EnglishisEasy/Elinglésesfácil

The Invisible Man is striking a pose here. As you can see an ANORAK is some sort of jacket, usually with no buttons or  zipper, a pullover in other words, only this one also sports a hood. The purpose is not only to get protection from rain or cold weather, hence the material used which is usually plastic or any similar weather-resistant material. There is no real translation for this word so an ANORAK is that, an ANORAK, however, Ecuadorians resourceful as usual, call this an ENCAUCHADO. It's usually longer though.

(Continued from previous entry) 4. Your main experience is working with young adults. What problems have you found that are common to all? Is there any specific feature that is equally troublesome to most of your students? What recommendations would you give students who are struggling in similar ways? My students are Hispanic (all from Mexican descent). Their interlingual errors are easy to detect and are fairly common (/t/ for /th/ and /sh/ instead of /ch/ etc). They have a difficult time distinguishing all of the “there’s” in English. But most of all, they have to modify their own circular Hispanic reasoning and logic in order to learn the Subj+Verb+Object, A+B+C, etc., i.e., linear logic. They tend to spin off and “circulate” their ideas, causing interference errors which ultimately cause their ideas and writing to end up as unintelligible and at best, confusing. While this is understandable at university level, in “real world” and business applications, this is totally u

Biopic: Dr Clark von Heller, born in North Carolina. BA, MA, DEd. Author ESLDoxography, Clarkheller Collection, ESL Multilevel Handbook. Married, no children, 55 years old. Lives on Texas Mexico border since 1980. Professor of Writing South Texas College, McAllen, TX Note: I met Melvin Clark back in 2002 in the United Kingdom when we attended a training course in Exeter college. We were part of a big group but as years passed the only person I am still in contact with is Melvin. I have always been impressed by his qualities as both a person and as an educator. Melvin is an ESL educator. author and more importantly an inspiration and a good friend. This interview is broken down in two parts. 1. Tell us about your experience as an educator. Why did you choose to be a teacher? When did you start? What are the highlights of your career? Teaching has always been a natural endeavor for me since my mother served as a solid role model. She was my piano teacher when I was a chi

When learning, and also behaviors, are acquired  through the expression of feelings in attitudes, appreciations, and values then Affective Learning is taking place. Affective Learning claims that learning in general happens with greater efficiency if the learner is involved "emotionally", in other words you have to like what you are learning and also you have to feel good about yourself when you are learning. And though it sounds quite logical the problem in bringing Affective Learning to our classrooms seems to be in the selection of a model that can be used by all educators regardless of other considerations. Nevertheless, it is that consideration part that cannot really be neglected and which causes the existence of an empirical model. Still there are those who are taking this matter quite seriously and have contributed with books where that tackle this interesting area and have even adapted it to the specificities of EFL / ESL

The expression PORQUE ME DA LA GANA sounds insolent in Spanish and also in English,  however, the intensity is not the same. Perhaps it is a cultural thing but I have never heard a native speaker saying angrily: BECAUSE I FEEL LIKE IT!    Let's imagine this situation: a parent is lecturing his or her child about his or her recent misbehavior. At some point the frustrated parent asks: "¿Por qué haces eso?" (Why do you do something like that?)   "¡Porque me da la gana!" (Because I feel like it!) Perhaps in a more realistic reaction an English-speaking child  would say: "I don't know, Ok? I just do it."  or "It's none of your business!"  I may as well be wrong but if I am not then this is yet another proof that the cultural component is also key in the learning process.

Ha! Me, the Golden Ranger, am the only one wearing deodorant today! There are actually several ways to define the word RANGER so we will focus on the most common one which is that of a RANGER as a law enforcer, some sort of Police officer if you will. Though acting more like a Police officer these days RANGERS were, and in some cases still are, part of the military forces with the specific task to watch over and even look after a specific territory, usually in the open (which explains why most of the time action such as in series as Walker, Texas Ranger Power Rangers happens in open places).

With only these Calories there's no reason to worry about a thing . If Cherry is the singular form of Cherries, if a Fly is the singular form of Flies and Sky is the singular form of Skies then it stands to reason that Calory is singular for Calories, but no. In fact the word Calory, though it should exist, does not exist. The singular form of the word CALORIES is CALORIE.  How is this possible? Perhaps, and this is just me guessing, CALORIE is a word taken directly from French. CALORIE is the French spelling for what in Spanish we call CALORÍA. Perhaps when the word was taken into English no one bothered to make an English version of such word. Perhaps they should start paying attention.