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08 Jul 2016
Patna: Patna Pirates began their home leg in style as they beat Bengaluru Bulls 31-25 in the fourth season of Star Sports Pro Kabaddi League here yesterday.
11 Oct 2013
Patna: Bihar Chief Minister Nitish Kumar on Friday laid the foundation stone of the Ganga Expressway, paving the way for the much-awaited road project.
28 Jun 2016
Mumbai: Defending champions Patna Pirates produced a clinical performance to beat Puneri Paltan and launch their campaign in style at the Star Sports Pro Kabaddi League here.
23 Jun 2016
Kanpur: Clicking a selfie turned out to be fatal for a youth as well as six of his friends, who drowned in the Ganga today while trying to save one another, police said.
28 Jun 2016
Muzaffarnagar: Uttar Pradesh government has released Rs 66 crore for the expansion of the Ganga Canal road to double lane.
05 Jun 2016
Mumbai: Seventeen people were killed and around 30 others were injured near Panvel on the Pune-Mumbai Expressway this morning as three vehicles -- two cars and a bus -- fell into a ditch after the bus rammed one of the cars.
22 Jun 2016
Patna: At least 53 people including women and children were killed and dozens injured by lightning in different parts of Bihar since yesterday, the state's disaster management department said today.
28 Apr 2016
New Delhi: Government today exuded confidence in Lok Sabha that Ganga would be cleaned by July 2018 and said the return of aqua life in the river would be the biggest benchmark to prove that it has been rejuvenated and efforts towards its cleansing have succeeded.
29 Jul 2015
Patna: The Patna High Court today ordered regular desilting of the Ganga, which had moved five km away from the Patna town, but was dredged back to the original place acting on a high court directive.
30 Apr 2016
Patna: JNUSU president Kanhaiya Kumar morning arrived in Patna today on a two-day visit during which he will address meetings, meet top state leaders and travel to his native village in Begusari district.


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So, it turns out that there's a pretty serious vulnerability in OpenSSL, and a large section of the web is affected. Until this morning, so was TR.
We've updated the version of OpenSSL running on TR to address the problem. According to the Heartbleed test, we are no longer vulnerable.
However, if you have an account here, we strongly recommend updating your password. We cannot guarantee that some user passwords haven't been sniffed. If you use the same password on another site, it may be a good idea to change it there, too—so long as that other site doesn't fail the Heartbleed test.
Credit card information for subscribers was not compromised. That information never traveled through our servers, nor was it ever stored there. All credit card information for TR subscriptions was and will continue to be handled solely by our payment processor, Stripe. When we offer to "save" your credit card information, we're simply saving a reference to the card in Stripe's database.
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Bruno United will hold a TRYOUT on July 21:
for boys born 1998-2000
Thursday, July 21 from 6:00-7.30pm
Milot Field, 44 River St, Rehoboth, MA 02769.
Please click HERE to register.
Players interested in joining Bruno United are welcome to try out at any time of year. At this time there are a few spots available on various teams. Interested players should contact Director of Coaching, John Tomlinson, or register HERE, and we will get in touch with you.
Bruno United teams compete in the New England Premiership (NEP) and the National Premier Leagues (NPL) and play against the strongest teams in New England.
A partner of the New England Revolution Development Academy, Bruno United provides professional coaching and competition against the strongest clubs in New England as well as in regional and national tournaments. Bruno United's players receive coaching designed to ensure consistent progress and growth in the game of soccer. The club's partnership with the Revolution Development Academy brings additional benefits to all who make a Bruno United team.
Bruno United was founded by the men's soccer coaches at Brown University in 2002, and continues its relationship with the coaching staff of this nationally recognized program. The club has been recognized by the NSCAA (National Soccer Coaches Association of America) for its approach to developing soccer players that sees soccer excellence as one piece of a balanced life.
Please visit our Facebook page to see photos of Bruno teams and events.


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CBDT examining allegations of tax evasion by political parties
New Delhi: The Revenue Department on Tuesday said it is examining reports on political parties provided by the Election Commission and the Home Ministry for violation of tax laws and allegations of money laundering.
"We have received some reports on political parties from the Election Commission. The reports are under examination," Central Board of Direct Taxes (CBDT) Chairman Sudhir Chandra told reporters here.
Tax authorities, according to income tax sources, will also go into the details provided by the Home Ministry pertaining to money laundering by political parties, which are claiming tax exemption.
It has been alleged that people are floating political parties in large numbers to evade taxes as donations to such entities are exempt from payment of income tax.
"The number of political parties registered with the Commission is almost touching the 1,200 mark. A recent law that exempted donations to political parties from income tax, for both the payers and the payee, has caused a spurt in the formation of new political parties," Chief Election Commissioner S Y Quraishi had recently said.
He had also asked for a report from CBDT about such defaulting parties.
Besides looking at the details provide by the Election Commission, the officials said that the income tax authorities would be scrutinising their I-T returns and background of donors who provided more than Rs 20,000.
"All such reports are being examined with the help of proper law enforcement agencies. The department is one of the largest consumers of the suspicious and cash transaction reports generated by the Financial Intelligence Unit and the unit has been sending us a huge data," income tax sources said.
Quraishi had recently made a strong pitch for providing tax benefits on donations only to those political parties, which prove their strength at the hustings, as exemptions on such funds have led to the birth of several new parties.
Observing that almost 75 to 80 per cent of the registered political parties have not participated in any elections for the last several years, the CEC said that although the Commission has power to register political parties, it does not have the power to de-register them.
