Lots of us have tablets or smart phones in our bags and pockets. We use them to listen to music, watch videos as well as games,  facebook and many more activities. So, why not use them to help you learn or improve your English. Below is a few Apps from the British Council that you can download for Android or Ios systems.

Learn English Podcast – Fun English language listening practice

Each show, with the dynamic duo of Tess and Ravi is 20 minutes long and comes with questions aimed at Elementary learners of English, which you can try and answer while listening to the podcast.

The tapescript also moves in time with the audio to aid listening. This feature is not available when in live streaming mode.

Features:

* 3 series of podcasts to date, more to follow
* practice activities for each podcast
* tapescript for supported learning

Learn English Grammar -LearnEnglish Grammar is an interactive application for grammar practice that helps improve accuracy in the use of English grammar . This application offers thousands of questions that help to strengthen the knowledge and practice of English grammar .

Four levels  from beginner to advanced

OVER 1000 QUESTIONS PRACTICE

Each level contains over 600 grammar activities , divided into about 25 topics like grammar Simple past , Question tags and Prepositions . Grammatical questions using 10 unique types of activities such as filling in gaps , multiple choice and combinations .

Learn English Audio

IELTS Word Power - British Council IELTS Word Power is a vocabulary practice app for IELTS test takers. With over 100 questions to test your word power, this app helps to build vocabulary in preparation for the IELTS test.

Big City Small World - Big City Small World is an audio drama for learners of English brought to you by the British Council.

Set in London, it follows the lives of a group of regulars in Tony's cafe.

The application includes:

* 48 episodes to listen to with interactive tapescript to read while you listen

* Eight free cartoons to download with accompanying language learning points (swipe down to see them when marked with an arrow or 'i')

* Audio character introductions

Johnny Grammar - Beat the clock and answer as many spelling, vocabulary and grammar questions as you can in this 60-second quiz!
Johnny Grammar’s Word Challenge is a quiz for English learners to test common vocabulary, spelling and grammar that appears in everyday English.

Main features:
* 3 levels - Easy, Medium, Hard
* 3 quiz categories – Words, Grammar, Spelling
* 10 common topics – Food & Restaurants, Travel, Small Talk, Hobbies etc,
* Earn badges as you play and share with others
* Compete with others on a global leaderboard
* Share your badges with others on a leaderboard
* Feedback provided on wrong answers to enhance your learning.

Learn English Kids - Do you like listening to and reading stories? There are lots and lots of great animated stories here for you to watch and listen to.

Aimed at children who are learning English as a second or foreign language, LearnEnglish Kids: Videos provides ten fun videos to enjoy.

Stories include:
* Goldilocks and the Three Bears
* Jack and the Beanstalk
* Little Red Riding Hood
* Dark Dark Wood
* The Monster Shopping Trip
* Record Breakers

and many more.

Includes a parents' guide with information on how best to help your child learn English.

MyWordBook 2 - Learn, practice and review your English vocabulary with MyWordBook. MyWordBook is an interactive vocabulary notebook for English language learners.

BRING WORDS TO LIFE!
* All word data comes from Cambridge University Press' learner dictionaries
* Word lists are mapped to the Common European Framework of Reference (CEFR) levels
* Topic by topic learning – you choose the areas you need to practice
* Includes tips for learning vocabulary

EFFECTIVE LEARNING!
* Learn 75 pre-installed new words through interactive flashcards
* Add pictures, sounds, example sentences, translations and notes to flashcards to help you remember

* Check your understanding of new words through a wide range of activities
* Review the words quickly in a list view and archive the words you have learnt and know
* Buy more word packs especially for your level and interests

* Create your own flashcards for new words as you need them

SHARE WORDS WITH YOUR FRIENDS!
* Now you can sync Your Words across all your mobile devices
* Share your own flashcards through Facebook, Twitter and Email. Help your friends to learn!

Users must create an account to download more words. MyWordBook is free but in app purchases may incur a charge. Costs are highlighted within the in app purchasing section (Store).

To -ing or not to -ing that is the question.

