;p&gt;
&lt;span class=&quot;mce_sub_heading&quot;&gt;
Content and Language Integrated Learning&#039; (CLIL) - Part 1&lt;/span&gt; &lt;br /&gt;
Now we turn to Europe and focus on methodology, for an increasingly popular way of putting content and language learning together. &lt;p&gt;&lt;a href=&quot;http://www.teachingenglish.org.uk/think/podcasts/innovations-teaching-3&quot;&gt;read more&lt;/a&gt;&lt;/p&gt;</description>
 <comments>http://www.teachingenglish.org.uk/think/podcasts/innovations-teaching-3#comments</comments>
 <category domain="http://www.teachingenglish.org.uk/category/general-content/think/podcasts">Podcasts</category>
 <category domain="http://www.teachingenglish.org.uk/category/podcast-category/innovations">Innovations</category>
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 <itunes:duration>13:51</itunes:duration>
 <itunes:author>BBC World Service</itunes:author>
 <pubDate>Thu, 20 Dec 2007 12:04:00 +0000</pubDate>
 <dc:creator>admin</dc:creator>
 <guid isPermaLink="false">158 at http://www.teachingenglish.org.uk</guid>
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