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Hotels, restaurants and retail establishments have been flooded with new lawsuits filed by serial plaintiffs that allege that a property (a place of public accommodation) is in violation of Title III of the Americans with...more
In Fontana Builders, Inc. v. Assurance Company of America, Case No. 2014AP821, 2016 WL 3526408 (Wis. Jun. 29, 2016), the Wisconsin Supreme Court addressed whether the purchase of a homeowner's policy by the occupiers and...more
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One coverage issue frequently arising under first-party property insurance policies entails a determination as to which party has the burden of proof to establish coverage, or to show the applicability and effect of a policy...more
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Weather events in recent years have led to a surge of lawsuits seeking coverage for property damage. Often, in an effort to defeat diversity jurisdiction, a Texas resident will sue both a foreign insurance company and a...more
Disputes involving "vacancy" exclusions typically involve the appropriate definition of that word. The recently-decided case of Lui v. Essex Ins. Co., 2016 Wash. LEXIS 692 (Wash. June 9, 2016) presents a somewhat different...more
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In a twist on the old adage, "bad facts make bad law", the Second Circuit's recent decision in Fireman's Fund Insurance Company v. Great American Insurance Company of New York, Civil Action No. 14-1346-cv, 2016 WL 2943139 (2d...more
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The National Association of Insurance Commissioners (NAIC) held its 2016 Spring National Meeting from April 1 through April 6 in New Orleans, Louisiana. As host, Louisiana provided beautiful weather and bountiful great food....more
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The "notice-prejudice" rule gives a pass to policyholders who breach the notice or cooperation provisions of their policies, if the breach is found not to have prejudiced the insurer. Sometimes, the late notice does not...more
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In 1947, some Bedouin shepherd boys were tending their sheep and goats near the ancient settlement of Qumran, near the Dead Sea. One of the boys threw a rock into an opening on the side of a cliff and heard something break. ...more
In the recent case of State of New Jersey v. Robert Goodwin, 224 N.J. 102, 129 A.3d 316 (N.J. 2016), the Supreme Court of New Jersey held that a person violates the insurance fraud statute, N.J.S.A. 2C:21-4.6(a), even if he...more
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June 1 brings the beginning of the 2016 hurricane season. These storms have the potential to cause devastating damage for companies who own property such as apartment buildings, hotels, factories, retail outlets, warehouses...more
In Sugar Hut Group Ltd & ors v A J Insurance Service [2016] EWCA Civ 46, 3 February 2016, the Court of Appeal over-ruled the High Court's judgment about how costs should be awarded where a claimant succeeds on only part of...more
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An issue that often arises in the context of property insurance is whether a carrier's delay in adjusting a claim can create a basis for a viable bad faith claim. The law in each state is different and the prudent practice...more
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Camera Bag for Beach
Started Jun 30, 2012 | Discussions thread
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Marie G N • Regular Member • Posts: 183
Camera Bag for Beach
Jun 30, 2012
I need some suggestions for a camera bag to use on a beach vacation. I am going on my annual trip to Bermuda, and I will be staying at a hotel on the beach. I am bringing my D90 with the Tamron 18-270 lens. Each summer, I go through this same dilemma of deciding on the safest and most convenient way to protect and carry the camera as I walk along the beach throughout the day. I'd like something light and comfortable that will stay secure as I walk along the shore in my bathing suit. I have so many camera bags, but they are bigger and bulkier than what I want to use.
Perhaps someone on this forum has an ingenious idea or can speak from experience in a similar situation. Thanks in advance!
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Wow! The last year has passed so very quickly. Can it really have been so long since I last won the British Council Teaching English blog post of the month award (along with co-author Paul)?
One of the follow-ups to that award was an article I wrote for the British Council Voices magazine on the subject of using songs in the language classroom. That went down so well that I eventually turned the post into a workshop… which I unfortunately have never had the opportunity to present! If that sounds strange, then welcome to the weird and wonderful world of teacher training, in which you often prepare a workshop onşy for the institution who wanted you to do it to pull out at the last minute.
Waste not want not, I say. So, I thought I'd share the presentation here on the blog. Here then, is my guide for using any song in the language classroom…
If that doesn't totally make sense to you, plese feel free to leave a comment below; I'll be sure to reply to any quesries.
Great Listening Energizers: Part 2
Have you ever found yourself at the end of class with a little extra time left over? How about those times when you've overestimated how long your planned lesson will take? Don't worry about it too much; it really does happen to the best of us. What you want up your sleeve is a series of activities that you can exploit as and when you need them; you need tried and tested ways to fill the time up with simple activities that'll advance your learners in a meaningful way despite the time restriction.
So, that's exactly the basis for my series of blog posts for the month of June: great listening exercises that are simple to set up, can be used at any time and in any situation, and that serve to energize learners while also delivering meaningful listening practice.
Here's my second post, with two more suggestions for you!
Learner-led dictation
This is a great way to get your learners to do most of the work, while also giving you the chance to listen to their pronunciation.
How to do it
- Put your learners into pairs and have one learner read a short passage. This can be from a course book or anything else you have handy.
- The other learner must write everything down.
- At the end of the reading, get the learners to switch roles. The group with the fastest dictation wins (don't get too tied up with accuracy).
To meaningfully extend this, show the original on the board so they can also check each other's work. You might also wish to prepare questions about the text to assess comprehension. How long the text is should depend on the language level of the learners.
Write the word, swipe the Word
This is a great way to see if learners are on the way to using vocabulary productively. You'll need two board markers and two board cleaners.
How to do it
- Divide the learners into two teams and have them line up. Make sure they've had chance to review what new words they've encountered in class
- Say a word nicely and clearly. The first two learners run up to the board and write the correct word. The first one to write it correctly earns a point for their team.
- Each person only gets one word to write, then they have to go to the back of the line.
- After everyone has had at least one go, tally the scores to see which team has won.
Meaningfully extend this by reversing the process. Give the person a board cleaner and do the same thing. This time they have to erase the word quicker than their opponent to gain a point.
Advanced 250-hour TESOL Diploma offered by OnTESOL!
Great Listening Energizers: Part 1
Have you ever found yourself at the end of class with a little extra time left over? How about those times when you've overestimated how long your planned lesson will take? Don't worry about it too much; it really does happen to the best of us. What you want up your sleeve is a series of activities that you can exploit as and when you need them; you need tried and tested ways to fill the time up with simple activities that'll advance your learners in a meaningful way despite the time restriction.
So, that's exactly the basis for my series of blog posts for the month of June: great listening exercises that are simple to set up, can be used at any time and in any situation, and that serve to energize learners while also delivering meaningful listening practice.
Are you ready? OK then, let's get going with our first listening energizer!
- Line up learners according to their birthday
This is a really quick game that works well using birthday order (numerical), although you could just as well choose anything else you like, such as favorite colors or foods to number of brothers and sisters to name of their street (these would be alphabetical order).
How to do it…
- Learners have to speak to one another to find out when each person was born, so they can line up in the correct order, oldest to youngest. They can do this by year, or by month and day of the month if they are all nearly the same age (a class of young learners for example).
- Have them call out their birth dates once they're lined up to see if they got it right.
This stimulates the use of simple questions and answers and, as I mentioned, can be adapted to other subjects as and when needed.
- Here are 5 things I did today
A simple yet funny game, this one requires learners to go around the room listing five things they have done today.
How to do it…
- Quite simply, learners move around asking each other what they did that day. You can do it as a chain, or allow random mingling if you think that will work better
- To make it more interesting, stipulate that they're not allowed to repeat anything that someone has already said.
My advice: start this listening energizer with your weakest learners (and use the chain pattern rather than random mingling), since it does get tough toward the end.
Advanced 250-hour TESOL Diploma offered by OnTESOL!
The 10 Best Places to Find ELT Listening Materials
If, like me, you find that one of the most commonly heard requests from your learners is to provide them with additional listening materials to study with outside of class, this post is definitely for you.
I've trawled the internet and the result of my extensive labors is the list of ten great resources you see below… enjoy!
This site doesn't actually produce any of its own materials, but it's as close as an encyclopedia of all ESL online listening materials as you're ever likely to find. If you can't find something here for your teaching context, you almost might as well stop searching!