Infinitives versus Gerunds 

 You should remember that in English the infinitive is preceded by “to”: “I just want to go home and go to sleep!” But English also frequently uses gerunds, which are formed by adding “--‐ing” to a verb: “running”, “smoking”, “studying”. Note that gerunds, although formed from verbs, and although they look identical to the present participle (“I am running”, for example), are used as nouns: “Running is good exercise.” English for some reason loves the gerund. Very often in English we use the gerund when other languages, like Portuguese, would use the infinitive. But then, sometimes we do use the infinitive. And occasionally either form is acceptable. Confusing? Yes, it can be. And unfortunately, some memorization is required to know when to use the infinitive and when to use the gerund. However, there are some guidelines – if not firm rules – which will help you to know whether to use the infinitive or the gerund in a given situation. Here are three guidelines which cover three common situations:

1. Verbs which describe feelings – whether someone likes or does not like something – are followed by a gerund. Examples:

 “I like swimming.” “I dislike swimming.” “I Hate studying grammar.” Common verbs in this category include: like, dislike, hate, enjoy, fear, interested in, detest, don’t mind, can’t stand, tolerate, and love, among others. Note that a few of these verbs – “like” and “love”, for example – may be followed by either a gerund or an infinitive. Most, however, can only be followed by a gerund. A native speaker of English would never say, for example, “I dislike to swim,” but always “I dislike swimming.” Why? I have no answer. However, use the gerund after this category of verbs and you will always be safe.

 2. Verbs which describe motion, whether stopping, starting, or a lack of motion, are usually followed by a gerund. Verbs in this category include: begin, complete, delay, finish, continue, stop, start, postpone, quit, resist, resume, stay, remain, and cease. Examples: “I didn’t begin studying until 10:00 PM.” “I have just finishing reading the assignment.” “The following students should remain standing…” English, however, is often capricious, and there are a few verbs in this category which are followed by infinitives, including: commence, proceed, leave, and wait. A few maybe followed by either a gerund or infinitive: begin, start, and continue. “Stop” is an interesting verb. It can be followed by a gerund or and infinitive – but the meaning will change. “I stopped smoking” indicates that I no longer smoke, whereas “I stopped to smoke” indicates that I stopped some other activity in order to have a cigarette. If you aren’t sure, use the gerund after verbs in this category and generally you’ll be correct.

 3. Verbs which communicate an intention to do something are generally followed by the infinitive. Verbs in this category include: attempt, arrange, be able, choose, consent, dare, decide, expect, hope, intend, mean, ought, plan, prefer, try, want, and wish. Examples: “I plan to visit the U.S. in December.” “I didn’t mean to hurt you.” “I wouldn’t dare to fly in an ultralight airplane.” These guidelines don’t cover all situations, but they cover some common ones. And if you already speak English at an intermediate to advanced level, I offer you an additional tip if you aren’t sure whether to use the infinitive or the gerund: Trust your ear. Say each aloud and use the one which sounds best to you.

© John Clites 2011 www.EnglishForBrazilians.com

Make or Do

2) “Make” versus “do”

 Portuguese has the handy word “fazer”. In English, “fazer” might be translated as either “make” or “do”. But in English, “make” and “do” are not interchangeable, so you should learn when to use which.

 The general rules are:  

·          Use the verb “do” to express daily activities or routines. Usually these are activities that produce no physical object. For example, we “do housework” and we “do the dishes”.

·         We also “do homework” (or should!), even though you could argue that a physical product is produced. Think of homework as a routine.

·          We also use “do” when speaking of activities vaguely: “What are you doing later?” “I’m not doing anything.” “Want to do something?”

Use the verb “make” when something physical is produced:

·         “Volkswagen makes cars.”

·         “Would you like me to make some coffee?”

The biggest problem when choosing whether to use “do” or “make” is that many standard expressions use “make” when according to the general rules above you might expect to use “do”. You should learn these expressions. A few of the more common ones are:

·          make plans or arrangements

·          make an exception

·          make a telephone call

·          make a decision or make up your mind

·          make a mistake

 Special note: A Brazilian “faz uma prova”. In English, should you use “do” or “make”? Neither. In the US, we “take a test”. 

Often we make mistakes when learning a new languge because of the influence of our native language. Over the next few weeks I will be looking at some of the problems Brazilians find when learning English.

