ENGLISH FOR EVERYONE: Speaking

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Thursday, 1 January 2015

Speaking Game

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Best friends

Divide participants into two teams.

Take one team to a place where they can not see the other team.

Participants in each team pair up and imagine they are best friends.

Participants discuss their lives, habits, likes/dislikes with their best friend and find five things they have in common. For example, they both have pet dogs, they both go to the supermarket every Saturday morning, or they both like cycling.

If there are an odd number of participants, one team has one set of three best friends.Bring everyone from both teams together.

Participants split up from their best friend and team, mingle with participants from the other team and explain the five things they have in common with their best friend.

If the person they are talking to can correctly guess who their best friend is, they and their best friend are out of the game and must move to the side or sit down.

If the person they are talking to can not correctly guess who their best friend is, they can continue to mingle and meet with other participants.

Eventually, as correct best friends are guessed and removed from the game, participants from only one team remain.Game ends when members from only one team remains in the game and all members from the other team are out of the game.

Winner:

Team whose members remain in the game at the end.

COP & ROBBER

Put the participants into small groups.Tell everyone that there was a crime last night.

Someone robbed a bank between 9pm and 11pm. Take one member from each group out of the room. Choose one of these as the criminal.

These members are all friends, including the one criminal. The friends must make a story about last night, claiming to be each other’s alibi and that they were all together last night.

Before they make the story, take the criminal away from his/her friends. The friends then have fi ve minutes to make the story.Tell the other people in the groups (in the room) that they are all detectives and the people outside are all suspects, but they have to find out which one of them is the criminal.

They have six minutes to think of questions to ask all the suspects.At the end of the fi ve minutes, when the friends have made up a story, they have one minute to quickly tell the criminal what the story is.

Suspects come back inside the room. One suspect goes to each group and is questioned. After a certain time, suspects change groups and are questioned by a new group. Repeat until all groups have questioned all suspects. At the end, each group discusses who they think the criminal is. Reveal the criminal.

Note:

The criminal is usually found as having the least information about last night, as he/she had only one minute to learn of the story made up by his/her friends, whereas the friends had fi ve minutes to discuss it in detail

Friday, 19 December 2014

ENGLISH PREMIER (A Practical Guide for Translator)

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Dear Reader.

The growing internationalisation of trade and the turbulent political developments of recent years are tending to increase the demand for the work of translators.

In Britain, the profile of the profession has been enhanced by the setting up and the vigorous activity of the Institute of Translation and Interpreting. A growing number of educational institutions are offering postgraduate courses which give aspiring young translators a framework for refining their linguistic skills and reflecting on the theoretical aspects of the activity of translation.

These courses (and also the Postgraduate Diploma of the Institute of Linguists) provide a certification of linguistic competence and insight into the implications of the translating process. What they, and more especially the academic staff who teach on them, cannot so easily do is to turn the linguistically-trained student translator into a functioning practitioner by giving the irreplaceable experience of the demands and constraints of the métier, the practical organisation and conduct of the work of the professional translator, operating in a business environment.

A Practical Guide for Translators aims to help to bridge that gap between academic training and real-life experience. Geoff Samuelsson-Brown is admirably qualified for the task. He is an enormously experienced professional translator and runs a thriving translation company; and he has contributed for a number of years to the Postgraduate Diploma course in Translation at the University of Surrey.

This book will be of benefit to a wide range of readers: those considering embarking on training as translators; students now taking courses in translation and seeking to enter the profession; those who already earn all or part of their living from translation; those who employ them or commission their work.

A Practical Guide for Translators concisely and readably brings together practical information, advice and guidance that only a professional can offer, in a form which has no equivalents. Those who as yet have no more than an aspiration to become translators will gain insight into the nature of the job; those who already have a foothold in the profession, and those who use their services, will find a valuable source of reference.

It deserves a place on the shelves of career offices and in all schools that teach languages, and would be an invaluable handbook for anyone training to be a translator - a book to be read and frequently consulted.

This book endeavours to give the student or fledgling translator an insight into the "real" world of translation. I have worked as a staff translator, a freelance and as head of a translation company. I also spent seven years as an associate lecturer at the University of Surrey. Hopefully the contents of this book will save the reader making some of the mistakes that I've made in the past.

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Thursday, 18 December 2014

TOEFL SeCrEt

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Dear futureTOEFL Success Story:
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How to use this manual

We don’t want to waste your time. This manual is fast-paced and fluff-free. We suggest going through it a number of times, trying out its methods on a number of official practice tests.

First, read through the manual completely to get a feel for the content and organization. Read the general success strategies first, and then proceed to Any other reproduction or redistribution isstrictly prohibited. All rights reserved. the individual test sections. Each tip has been carefully selected for its effectiveness.

Second, read through the manual again, and take notes in the margins and highlight those sections where you may have a particular weakness (we strongly suggest printing the manual out on a high-quality printer).

Third, go through at least one official practice test with the manual at your side and apply the strategies. We believethree practice tests to be the maximum benefit, the first time with all strategies except time (take as much time as you need), the second time with all strategies and time constraints, and a third time without the benefit of the open manual to refer to during the test. See the appendix for the exclusive list of practice test sources we believe to be valuable. Quick tip- there is no greater waste of time than studying practice tests written by anyone other than TOEFL. Finally, bring the manual with you on test day and study it before the exam begins.

TOEFL SECRET

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http://kolektortulisanbuku.blogspot.com/2014/11/400-must-have-words-for-toefl.html

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