Reasons why I use this site
- Free to use (as are all on this list unless otherwise stated)
- Organized according to various levels
- Many if not all include scripts of the listening
- Many video clips as well as regular audio
- Updated regularly
- Simple and effective search function
2) British Council Learn English Teens
The Listening skills practice section of this fantastic website enables learners to practice and improve listening skills for their school studies and English exams.
Reasons why I use this site
- It caters specifically for teenage learners
- The activities have been carefully prepared for different levels (according to CEF levels)
- There are interactive pre-listening vocabulary exercises
- Copious post-listening activities include true or false questions and gap fills
- Transcripts, worksheets and other downloadable materials are also available
- The site is regularly updated with new materials
- Materials are extremely high quality
- There's an app
3) Elllo
Elllo provides a wealth of listening exercises in video or audio format. What I particularly like about this one is that the listening exercises feature English speakers of different nationalities, meaning your learners are exposed to a variety of English accents like Australian, South African and Scottish among others.
Reasons why I use this site
- Search results are given by level, topic, country or media
- There is an option that allows you choose from games, audio or video
- All of the exercises come with vocabulary lists, additional exercises or quizzes, as well as download links
This website has a nice collection of short and easy listening activities that are particularly suited to young learners.
Reasons why I use this site
- Each audio track comes with the text for reading
- There are vocabulary lists and exercises your young learners won't have any trouble completing
- There's even a second website with additional listening exercises for children
5) BBC Insight Plus – Talk about English
This is an older site (and no longer updated), but a great resource for learners of academic English. It features lectures on many typical academic subjects, such as global warming, economics and drug use.
Reasons why I use this site
- Each lecture contains a variety of accents
- The resources are downloadable and a script is full script is available in most cases
- The subjects are very relevant to academic English
- Although not updated any more, this site links to many other free English listening resources on the BBC website for Business English, etc.
The original online ESL listening resource (this site has been going strong since 1998); still worth a mention after all these years. Teacher Randall Davis put together this very impressive site, filled with listening quizzes.
Reasons why I use this site
- There are quizzes divided into Easy, Medium and Difficult levels
- Each quiz comes with a pre-listening activity, a multiple-choice quiz based on the listening and post-listening activities that include vocabulary exercises
- A wide range of ready-to-use listening activities for any level
- Good to assign for homework
7) Newsy
Newsy features short news segments on a wide variety of topics including business and entertainment, as well as international and US news.
Reasons why I use this site
- Provides real-life listening practice on topical themes
- Each video is posted with a transcript of the news report, giving ESL learners the choice of just listening, or listening and reading
- Great for learners who need something a bit more challenging
- The site offers an app for iPhone, iPad and Android
Voice of America is a multimedia platform that delivers news to English learners across the globe.
Reasons why I use this site
- The site offers a Mobile Wordbook that teaches learners how to say and use a word in a sentence
- Each video is less than three minutes long and includes subtitles
- The audio and video are public domain, which means you can legally use the files in the classroom and also download them
- Downloads are in video format and as MP3 files that learners can listen to anywhere
- There's app for iPhone and Android
9) Talk English
Talk English has a great range of listening lessons (hundreds of dialogues at different levels) for Basic, Intermediate and Advanced learners.
Reasons why I use this site
- The site offers multiple choice quizzes and learners can also read a script of the audio
- Teachers and learners can use the website online for free; alternatively you can pay a small one-time fee for unlimited downloads
- There's an app for iPhone and Android
10) ESL Fast
ESL Fast offers a copious number of short stories with audio and text for intermediate learners; the sheer number of stories available is quite ridiculous!
Reasons why I use this site
- There's a vocabulary list for each listening, plus a variety of exercises, including dictations
- The site also offers easy conversations for beginner ESL learners
- 'Mike the Robot' is a cute character who replies to questions and statements learners type into a dialogue box, creating an a kind of virtual dialogue with learners
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Highlights of my blogging year #1: 4 Songs for Teaching the 4 English Conditionals
It's that time of year again when I look back at what I've been blogging about and present the very best of the year to you. There can be no better place to start than with one of my most popular posts ever here on 'Teach them English'. Going way back to January of this year, let's begin the review with this great co-authored post (many thanks to Paul Martin for his contribution here) about using music to teach the conditionals.
When we think about all of the grammar points that we have to teach, what would you say is the one that you dread most?
Now, I'm sure there are those among you who'll say it's the passive voice, while there are others out there who'll swear it's modal verbs. However, I'm willing to be that most of you are just like me in always having to draw a deep breath when the time comes to deal with the many weird and wonderful conditional sentences.
Let's face it, the challenges of dealing with the form of each of the four main conditionals is nightmare enough (something is, something will be, something would be, something would have been), never mind getting on to the somewhat subtle differences in function from one conditional to the next (I attempt to deal with some of the trickiest things in the follow up to this post).
After many years of trawling through conditionals-focused grammar lessons, I've come up with quite a list of ways not to go about it! These aren't the focus of today's post, though. One extremely painless, fun and motivating way of 'doing' conditionals is through music. For this post, I'm delighted to be joined by Paul from Language Trainers. Here are some suggested songs for presenting each of the four conditionals, one suggestion from me and one from Paul for each type (no, we're not dealing with mixed conditionals today, sorry!).
Paul's Zero Conditional: 'Rain' by The Beatles
The Beatles are one of my favorite bands for teaching English, as they sing slowly and clearly, and produce catchy melodies that students will remember (and regardless — they're The Beatles!). The song Rain, in particular, is great for teaching the zero conditional, which describes general truths and scientific facts. (Note: if you're wondering what they sing in the last line of the song, it's simply "If the rain comes they run and hide their heads" played in reverse.)
Adam's Zero Conditional: 'Everytime' by Britney Spears
She may no longer be the queen of pop, but dear Britney still has many uses in the language classroom, and exemplifying the zero conditional is one of them!
The form: We construct the zero conditional like this: if + simple present, simple present
"If we heat water, it boils."
"When a tree crashes to the ground, does it make a sound if no one is around to hear it?"
Adam's lyrics to analyze:
- Every time I try to fly / I fall
- Every time I see you in my dreams / I see your face
Paul's lyrics to analyze:
- If the rain comes / they run and hide their heads
- When the sun shines / they slip into the shade
Adam's First Conditional: 'Time after Time' by Cyndi Lauper
This is probably one of the most iconic tunes of the 80s, with unforgettable lyrics that make it perfect for teaching the first conditional, which expresses future events that have a decent chance of occurring.
Paul's First Conditional: 'If You Don't Know Me By Now' by Simply Red
An emblematic song of the 80s, the bluesy tune of If You Don't Know Me By Now is catchy and memorable. And it has a conditional form in its very title, so it should be clear why it's ideal for teaching the first conditional, which expresses future events that are likely to happen. It's also good for teaching some idiomatic expressions of time, such as "by now" and "never ever".
The form: We form the first conditional like this: if + simple present, will + main verb. (the notion of futurity can also be expressed using 'be going to')
"If it rains, I won't go shopping."
"If the train comes late, we're going to miss our connection."
