Hello and welcome.My name is Shelley Ann Vernon and I am glad that you want to find out more about teaching English through games.Right here you will find ways to get great results in the classroom for children aged 4 to 12;ways that from my experience will bring more success and joy into the lives of the children you teach.

    You'll learn how to make your serious classes fun,how to ensure everyone gets better grades,how to help inspire the brighter kids while taking care of the slower ones,and how to associate fun with learning by teaching vocabulary and grammar through language games.Earn even more appreciation,love and respect from your students and their parents for your teaching.

    The games presented here work for ESL (English as a Second Language) pupils aged 4 to 12.These games are most suitable for beginners to general level students.

    Achieve results 2×as fast.

    Don't take my word for it;read evidence from teachers and parents:

    Click here to order now with our secure server.Remember,if you are not satisfied,just let us know and we will refund you in full.You still get to keep the essential bonus material,with a value of 25 dollars for FREE,and that's a rare time-saving gain.

    Shoppers in the UK are spending less money on toilet paper to save money, research has shown.

    Penny saving UK consumers choose cheaper products from discounters such as Aldi and Lidi rather than expensive alternatives.

    This has wiped 6% off the value of the soft tissue paper market in the UK. It has reduced from £1.19 billion in 2011 to £1.12 billion in 2015, according to a new report from market research company Mintel. Furthermore, the future of the market looks far from positive, with sales expected to fall further to £1.11 billion in 2016.

    In the last year alone, despite an increase in the UK population and a rise in the number of households, sales of toilet paper fell by 2%, with the average household reducing their toilet roll spending from £43 in 2014 to £41 in 2015.

Overall, almost three in five people say they try to limit their usage of paper – including facial tissue and kitchen roll    to save money. “Strength, softness and thickness remain the leading signs of toilet paper quality, with just a small part of consumers preferring more expensive alternatives, such as those with flower patterns or perfume,” said analyst Jack Duckett. “These extra features are considered unnecessary by the majority of shoppers, which probably reflects how these types of products are typically more expensive than regular toilet paper, even when on special offer.”

    While consumers are spending less on toilet paper, they remain particular about it when it comes to paper quality. One in 10 buyers rank toilet rolls made from recycled paper among their top considerations, clearly showing how overall the environment is much less of a consideration for shoppers than product quality. In a challenge for makers, 81% of paper product users said they would consider buying recycled toilet tissue if it were comparable in quality to standard paper.

    It was a comfortable sunny Sunday. I was going to meet an old university friend I hadn't seen for years, and was really excited.

    My train was running a little late, but that was no big problem - I could text him to say I would be delayed. He would understand. But… where was my mobile phone? I had that familiar sinking feeling. Yes, I'd left it at home.

    No mobile phone. I'm sure I'm not alone in feeling anxious, on edge and worried when I don't have my phone with me. In fact, I know I'm not alone: two-thirds of us experience 'nomophobia' (无手机恐惧症), the fear of being out of mobile phone contact.

    That's according to a study from 2012 which surveyed 1,000 people in the UK about their relationship with mobile phones.

    It says we check our mobile phones 34 times a day, and that 18-24 year-olds, especially girls, are the most likely to suffer fear of being without their mobiles: 77% of them say they are unable to be apart from their phones for more than a few minutes.

    Do you have nomophobia?

    You never turn your phone off

    You frequently(频繁地) check for texts, missed calls and emails

    You always take your phone to the bathroom with you

    You never let the battery run out

    It's funny to think that around 20 years ago the only people with mobile phones would be businessmen carrying their large, plastic 'bricks'. Of course, these days, mobile phones are everywhere. A UN study from this year said there would be more mobile phones than people across the world by the end of 2020.

    And when there are more phones than people in the world, maybe it's time to ask who really is in charge(主管)? Are you in control of your phone, or does your phone control you?

    So, what happened with my university friend? When I arrived a few minutes late he just laughed and said: "You haven't changed at all – still always late!" And we had a great afternoon catching up, full of jokes and stories, with no desire(欲望) to check my phone.

    Not having it with me felt strangely free. Maybe I'll leave it at home on purpose next time.

