Recent Changes

Dictionay of Marketing (Oxford) Jacqueline M. Vinatier
English for Football
Liz Gamboa
http://premierskills.britishcouncil.org/en/teachers/football-english-dictionary
http://languagecaster.com/football-language-resources/football-glossary/
English for the Military
AlphaDictionary *Free Military Dictionary (Alpha Dictionary) Jacqueline Vinatier

Business English
Iram H Shahzad www.businessdictionary.com
Business English Dictionary (Cambridge) Jacqueline M. Vinatier
English for Engineering
Dictionary of Construction, Surveying and Civil Engineering (Oxford) Jacqueline Vinaatier
Medical English
http://www.cdpr.ca.gov/docs/dept/spanish/engspdict.pdf
http://www.medicinenet.com/medterms-medical-dictionary/article.htm Martha Azucena
Aviation English
Dictionary of Aviation (David Crocker) Jacqueline M. Vinatier
Legal English
www.thefreedictionary.com/ Cao Xia
http://dictionary.law.com/ ALFREDO LOPEZ BAEZ
Dictionary of Law (Oxford) Jacqueline Vinatier
English for the Energy Industry
Technical English
Miriam Diaz
http://www.travel-industry-dictionary.com/ltra.html
Dictionary of Travel and Tourism (Oxford) Jacqueline M. Vinatier
Maritime English
http://www.seatalk.info/
Mario Castillo Ramos: Technopedia
English for Marketing
Dictionay of Marketing (Oxford) Jacqueline M. Vinatier
English for Football
English for the Military
AlphaDictionary *Free Military Dictionary (Alpha Dictionary) Jacqueline Vinatier
http://www.travel-industry-dictionary.com/ltra.html

My students who are Spanish speakers tend to have problems in relation to consonant clusters....in English we have these kind of words speak, students, scenery, scene...etc, Spanish speakers tend to pronounce putting a vowel sound before them and pronounce as: espeak, estudents, escenery, escene...etc.
On the other hand, the sound /z/ doesn't exist in Spanish (Castellano in Peru) so, learners tend to pronunce "pence" the same as "pens" and we don't have difference between /b/ and /v/ so for learners it's a little bit complicated to make difference between "bowels and vowels"
Jacqueline M.Vinatier
My students really have a big problem with pronunciation, even we play cd´s almost everyday. Here are some of their problems:
- word stress: it is important of a correct word stress on the right syllable because if not, it makes a word unintelligible besides it change its sounds as well.
- "au" sound as in "law" they pronounce "au" "lau"
- "kn" sound as in knife (naif) , they pronounce "knaif
- "s" sound as in "student" "school", they say "estudent" "eschool"
Most of them pronounce the words as they are written, some do not complete the whole word for example "beautiful" they say "beauti"

Jacqueline M. Vinatier
Lesson 15 Role Play
It is a good way of developing interaction skills in our students, particularly social interaction skills because it helps our students to communicate in real language with their classmates and even outside of the classroom; doing this, they feel confident and motivated. Motivation is a factor that should never be ignored when working with high school students.
A role-play helps my students deal with real life situations, to work together as a team, and to communicate in order to understand each other. It gives our students the chance to evaluate their learning progress. The role of the teacher is to prepare our students by asking questions before starting a role play, including vocabulary and some idioms; then we only provides help where it is needed, as a facilitator and spectator. When we correct their mistakes, we should not correct every single mistake, it is de motivating for them, so I do it at the end of the role play and correcting only the most important mistakes such as grammar structures and pronunciation.
One of the principal problems in a role play is the insecurity of some of our students and a bad relationship among them.

Teaching ESP
A 20-hour development module on Teaching ESP which prepares teachers of General Englishto make the transition to teaching ESP and which also provides in-service training for practicingteachers of ESP. Topics include needs analysis, syllabus and course design, materialsselection and production, teaching and learning and evaluation.
the following survey.
TEACHINGsurvey.TEACHING ESP FEEDBACK
Blogs
Polls

Teaching ESP
A 20-hour development module on Teaching ESP which prepares teachers of General Englishto make the transition to teaching ESP and which also provides in-service training for practicingteachers of ESP. Topics include needs analysis, syllabus and course design, materialsselection and production, teaching and learning and evaluation.
We would appreciate it very much if you took a few minutes to give us your feedback on the course by completing the following survey.
TEACHING ESP FEEDBACK SURVEY
Blogs
Polls

Alfredo Lopez Baez
University papers because sometimes these students are taking their masters or other university courses
Jacqueline M. Vinatier
- Contracts (reading and writing
- Technical books (reading
- Secretary agenda (writing and reading
- Letters and e-mails (reading and writing
- Technical reports (reading and writing
- Brochures (writing and reading

Alfredo Lopez Baez
My students try to pronounce every letter which is a problem and I have to explain that in English we pronounce 1 vowel per syllable. For example BEAUTIFUL.
Liz Gamboa
My students who are Spanish speakers tend to have problems in relation to consonant clusters....in English we have these kind of words speak, students, scenery, scene...etc, Spanish speakers tend to pronounce putting a vowel sound before them and pronounce as: espeak, estudents, escenery, escene...etc.
On the other hand, the sound /z/ doesn't exist in Spanish (Castellano in Peru) so, learners tend to pronunce "pence" the same as "pens" and we don't have difference between /b/ and /v/ so for learners it's a little bit complicated to make difference between "bowels and vowels"

L1 Interference
Spanish words never begin with with the following consonant clusters: speak, stay, student, study, school...etc. Spanish speakers tend to pronounce with and initial vowel: espeak, estay, estudent...etc.
The sounds /z/ doesn't exist in Spanish (Peru), so learners say "pence" for both "pence" and "pens", the same happens with /b/ and /v/ which is not different for Spanish speakers (Peru), which causes confusion when pronouncing "bowels" and "vowels"

Comment from Janet
A few more additions and we will have a very useful list!