(material reproduced from© John Clites 2011 www.EnglishForBrazilians.com)

Say/tell/talk/speak

English has a number of verbs referring to talking which are almost , but not quite, the same. These are “say”, “tell”, “talk”, and “speak”. Portuguese has a similar set of verbs: “dizer”, “contar”, and “falar”. “Say” (or its forms “says” or “said”) is used frequently in English for “reported speech”, that is, repeating what someone else said. It generally translates as “dizer” in Portuguese. Examples: “She said that she would meet us here at noon.” “He called to say he’s sick.” [Notice how the “that” after “say” is optional.] “Tell” is used when communicating information, directions, or orders to someone. Examples: “I told you to clean up your room, young man!” “The boss told me that the report must be finished by Friday.” We also “tell a story” and “tell a lie” or “tell the truth”. “Tell” generally would equate to “contar”.

Special note: We “tell” someone something. In our examples above “I told you…” and “The boss told me…” In English, we would never say “I said you…” or “The boss said me…” This is a fairly common mistake among those learning English. You can use the verb “say” in such situations, but you must use the preposition “to” before the object: “I said to you…” or “The boss said to me…” However, more frequently native speakers use “tell” in these situations.

 Finally, “talk” and “speak” generally would translate as “falar”. When should you use “talk” and when “speak”? Very often either is fine. “Talk” is generally used for more informal situations and “speak” for more formal ones: “Hi, Joe. We were just talking about your new car.” “Sir, could I speak with you when you have a minute?” When giving a presentation to a group of people, we use the noun forms of “talk” and “speak”, which are “talk” and “speech”. Examples: “I have to give a talk to the new employees next Monday.” “I have to give a speech to 300 people on Thursday and I’m really nervous!” Again, the meaning is essentially the same, but “speech” is a bit more formal than “talk”

The Story of Easter and Easter Eggs

Easter Egg Tradition

Eggs have been associated with the Christian festival of Easter, which celebrates the death and resurrection of Christ, since the early days of the church. However, Christian customs connected with Easter eggs are to some extent adaptations of ancient pagan practices related to spring rites.

The egg has long been a symbol of 'fertility', 'rebirth' and 'the beginning'. In Egyptian mythology, the phoenix burns its nest to be reborn later from the egg that is left; Hindu scriptures relate that the world developed from an egg.

With the rise of Christianity in Western Europe, the church adapted many pagan customs and the egg, as a symbol of new life, came to represent the Resurrection. Some Christians regarded the egg as a symbol for the stone being rolled from the sepulchre.

Eggs as an Easter Gift

The earliest Easter eggs were hen or duck eggs decorated at home in bright colours with vegetable dye and charcoal. Orthodox Christians and many cultures continue to dye Easter eggs, often decorating them with flowers.

The 17th and 18th centuries saw the manufacture of egg-shaped toys, which were given to children at Easter. The Victorians had cardboard, 'plush' and satin covered eggs filled with Easter gifts and chocolates. The ultimate egg-shaped Easter gifts must have been the fabulous jewelled creations of Carl Fabergé made during the 19th century for the Russian Czar and Czarina, now precious museum pieces.

Chocolate Easter eggs were first made in Europe in the early 19th century, with France and Germany taking the lead in this new artistic confectionery. Some early eggs were solid, as the technique for mass-producing moulded chocolate had not been devised. The production of the first hollow chocolate eggs must have been painstaking, as the moulds were lined with paste chocolate one at a time.

Cadbury Easter Eggs

John Cadbury made his first 'French eating Chocolate' in 1842 but it was not until 1875 that the first Cadbury Easter Eggs were made. Progress in the chocolate Easter egg market was slow until a method was found for making the chocolate flow into the moulds.

The modern chocolate Easter egg owes its progression to the two greatest developments in the history of chocolate - the Dutch invention of a press for separating cocoa butter from the cocoa bean in 1828 and the introduction of a pure cocoa by Cadbury Brothers in 1866. The Cadbury process made large quantities of cocoa butter available and this was the secret of making moulded chocolate or indeed, any fine eating chocolate.