    One morning more than thirty years ago, I entered the Track Kitchen, a restaurant where everyone from the humblest(卑微的) to the most powerful came for breakfast. I noticed an empty chair next to an elderly, unshaven man, who looked somewhat disheveled. He was wearing a worn-out hat and was alone. I asked if I might join him. He agreed quietly and I sat down to have my breakfast.

    We cautiously began a conversation and spoke about a wide range of things. We never introduced ourselves. I was concerned that he might have no money and not be able to afford something to eat. So as I rose to go back to the counter and buy a second cup of coffee, I asked,

    "May I get you something?"

    "A coffee would be nice."

    Then I bought him a cup of coffee. We talked more, and he accepted another cup of coffee. Finally, I rose to leave, wished him well, and headed for the exit. At the door I met one of my friends. He asked,

    "How did you get to know Mr. Galbreath?"

    "Who?"

    "The man you were sitting with. He is chairman of the Board of Churchill Downs."

    I could hardly believe it. I was buying, offering a free breakfast, and feeling pity for one of the world's richest and most powerful men!

    My few minutes with Mr. Galbreath changed my life. Now I try to treat everyone with respect, no matter who I think they are, and no matter another human being with kindness and sincerity.

    I had a teacher who used to wake up in class by shouting: "The early bird gets the worm!" I say "let him have the worm". I hate food that doesn't stay still, and avoid Japanese restaurants for that very reason. Anyway, I stopped eating worms at the age of three, switching to regular breakfasts of cereal(谷物), to which I would add extra sugar.

    Recently I was thinking about early birds and the competitive spirit after receiving a letter from a reader in Malaysia: "My son deliberately throws away marks because he doesn't like to be top of the class. What shall I do?" Give him a round of "applause" for being smart! Actually many children in Asia tend to be the focus by performing better.

    Placed into a very competitive class when I was 11, I quickly learned the ideal position was second to last. The top three performers and the very last person are highlighted; the second-to-last contestant is INVISIBLE. And it's an easy position to get—just deliberately underperform at every test. I could do that. I once came second to last in eight straight sports day races. No one suspected anything. I was so invisible that I could have robbed a bank in my street and no one would have noticed.

    At the London Olympics a few months ago, badminton pairs from three Asian countries deliberately tried to lost matches to draw good lots in later rounds. It was funny to watch, but they were all thrown out for poor sportsmanship. What they really needed were acting lessons, their moves were so unconvincing. "Oops, I hit the ball in entirely the wrong direction."

    The other day, I took the children out and they raced for the car. "I'm first," said one. The second said: "First is worst, second is best." Together they sang at the last one: "And third's the one with a hairy chest."

    It struck me that the organizers of sports matches could use this song when people deliberately lost matches. "I lost," the delighted loser will say. The judges could still declare them winners, pointing to a new, optional regulation: "First is worst, second is best, third's the one with a hairy chest."

    For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. "While we teach, we learn," said Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up to date. They're documenting why teaching is such a fruitful w ay to learn, and designing creative ways for young people to take part in instruction.

    Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupils who're learning only for their own sake. But how can children, still learning themselves, teach others? One answer: They can tutor younger kids. Some studies have found that first-born children are more intelligent than their later-born siblings(兄弟姐妹). This suggests their higher IQs result from the time they spend teaching their siblings. Now educators are experimenting with ways to apply this model to academic subjects. They arrange college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.

    But the most cutting-edge tool under development is the "teachable agent" — a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil.

    Computer scientists have created an animated(动画的)figure called Betty's Brain, who has been "taught" about environmental science by hundreds of middle school students. Student teachers are inspired to help Betty master certain materials. While preparing to teach, they organize their know ledge and improve their own understanding. And as they explain the information to it, they identify problems in their own thinking.

    Feedback from the teachable agents further improves the tutors' learning. The agents' questions forces student tutors to think and explain the materials in different ways, and watching the agent solve problems allow s them to see their know ledge put into action.

    Above all, it's the emotions one experiences in teaching that improve learning. Student tutors feel upset when their teachable agents fail, but happy when these virtual pupils succeed as they develop pride and satisfaction from someone else's accomplishment.