Adam's lyrics to analyze:
- If you're lost / You can look and you will find me
Paul's lyrics to analyze:
- If you don't know me by now / You will never ever know me
If you're enjoying this post, you might also want to take a look at my follow up; 4 songs for dealing with tricky conditional structures.
Continue reading "Highlights of my blogging year #1: 4 Songs for Teaching the 4 English Conditionals"
8 steps to choosing your next ELT coursebook
One of the things that I've been involved with at work over the past few years has been course book selection. As part of the process, research was undertaken by myself and a few colleagues about how we might go about selecting a book in a considered manner. Given that I often speak at conferences about dealing with the problems of course books, this seems like a good topic for my comeback post after two weeks away! What follows is a suggested framework, based on everything I've read up on about this subject, for course book selection that I think is worth sharing with you all…
Many new ELT course books come out every year, making difficult for those evaluating each one to choose the right supplementary book for each level of study. There is a body of literature indicating that selection methods in our profession have often been unsatisfactory; therefore there is a need for a checklist as a way of choosing course books.
One all too frequent method is for those in a position of authority to obtain copies of a selection of the latest publications, which are then briefly looked over or flicked through by some of the more experienced teachers in the institution, after which a series of books is chosen on the basis of the subjective judgments and/or first impressions of those teachers.
Unfortunately, frameworks of evaluation have had little real influence on course book selection in the past. This happens probably because teachers are either; A) unaware of the existence of checklists; B) don't have access to them; C) do not want to make the effort to use them, or D) are put off by their length and apparently complicated nature. Nevertheless, the application of a framework of appropriate selection criteria fro potential course books should be considered an effective way of ensuring that the needs and wants of learners are given careful consideration when choosing supplementary books.
In terms of evaluating course books, criteria should be what Peacock (1997) describes as 'emphatically local'. By local, Peacock doesn't mean a framework that is country specific; rather it should be as specific as referring only to the particular institution using it. Peacock's aim when developing a framework was to create one adaptable enough for use worldwide in a variety of contexts; he nevertheless recognized the need for 'localization' and attempted to overcome the issue of using a flexible, multi-purpose framework by including a scoring table with weightings that can be varied by users according to any given situation. This notion of streamlining a flexible checklist is evident in the list we have produced.
Preparing a framework for evaluation
The goal of this framework* is to allow as thorough an evaluation as possible to be made in the time normally allocated for course book assessment (usually not long enough!), enabling a comparative and objective evaluation to be made before a book is chosen for use in class.
The framework here should be considered both an adaptation and an expansion on the ideas of the authors mentioned, with the addition of new items inspired by their research and ideas. I hope that the use of this framework will result in you finding the most suitable course book for your learners.
Sheldon (1988) made a good point when stating that the aim of any checklist should be to make book selection a "more coherent, thoughtful enterprise than it is at present". A framework has to be as short and simple as possible to encourage its use. Scoring tables, when included, are beneficial in that they enable a comparison to be more easily made between course books, as institutions normally evaluate more than one book at a time: it is easier to compare scores than long lists of comments. Additionally, it is much quicker to assign a score than to write comments, increasing the likelihood of the framework being of real practical use.
The first item in the framework is adapted from the notion of the 'flick test' recommended by Matthews (1985). This should basically be viewed as a 'first impression counts' assessment of the book. If the book fails this first element of the criteria, Matthews suggests, the evaluator may not feel the need not continue, though this is not stated in the checklist, as stopping there is a personal decision for the evaluator.
Peacock's list (1997) is particularly relevant to items 7, 8, and 9 which are specifically included to alert decision makers as to the necessity of using culturally appropriate materials in classrooms, and to try to exclude coursebooks which may offend learners.
Using the framework
Before using this list, it is necessary that evaluators add the weightings appropriate for your local situation to the scoring table: place specific importance on those items which seem particularly pertinent. This may be decided collaboratively by those who will be in the position to choose the supplementary book. Without weighting, the 58-item list would offer a maximum score of 116.
Objective weighting of the framework's criteria is a crucial part of the evaluation process as it is the only way to ensure that the final score for a coursebook corresponds as closely as possible to the particular needs of the learners who will use the book. Selectors first have to decide what weightings to use. The objectivity of this process can be increased by using as many and as experienced evaluators as possible, and by taking sufficient time to reach a decision.
Ideally, suggests Peacock (1997) four or more experienced evaluators should take at least two meetings to reach a decision:
'Weightings will influence which book is chosen: in Korea item 25 on the checklist was given a weighting factor of 8, ensuring that coursebooks which had plenty of sections for listening and speaking skills were more likely to be selected. Another (hypothetical) example is giving item 41 a weighting factor of 10; this would make it much more likely that coursebooks containing plenty of learner guidance were chosen.' Peackock (1997)
It is important to remember that weightings on scores may be altered according to what you prioritize; framework items may be altered, removed or even others added; course books may additionally be evaluated by other means, and results compared with those of this framework of criteria; Williams (1981) suggested that the chosen books may even be piloted in class and the results compared with those predicted by an evaluation using such criteria.
Course book evaluation framework criteria
This framework of criteria has been put together specifically to evaluate supplementary grammar books used for teaching English as a Foreign Language to basic to upper intermediate level learners. Therefore, I expect you might need to make at least tweaks here and there if you plan to use these criteria.
Your information sheet may contain the following:
This framework, while somewhat adapted to a specific requirement, is designed to produce a score for any book you choose to evaluate. While the scores will not necessarily provide a definitive evaluation of any given book, they will offer you a quick and adequately considered comparison in the event of several books being evaluated at the same time.
The criteria may be rated numerically, on a scale from 0 to 2 for instance, in the blank space before each one, as follows:
2 = Good
1 = Satisfactory
0 = Poor
The scoring table is then given at the end of the checklist.
Let's now look at how this can be divided into different sections. Hopefully, each of the sections is sufficiently self-explanatory:
Section 1: General Impression
1. A brief flick through the book reveals the overall appearance to be attractive and appealing to learners.
2. Overall, the book appears to be up-to-date.
3. The book's description of itself appears to match the contents.
Section 2: Technical Quality
4. The book is durable, with a strong cover, and is printed on good quality paper.
5. The printing and illustrations are of high quality and the book has an attractive layout, without densely cluttered pages. It has been well edited.
6. Color is used but not to a distracting extent.
Section 3: Cultural Differences
7. Any cultural bias in the book is restricted to a degree acceptable to our learners.
8. Cultures other than Western European or American are also portrayed in the book.
9. The cultural tone overall is appropriate for use in our setting.
Section 4: How Appropriate is it?