The earliest Cadbury chocolate eggs were made of 'dark' chocolate with a plain smooth surface and were filled with sugared almonds. The earliest 'decorated eggs' were plain shells enhanced by chocolate piping and marzipan flowers.

Decorative skill and variety bloomed and by 1893 there were 19 different lines on the Cadbury Brothers Easter list in the UK. Richard Cadbury's artistic skill undoubtedly played an important part in the development of the Easter range. Many of his designs were based on French, Dutch and German originals adapted to Victorian tastes. Germany came up with the 'crocodile' finish, which by breaking up the smooth surface, disguised minor imperfections. This was the forerunner to the many distinctive finishes now available.

The launch in 1905 of Cadbury's Dairy Milk Chocolate made a tremendous contribution to the Easter egg market. The popularity of this new chocolate vastly increased sales of Easter eggs and establish them as seasonal best sellers. Today the Easter egg market is predominantly milk chocolate

One of the most difficult, but important, things to help you develop your English is your listening skills. If you have never heard of Ted Talks then maybe now is the time to check it out. The web site at https://www.ted.com/talks/browse will let you search thousands of videos on hundreds of topics that you are interested in. If you would like subtitles or download the video to watch later then these options are all available.

But remember: (source: http://busyteacher.org/)

 Listening Mistakes ESL Students Make 

      

             Giving in to Mental Block

When you’re not a native speaker, listening takes massive amounts of effort and concentration. What happens after a few minutes? You simply decide you don’t understand, give up and shut the audio off. What do students do when they don’t understand a conversation in a real life situation? Of course, they can’t shut it off, but they might just decide it’s too hard, and simply tune out. Give up.

What to do:  In a real life situation, there’s nothing wrong with asking the native English speaker to slow down, repeat or rephrase. Native speakers are often polite, understanding and absolutely willing to help out. Students must be taught right from the start to lose the fear of asking for repetition or clarification.

Translating in  your  Head

Some students have the nasty habit of translating what you say, in their heads, as you speak. This is terrible tiring, it does not help you develop fluency, and in fact, it hinders it as you must constantly pause to translate before replying.

What to do: Learn early on (even if beginning) about the importance of thinking in English. Translating is hard enough as it is; it takes professional interpreters years of practice to get simultaneous translation just right. You are not training to become translators; you are learning to speak English. And if you want to speak it, you have to think it!

     Being too Ambitious

There’s nothing better than being motivated to take listening practice into your own hands. Buy audio and video CDs, listen to music or podcasts or even watch entire movies in English. The problem arises when you don’t recognize your own limitations. You buy a CD that is not appropriate for your level. Watch an entire movie where the protagonists are ‘gansta rappers’ and then feel absolutely deflated because you did not understand a single word.

What to do: Ask the teacher to recommend films where the actors speak very, clear educated English and approach the listening in steps. First: watch with subtitles in English and then turn off the subtitles. Maybe watch the movie in parts and not all of it in one sitting. Also, a short, but focused listening exercise is a lot better than a longer listening where you have more chances of getting lost.

Doing Other Things as you Listen

You must understand that sometimes it’s more important to understand the conversation in general, than the meaning of a single word. It’s not necessary to understand every single word all the time. Listening comprehension takes time to build, and you start by listening and getting the gist of a conversation. Then, you are able to listen and pick up more details. In time, there will be fewer words you won’t understand.

Welcome to everyone reading CCBEU's blog for the first time and welcome back to those of you returning. If there is anything you would like to see here then please let us know. Also if you have any questions about English then I will be happy to answer them.

In this blog, I would like to share with you some web sites that I have found useful in helping me and my students in learning English.

www.englishpage.com

www.englishpage.com/verbpage/verbtenseintro.html

This is an excellent site, especially for explaining verb tenses and examples. There are lots of exercises for you to practice also.

http://www.britishcouncil.org/learn-english

There is a lot of information on this site. It is especially good for listening exercises.

http://www.englishwsheets.com

This site has many worksheets on all different subjects to help you study.

http://www.eslgamesworld.com

Here you can play different games to help you learn.

http://www.bbc.co.uk/worldservice/learningenglish

You can find many different activities and help here.

If you have any websites that you like to use then you can share them here with us.