background preloader

Lesson ideas

Facebook Twitter

National Flags Created From the Foods Each Country Is Commonly Associated With. Feeling hungry? You will be after looking through this creative collection of food photography by Australian advertising agency WHYBIN\TBWA. To promote the Sydney International Food Festival, which is Australia’s largest food festival which had almost a million attendees last year and chefs from all over the world, the imaginative team re-created 17 national flags using foods common to each nation. Basil, pasta, and tomatoes create the stripes on Italy’s flag, while hot dogs and buns were used for the U.S., olives and feta cheese for Greece, and curries with rice for India and Indonesia. See Also Man Follows Girlfriend All Around the World What’s even more impressive than the simpler striped flags is seeing the clever ways the team improvised stars and symbols of the more complex flags. Above: Italy’s flag made from Basil, pasta, and tomatoes.

Brazil’s flag made from banana leaf, limes, pineapple and passion fruit. China’s flag made from pittaya/dragon fruit and star fruit. Aysegul Liman's Blog - Bizarre news photos for your reading classes! If you teach reading and writing like me, you can use these great sites in your classes. I use them whenever I feel they are bored. I show them the picture and want them to create a story. And finally we read the news together. Orange News (formerly known as Ananova), as well as having some great quirky news stories, which are great for class, also has a “News in pictures” section with some fun things in its quirky photo gallery.

At Yahoo, you have a similar source of bizarre news stories, in its “Oddly Enough” section. On the IWB, it’s so easy to import things, for a start, and separating pictures from captions gives you and easy-to-create drag-and-drop, matching exercise. Please try, you won’t regret it! The Other Things Matter: From classroom noise to the language of learning. Hi all,A big thank you to everyone for your support over the past two years. Realizing that this blog keeps growing and that the options for making it navigable with blogger are diminishing week by week, I've moved over to WordPress. I hope this doesn't cause any unnecessary inconvenience.The original article you are looking for is below this short message. After reading, if you have a moment to check out the new (and hardly changed) "The Other Things Matter", please drop in. Would love to hear from you. Over the past few years I’ve noticed that my lower-level students fall into two broad categories: beginners with minimal exposure to English and beginners who have had exposure, but don’t have the study skills or language learning strategies to take input and turn it into intake. 1.

I lived on a small island near for three years. Most of the students know all of the words in the paragraph, but they do not know ‘sail’ and might also might not know ‘nearest’. 2. 3. 4. 5. 6. Eminem would spend hours every night studying the dictionary, so he could expand his vocabulary for his rhymes. - Serious Facts. 7 Speaking Activities to Introduce Classroom Language. I'm 13 and None of My Friends Use Facebook. A Google Translate experiment with language. <cue 90s beat>Now this is a story all about how We can use TV theme songs to bring students ’round To seeing Google Translate for how it really makes Their writing and their reading, quite substantially fake <Tip beat 90s> Well, this is a story about how allWe will be able to use the theme song from the TV tower studentTo see how the Google translation is actuallyTo read and write their false much more You might notice that these “rap” lyrics (at least the first ones written by me for this post) sound familiar if in fact you rapped them as you read.

Back in the day, The Fresh Prince of Bel-Air (1990-96) was the next-generation Cosby Show, but it was cooler than that. It had the family values, but also the rags to riches main character that so commonly causes both conflict and comedy. As you probably have noted to yourself already, there are various lessons that can spawn from this: characteristics of genre-specific writing, sentences structure, story-telling, etc. Like this: TESOL or nothing: Unreal TV. These ads, which have been recorded for a fundraising campaign for public TV in the U.S., mock reality TV and may serve as a springboard for debate in the English language classroom. If you want to use them in a conversation class, here are a few suggestions: Lead-in:Pair Ss up to talk about the questions: a) What are your favorite TV shows? Why do you like them? (If you don't like TV, why don't you?)

B) How do you (or people you know) choose new TV shows to watch? Or... Give each S 3 blank slips of paper. Ask Ss to write the names of their 2 favorite TV shows and 2 TV shows they can't stand.Ss mingle to find someone who is very similar to them and sit next to their "TV soulmates".Listening/Viewing for gist: Tell Ss they are going to see two TV commercials to identify what they are advertising and what they have in common.Show two of the commercials and stop right before the white titles in the black background. Would you use these ads in class? The Purple Pug: An open letter to the mother of the boy bullying my son... This letter is to the mother of the boy that is bullying my son at summer camp. You do not know me, nor do I know you.

I have no idea what you look like, where you live, what you do for a living, what kind of car you drive or whether or not you are a good mother. I have crossed your path under circumstances which I wish were different. I wish we met at camp pick up and laughed over some common camp lunchbox mix-up situation and became fast friends, but that is not the case. You do not know my child. He is an astounding + amazing boy with different abilities, strengths and weaknesses. Your son is a year or two older than mine. I arrived at camp this morning and was surprised to be pulled aside by the Director.

I got the boys into the car and I casually asked him if that boy had bothered him today...He said "yes. " Again, I do not know you. I cannot quite put my finger on the feelings I have for you~maybe rage, pity, disgust, confusion. Peace. 15+ different Vocabulary Methods (How to teach words) A key to learning any new language is new vocabulary! There are so many ways to SNOWBALL FIGHT Get students to have a blast throwing around paper in class and then answering vocabulary questions! Students to improve their vocabulary by really thinking about what word someone is trying to get you to guess with rhymes!

Reviewing vocabulary words more fun by throwing hangman into the mix. Like the snowball fight, this game plays on students love for throwing things. Pictures, homophones, antonyms, or definitions you can play Flyswatter. You can also get students to run around, which helps with excess energy. You want students to practice vocabulary get them to create ink pinks. Creative Guided Story Writing. Jul July 10, 2013 | 2 Comments I’d like to share a guided writing activity that I adapted for my classes. Give students a card and ask them to read the instructions. Tell them they are going to invent a story about what happened to the characters on their cards. Give them the pre-prepared questions and ask them to answer the questions Tell them these questions will guide them to write their stories. You can even give them the characters from the novels or short stories.

I prepared a Google document for the instructions and another for the questions and I’ll add more when I come up with an interesting idea. Note: You can prepare your cards on powerpoint slides and save them as JPEG, print and laminate them for many uses. Come on – convince me! How to structure a professional argument. | The Business English Experience. I recently taught a group of very challenging learners – scientists from a research organization who are experts in renewable energy sources. They are all highly intelligent individuals – rather intimidatingly so- and I had a great challenge in designing tasks which would meet their needs. The reason? They all play completely different roles in the organization and there is no direct overlap in the tasks they performed.

After conducting a needs analysis with them – which required an extra amount of prodding and probing in order to draw out ideas of how we could structure their training, I was able to identify a number of language strategies which they all need in their roles. One very interesting point which they all raised was that they wanted to use more complex structures and speak in much more complex sentences. At B2 level I took this to mean that they wanted to use longer sentences with more complicated, vocabulary. Like this: Like Loading...