10. The materials, language foci and activities are in general appropriate for our learners.
11. The book will meet the long- and short-term goals specific to our learners.
12. Learners are not asked to perform roles or activities unacceptable in our setting.
13. The activities are adaptable to personal learning and teaching styles.
Section 5: Motivation and the Learner
14. Situations /Contexts used in the book are authentic and contemporary to an acceptable degree.
15. Materials used have intrinsic interest and will appear relevant and interesting to learners.
16. Materials with variety and pace are used.
17. Personal involvement of learners is encouraged.
18. The book encourages, to a certain degree, learners to assume responsibility for their own learning.
19. There is a problem-solving and competitive element.
20. The book exploits the social nature of classrooms.
Section 6: Pedagogic Analysis
21. Methodologically the book is in line with the institution's approach to language learning.
22. Methodologically the book is in line with contemporary worldwide theories and practices of language learning.
23. The balance between listening, speaking, reading, and writing skills development in the book is appropriate to our particular learners and learning situation.
24. Skills integration is given sufficient attention.
25. The development of discourse and fluency skills is given sufficient attention.
26. The book contains adequate formal learner achievement tests / opportunities for self-assessment.
27. There are activities for communicative interaction and the development of communicative strategies.
28. The balance between individual work, pair work, group work, and whole-class work in the book is appropriate for our particular learning situation.
29. One goal of the book is enabling learners to use English outside the classroom situation.
30. New structures are presented systematically and in a meaningful context.
31. New items receive sufficient and varied practice.
32. The meaning of new vocabulary is presented in context.
33. The grading of new items is not too steep or to gentle for our learners.
34. In general the activities in the book are neither too difficult nor too easy for our learners.
37. The book is sufficiently challenging to learners.
38. There are mechanisms for giving regular feedback to learners.
39. Units are not based around a storyline which may force the teacher to use every unit in sequence.
40. There is variety in the makeup / format of individual units.
41. Useful guidance is given to learners on correct use of the book.
42. The style of speech / texts / contextualization used is appropriate for our learners.
43. There is provision for the book to be used for self-study.
44. New items are reviewed and recycled throughout the book / series.
45. The book matches the curriculum objectives to a sufficient extent.
Section 7: Finding Your Way around the Student's Book
46. There is an adequate contents page.
47. There is a comprehensive index.
48. There is a complete summary of functions.
49. There is a summary of new and reviewed grammar.
50. If audio materials are used, there is a transcript in the student's and/or teacher's book.
51. Sufficient guidance is given for the needs of all teachers.
Section 8: Supplementary Materials
52. A teacher's book is available and it gives useful and complete guidance, along with alternative activities.
53. A workbook is available and it contains appropriate supplementary activities.
54. Audio recordings are of good quality construction.
55. Sound quality of tapes is good with no hissing, distortion, background noise, or other problems.
56. Recordings have a variety of voices and they are native speakers talking at normal speed.
57. If the book is part of a series, other books in the series are also suitable for use in your school.
58. The coursebook, teacher's book, audio and workbook are not prohibitively expensive for our students / school.
Further considerations
Scoring table
There are 58 criteria in the framework, with 2 points possible for each item. Items may be weighted before using the framework to reflect their relative importance in our teaching situation.
Suggested scoring procedure:
Enter the desired weightings in the 'weight' column. Enter the score you give for each item. Multiply each score by its weighting factor. Add up the totals to get the final score.
Note: It is advised that the course book be reassessed periodically in the light of the results of learner assessment and learner and teacher feedback. Additionally, it may be compared to newly released titles in the future.
Continue reading "8 steps to choosing your next ELT coursebook"
What does it mean to be an exemplary language teacher?
This weekend I was lucky enough to give a talk to a wonderful audience at the 1st Doğuş University / Beykent University ELT Conference (more details here). This was a really inspiring event with some great talks and, most importantly, a really passionate and motivated group of teachers in the audience.
I gave a talk based on some research I'd conducted at my university with one of my colleagues, Eylem Mengi, entitled 'What does it mean to be an exemplary language teacher in the 21st Century'. Unfortunately, I'd underestimated how many people would be interested in this topic and so ran out of handouts. For this reason, I'm sharing what I did in the talk here on my blog.
First off, I'll start with the presentation itself, which you can scroll through here…
Now, I fully realize that it might not make sense without yours truly to explain what's going on, so I'm also linking to the published write-up of our research, which is freely available from the Journal of Teaching English for Specific and Academic Purposes (download here).
Here are a couple of images from my talk…
Many thanks to the 70-80 people who showed up; it was my pleasure to spend my Saturday afternoon sharing the results of our research with you.
8 guaranteed ways to enhance teenage learner motivation in the language class
Things are never simple with teenage learners. Whilst young learners are so full of energy that most activities will be met with enthusiasm… and adult learners tend to be naturally focused on meeting language goals, as well as having a wealth of skills and knowledge to contribute to classes, getting it right with teenagers is a whole different story.
Although teens can be as knowledgeable and perceptive as their adult counterparts, they are not usually the most talkative of age groups. Naturally, this can leave us as teachers feeling frustrated and discouraged by their perceived lack of interest. Nevertheless, teens aren't that different and by no means unreachable in terms of motivation. As with any other age group, it's simply a case of finding ways to pique interest. With this in mind, here are eight simple strategies that anyone can use to increase teenage student motivation in the language classroom.
1. To develop listening comprehension, play songs
When it comes to the kinds of listening materials that typically accompany course materials, your teenage learners will most likely lose interest quickly, or, worse still, not hear a word. The easiest way to motivate such learners to listen is by playing songs. But you should also choose songs they like, or can relate to.
The best strategy: Why are you the one choosing? Set up a class rota so that each learner has the opportunity to play one of their favorite songs to the class. Get them to prepare a lyric sheet and work with them to develop a language activity from the words.
2. Have video-based lessons
Videos have huge potential in the language class. Back in the old days this would mean dragging a TV and DVD player in the classroom to teach a video lesson. A laptop will do for a small class, and a speedy Internet connection is great, but not entirely necessary, as you can have video files already downloaded to your computer. To keep teenage learners focused on the task, my advice is to choose movie trailers, music videos, short interviews, or 'how to' videos on YouTube. Three minutes seems to be the optimum length with teenage learners.
The best strategy: Again, why are you the one choosing? Look ahead in the course materials for upcoming subjects and assign the class with the task of finding
3. Exploit technology to get learners searching for their own answers
You can integrate technology in so many ways that it makes sense to utilize the kind of tech-based activities that your teenage learners engage in on a daily basis. Most teenage learners have excellent Web surfing skills, so why not assign them a Web Quest? Basically, Web Quests are online, inquiry-based activities in which learners are required to search for specific information within links provided by the teacher, and then produce a report or a PowerPoint / Prezi presentation.
The best strategy: Give some training in the effective use of search engines, and any software you plan to use in class. Discuss key words and how to use them when searching for sources.
4. Occasionally play games
I've written so much on my blog about games that I ended up collating all my posts into a e-book. You can download it for free here.
The best strategy: With teenage learners, it's vital to choose games that will challenge them, give them the right amount of competitive feel, and help them effectively practice language. Also, make sure they understand the reason you're playing.
5. Use 'real' realia in the classroom
It's easy to forget how effective the use of real life objects can be in motivating learners of all ages. This is a particularly effective strategy with teenage learners who are already lacking in enthusiasm. Don't just bring in random things related to the course materials, though. Make sure whatever you use has real emotional meaning.
The best strategy: Share aspects of your life that learners can relate to, i.e. things that are also an everyday part of their lives, but which were different when you were their age (I still have my first cell phone and it always raises interest when I use it as a prop in class, for instance).
6. Incorporate as many references to pop culture as you can
Consider your teenage learners' interests. Imagine you want to discuss last week's events to practice the past simple tense. Will they be more interested in what the character in their course book did in their fictional journal, or what their favorite pop stars did last week? If you're not willing to discuss their favorite songs, or any of the Maze Runner books or films, then you'll have a harder time connecting with your teen learners.
The best strategy: Ask them what they're listening to or watching on TV. They will be quite forthcoming, especially if they think they can educate you in some way!
7. Give them a little friendly competition
Everyone likes to compete in some way or another; teenage learners are no different. Whether they are playing sports or games on their games console or phone, they always try to outdo each other. Why not introduce some friendly competition into your classroom? Games are easy ways to do this, but you can also have them compete in any activity.
The best strategy: Make sure that you are giving everyone a level playing field. Base your friendly competition on something you know they've all been exposed to, rather than something, such as a particular sport, that will favor those who play or watch it. Such completion can work well in the lead up to exams, especially if you know they've been studying something that you can turn into a game (such as a vocab list).
8. Make reading age appropriate
If you want to get learners excited about reading, you have to make sure you choose material that will pique their interest. The current teenage generation is concerned about the future, so texts about the environment are often a winner. Books or stories about teenage learners are sure to work, but you can also include celebrity biographies, anything sports-related, or any topic that may interest them, but is also up to their reading level.
The best strategy: As mentioned in many of the other strategies here, allowing learners the opportunity to choose their own material often works well. It can even be good to get them to choose their own material related to their course book, but from a perspective that interests them.
Any more?
What else do you do to motivate teenage learners? I'm keen to hear your ideas and add them to this list.
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15 #ESL teaching ideas and a load of useful links for Halloween
As it's nearly Halloween, I thought I'd take the chance to cobble together a load of teaching ideas and links to resources for exploiting this theme in your language classes.
First are a list of easy to set up activities, followed by a bank of links for those looking for even more ideas!
3 fantastic descriptive Halloween writing activities
Halloween is coming up again and I always find this is a really great time to work on descriptive writing. Using the theme of Halloween allows us to engage those learners who might normally lose enthusiasm when it comes to writing lessons.
Halloween naturally lends itself to descriptive writing: the sounds, sights and feelings of Halloween are emotive ways to engage learners. In today's post we look at descriptive texts, story openers and writing games.
1. Use descriptive texts
For this activity, find a Halloween-themed story appropriate for the level of your class. It's important to use a story that incorporates plenty of descriptive language. Firstly, learners read the story. Then, they tell the story back to other members of the class, using as much descriptive language as they can. In fact, this is a great activity all year round, as regular exposure to such descriptive writing is a great way to enhance vocabulary.
A second way of using a descriptive text is to read a Halloween-themed story out loud to your class, getting them to focus as much as possible on the characters you describe. Then, ask your learners questions about details of the story. Here are a couple of examples:
"What did the main character look like?"
"Describe the haunted house that the people entered."
This activity is great for getting your learners to focus on descriptive details and become aware of language they don't know.
2. Use story openers
Basically, what I mean by a story opener is one sentence, sometimes in the form of a question – or a series of questions where necessary – which forms a natural framework for a story. Story openers are effective in assisting learners in developing full and colorful descriptions, which is a fundamental part of creative writing.
Halloween is a fertile and emotive subject as far as story openers are concerned. Here are some examples of story openers you can use:
"It was a dark and misty evening, so I decided to go to…"
"When you walked into the deserted car park, what strange sound did you hear?"
"A strange and worrying sound was coming from the basement. Despite the fact I was home alone, I decided to…."
Try and get your learners to use as much descriptive language as possible when writing their responses.
3. Use writing games
A descriptive writing game is another fantastic method of feeding off the excitement of Halloween. For instance, ask learners to think of a typical Halloween outfit and get them to use descriptive words to describe it. After each learner has finished preparing their list, they can swap it with another person in class. Basically, the idea is then for each learner to guess the identity of the costume from the list of words they have been given.
Alternatively, put several images of typical Halloween scenes around the classroom walls (four or five should be enough). Get each learner to go round class and select the image they like the most, and then write a paragraph describing the scene. After they have all finished writing, each learner can read out their paragraph to the class. The other learners have the task of deciding which image the paragraph describes.
A good idea is to provide model texts to use as a model on which learners can organize their own writing.
Ideas and resources for Halloween teaching with young learners
Halloween offers an enormous opportunity for teachers and learners to use their creativity for ideas with a Halloween theme. Reading projects, fun Halloween alphabets, coloring pages and story writing activities all provide teachers with inspiring ways to teach while celebrating the holiday. Here are some Choose activities that are designed for your classroom's age level and curriculum goals.
Halloween Reading Worksheets
Halloween reading worksheets are often freely available from teacher sharing websites. Look in particular for reading worksheets that offer editing skills, spelling crossword puzzles, word search puzzles and riddle solving tasks. Halloween editing worksheets often require learners to read a Halloween-themed story and then test comprehension on the story. Although this may be similar to what you do with reading normally, the special theme will provide extra motivation.
Suggested resources
- ABC Teach has a huge range of freely downloadable young learner worksheets, quizzes, colouring pages, word searches, etc.
Halloween coloring pages
With young learners Halloween-themed coloring pages can be a valuable way to reinforce letter recognition and word recognition. We can assign Halloween coloring pages as extra enjoyable activities after reading tasks or handwriting practice are complete. We can then use the pages to decorate your classroom or the hallway for the holiday. Halloween coloring pages are downloadable and free on many teacher websites.
Suggested resources
- Super teacher worksheets have loads of resources available to members, although there are some free downloads, too.
Halloween Story Pages
You can use printable Halloween story pages and get learners to finish a silly Halloween story. Printable Halloween story pages come with fill-in-the-blank Halloween vocabulary or Halloween stories that aren't finished. Learners can finish the stories for homework or as a class during the lessons. Learners can write the finished product on the board or on post-it notes that can then be posted somewhere in the classroom for each other to read and enjoy.
Suggested resources
- Scholastic offers a 'Halloween Pack' of ideas and resources and stories.
A selection of ideas from 'Developing Teachers'
Developing teachers is a great site for contemporary classroom research, as well as other resources. It also has one of the best newsletters you can sign up for. I've summarized some of the best ideas the site suggests for Halloween:
Monster consequences
This is a variation on the game consequences where you circulate papers in turn adding a bit of information, folding them over and then at the end opening out the paper and reading out the wacky result. Here you design a monster. All learners take a piece of paper and describe the monsters head at the top – this could be drawn. They then fold the paper and hand it to their neighbor to their left. Then all describe the body and do the same – fold and hand on. And on like this with a scary feature, the food it eats, something about its habits, a noise it makes and a name for the monster. At the end each learner opens the paper and reads aloud about their monster. Instead of folding the learners could see the previous things and have more of an idea of the monster and a description is being built.
Scary movies
Learners write a list of scary movies and explain what happens in their favorite one. Then, each group designs a new monster for a new scary movie. They decide on its name, eating habits, likes and dislikes, physical description, habits etc.
Start you own business – rent-a-ghost
People rent hosts from your company to scare others at Halloween. Design a brochure of available ghosts for hire, including a picture and description of haunting characteristics, special talents and hourly rates. Learners then role-play sellers/customers looking for an appropriate ghost. Give the customers a role card before with ideas.
Ghost interviews
You have a Rent-a-Ghost business which is going well and need to hire more ghosts. Interviewers prepare suitable questions to interview ghosts e.g. ways of scaring people, special talents, why they would be good for the job etc. Ghosts also prepare mini-CVs containing previous experience, special haunting skills, ghost courses completed. They need to ask about conditions and pay at the interview. The interviews take place and the best ghosts are chosen.
Ghost hunters
Like Ghost Busters, the film, these people get rid of ghosts. All learners draw a ghost and the teacher takes them in.
- Learner A – has spotted a ghost in their house – one of the ghosts that has been drawn, and they must describe the ghost, what it does, when it arrived, conditions in the house when it arrived etc.
- Learner B – works for 'Ghost Hunters' and will interview the house owner about the ghost. Also give advice on what to do to get rid of the ghost.
Radio Show – interview with a vampire
Learners write down everything they know about vampires – two groups.
- Group A are the presenters on a radio show – they interview about the vampire's daily routine, clothes, habits, likes etc.
- Group B – are the vampires who prepare details about themselves. You could record the interviews.
Design a potion
Learners design a new potion and the advert that sells it. They need to decide on its magical properties, who it's for, what it contains, the packaging, name and slogan. All mingle selling their potions to each other, persuading each other they need this new magical potion.
Horror story writing
Learners first plan the story deciding on the time, setting, characters, plot etc. (background-problem-solution-outcome) You could also look at specific vocab they might need – scared, terrified, scream, creaking, gloomy, chains, etc.
Act it out
Learners discuss their favorite scary movie and choose a sketch to act out. They write a dialogue and then could write it as a radio play with background scary effects.
Useful links
Firstly, lots of quality material for lessons from the British Council here and here.
A few ghost story sites: Halloween ghost stories, The shadow lands and Ghost place
Finally, 101 Halloween ideas probably has something for everyone.
Free e-book on the physical and emotion aspects of classroom management
Earlier this week I shared a free e-book on using games in the language classroom. This was a collection of all the blog posts I'd written here on 'Teach them English' connected to the use of games. This proved so popular that I'm immediately sharing another free e-book with you!
This time round I'm bringing together another series of blog posts that I first published last year which investigate the emotional and physical aspects of the language classroom and how these issue relate to classroom management (hence the title). As with the previous titles, this book should be considered an introductory overview of the subject area and is therefore perhaps best suited to newly qualified language teachers.
Here's the blurb…
What exactly do we mean by classroom management?
The way I see it, we have to split this particular subject right down the middle: we have the emotional side (the people) and we have the physical side (arranging furniture, placement of the whiteboard, seating plans, etc.).
The various theories I'll be introducing and discussing over the course of several chapters in the first half of this book focus on the former, encompassing the methods of organization, administration, teaching and enforcing discipline in our classroom.
These 'emotional' chapters shall consider how particular theories provide models for explaining how students learn, thus suggesting techniques for enhancing learning and decreasing distraction in our learning environments.
I follow these with four chapters focusing on the physical nature of classroom management, looking at rooms I like, rooms I don't, and discussing the nature of the perfect classroom.
I hope these chapters will collectively help show you how knowledge of classroom management can help you investigate how you function in a classroom, and how you might reflect on changes you'd like to make to how you manage things.
- Chapter 1: Investigating the emotional side of the classroom: introducing classroom management
- Chapter 2: Four major classroom management theories
- Chapter 3: What can we learn from Skinner's Behaviorism theory?
- Chapter 4: What can we learn from the Jones model of positive discipline?
- Chapter 5: What can we learn from Glasser's Choice Theory of classroom management?
- Chapter 6: What can we learn from Canter's Assertive Classroom Management model?
- Chapter 7: What is your personal classroom management profile?
- Chapter 8: Dealing with the physical aspects of the classroom
- Chapter 9: The curious case of G062
- Chapter 10: Is G045 a teaching paradise?
- Chapter 11: Epilogue – The perfect classroom
If you like the sound of that, click here for your free download.
250-hour online TESOL Diploma recognized by TESL Canada on completion of a 20-hour Practicum. Study online, take the Practicum anywhere in the world!


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YANGON Two people were killed and 10 wounded in northeast Myanmar on Tuesday when a passenger plane missed an airport runway in heavy fog and landed in a rice paddy, state television said.
The pilot of the Air Bagan plane touched down beyond Heho airport in Shan state, killing one passenger and a motorcyclist on the ground, MRTV said.
MRTV had earlier reported the dead passenger was an 11-year-old boy but the airline later confirmed the deceased was a female tour guide.
Four foreigners -- two Americans, a South Korean and a Briton -- and the pilot were among the injured. The plane was carrying 63 passengers, 51 of whom were foreigners.
Air Bagan is one of five airlines operating domestic routes in Myanmar.
Owned by Tay Za, a local tycoon blacklisted by the United States for his alleged links to former military regime, Air Bagan was the country's first privately run carrier when it was established in 2004.
(Reporting by Aung Hla Tun; Editing by Martin Petty and Daniel Magnowski)
Trending On Reuters
Erdogan says to close military schools, rein in armed forces
Turkey will shut down its military academies and put the armed forces under the command of the defence minister, President Tayyip Erdogan said on Saturday in a move designed to bring the military under tighter government control after a failed coup. Full Article
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Franklin Flame 2013 Tryouts
The Franklin Flame will be holding open tryouts for the 2013 season. Our teams will participate in 4-8 tournaments in the SE Wisconsin area. Our 14U team may also play in tournaments in the tri-state area. Tryout details as follows:
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Minx Shorts - White
$38 Sold out nastygal.com
The hottest white shorts featuring a high waist and front pockets. Exposed zip closure at back, stretch fabric. Partially lined. Looks chic with a sheer tank and lucite heels! Rayon/Nylon/Spandex Blend. 12.5" waist. 11'' length. 1.5" inseam. 10.75" rise. Model is wearing size small. Measurements taken from size small. Hand wash cold. Made in USA.
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Importing image folders into Adobe Bridge
Started Dec 29, 2012 | Discussions thread
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Jarvis393 • Contributing Member • Posts: 522
Importing image folders into Adobe Bridge
Dec 29, 2012
I have just uploaded Photoshop CS5 to my Macbook Pro.I want to manage my photography images in Adobe Bridge.
Some of these images are in an Aperture V.2 library and some are just scattered in various folders throughout my hard drive.
I have seen several discussions about how to import directly into Bridge from the camera but nothing so far about how to import folders into Bridge. Is there an elegant way to do this?
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Rainbow Lake, Kosciuszko National Park, SE Australia. Sony NEX6.
186 biews, Aug 2015
kosciuszko national park lakes landscape
I love it when nature provides us with these patterns.
many thanks Allen
There it all was, just waiting for you!! The white, skeletal branch perfectly complements the lily pads, reeds and blue,blue water. Lovely.
Mother Nature had arranged things with an artistic hand — as she so often does! thanks for taking a look Bette
Lovely lily pads and blue water!
thanks for your nice comment Angie
Great mix of components
Huge thanks for the feature MG — much appreciated.
We only feature the best Harry!
Congratulations! (3 August 2014)
Forum announcement
thanks heaps Celeste
Lovely work, Harry! Congratulations on your feature in Nature's Patterns and Designs – FAVE:>)
thanks for your kind words MN
Fabulous! Congratulations on your feature in the Nature's Patterns and Designs group.
thanks so much Cee
Such a pretty image!
thanks for taking a look
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India hopes UN vote will help resume Palestine, Israel talks
United Nations: India has expressed hope that Palestine`s enhanced status at the UN will pave the way for resumption of "serious and direct" talks with Israel as it voiced concern that the continued impasse between the two parties over settlement activities threaten the two-state solution.
India was among the 138 nations that voted in favour of Palestine at a historic UN General Assembly vote that upgraded the status of the Palestinian Authority to non-member observer state from an entity.
The US and Israel and were among only nine nations in the 193-member UN body that voted against Palestine in Thursday`s vote.
"We hope that the vote in the General Assembly will pave the way for the resumption of serious, direct talks between the Palestinians and the Israelis," India`s Permanent Representative to the UN Ambassador Hardeep Singh Puri said at a General Assembly session here yesterday on the `Question of Palestine and the situation in the Middle East.`
Puri regretted that while democratic aspirations of people in several Arab countries was being addressed through national political processes over the last two years, the Palestinian question and related Arab-Israeli issues remained largely un-addressed and unresolved.
"For more than two years now, there have been no direct talks between Israel and Palestine. Meanwhile, the situation in the occupied Palestinian territories has been deteriorating due to settlement activities in the West Bank and East Jerusalem," Puri said.
"These activities are creating new realities on the ground, and threaten the very premise of a two-state solution," he said.
Settlements, roadblocks and the related infrastructure of occupation have exacerbated the humanitarian problems of the Palestinian people and are adversely affecting the normal functioning of state institutions, he said.
The Palestinian Authority is also facing a severe financial crisis that could erode significant progress made by it in building state institutions.
With the Gaza blockade entering its sixth year, the humanitarian situation continues to deteriorate and essential services, economic activities and infrastructure development have been disrupted.
"We strongly condemn the violence and deeply regret the loss of human lives during the recent hostilities. We hope both the parties will uphold the ceasefire agreement and implement its provisions in good faith," Puri said referring to the November 21 ceasefire between Israel and the Palestinian group Hamas which brought an end to eight days of violence that left an estimated 158 Palestinians dead.
Tensions had escalated in the region earlier this month following rocket attacks against Israel from Gaza and Israeli airstrikes on Gaza.
Puri also lamented that Palestine`s application for full membership of the United Nations submitted more than a year ago had not evinced any positive action from the Security Council, despite overwhelming support from the UN member-states.
Reiterating India`s continued support for the Palestinian cause, Puri congratulated the leadership and people of Palestine on winning the General Assembly vote.
"While we have long supported the aspirations of the Palestinian people and leadership for the full membership to the United Nations, the vote in the General Assembly is an important milestone towards that goal," he said.
Noting India`s long history of solidarity with the Palestinian people, Puri said India was the first non-Arab country to recognise the state of Palestine nearly 25 years ago.
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Relevant offers
Inclement weather could play a significant part in the UCI Track Cycling World Championships that begin in Colombia on Thursday.
Yesterday's second practice session was cancelled after rain flooded the track in Cali, which has a roof but is open on the sides.
BikeNZ head coach Dayle Cheatley said strong winds and the wet weather could affect the outcome in some events during the five-day championships.
"We've been here before, but not at this time of year and the open sides has not been a factor," Cheatley said.
"But we've experienced winds during the training days and obviously today was a bit of a disaster when the heavy rain hit. It has forced us to rethink our approach. But the issue could come in something like the team pursuit qualifying which is 90 minutes duration with a team getting still conditions at the start and then the wind coming up at the end. Obviously if it rains then it will be impossible. I would expect plenty of hard questions at tomorrow's team managers' meeting."
The New Zealand team has settled well in the warm temperatures approaching 30C.
"It's a long trip to this part of the world so we left a couple of days earlier than usual to help combat this. All of the team are now settled and starting to produce some good times."
Auckland's Aaron Gate, who will defend his omnium world title, and Southland's Eddie Dawkins will have the heaviest workloads.
Gate will compete in the team pursuit on the first day and the omnium on days three and four, while Dawkins will contest the team sprint on Thursday, keirin on day two and the sprint on the final two days.
"Both riders are well experienced now and in great shape. They know how to manage themselves through this schedule," Cheatley said.
Cheatley said that riders can be substituted in both the team sprint and team pursuit, between qualifying and medal rounds, and also individual events.
Gate will be joined by Dylan Kennett (Waimate), Pieter Bulling (Invercargill) and Marc Ryan (Timaru) in the team pursuit, while Dawkins will anchor the team sprint with starter Ethan Mitchell and fellow Aucklander Sam Webster.
Manawatu's Simon van Velthooven will contest the keirin, the event he won the bronze medal at the London Olympics, and the 1000m time trial, in which he win the silver medal in Belarus last year.
"The key thing for us will be to stay focused if the weather plays a part. We have to focus on controlling what we can control."
There is a further final training session today ahead of racing on Thursday with heats starting at 6am and finals from 12.45pm.
The BikeNZ team selections for the championships are:
Team Pursuit: Dylan Kennett, Pieter Bulling, Aaron Gate, Marc Ryan.
Omnium: Gate
Scratch: Kennett
Points: Tom Scully
Individual Pursuit: Ryan, Shane Archbold.
Madison: Archbold, Scully.
Team Sprint: Ethan Mitchell, Sam Webster, Eddie Dawkins.
Sprint: Webster, Dawkins.
Keirin: Simon van Velthooven, Dawkins.
1000m time trial: Van Velthooven.
- The Southland Times
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